Psychology 3895E-001
Social Science in the Community
If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.
1.0 CALENDAR DESCRIPTION
In this project-based course, social science students, working in interdisciplinary teams, apply their scholarship to help community agencies address their self-identified needs, developing transferable skills in the process.
Prerequisites: Registration in 3rd or 4th year of a module in the Faculty of Social Sciences. Registration is by special permission only and must be obtained from the course instructor the Spring/Summer before the course begins in the Fall term
Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites.
2 seminar hours, 4-5 hours on community placement/project. (This course has a service learning component). The course is held both on and off campus (at Innovation Works) The schedule includes an extra hour to allow for travel time. 1.0 course
2.0 COURSE INFORMATION
Instructor: Dr. Leora Swartzman
Office and Phone Number: 312E Westminster Hall, 519-661-2111 ext 84654
Office Hours: By Appointment
Email: lswartzm@uwo.ca
Time and location of classes: 2:00-4:00, Rm 30F Westminster Hall. Once a month, the class meets at Innovation Works, 201 King Street, London. (The class is timetabled 1:30-4:30 to allow for travel time on the weeks the class meets at Innovation Works. The classrooms in both sites have been reserved for our use from 1:30-4:30.
Students who are in emotional/mental distress should refer to Mental Health@Western
http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options about how to obtain help.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also wish to contact Student Accessibility Services (formerly known as Services for Students with Disabilities) at 519-661-2147.
3.0 TEXTBOOK
There is no textbook but rather a set of multidisciplinary and interdisciplinary readings that will be partly dictated by the disciplinary make-up of the class and the nature of the projects. Other readings will provide students with the foundational knowledge to work effectively with peers and in a community setting.
4.0 COURSE OBJECTIVES
Social Science in the Community is a professional development course where students, working in interdisciplinary teams, develop transferable skills by applying their scholarship to help community agencies address their identified needs. Course seminars will provide students with the foundational knowledge (e.g., about community engagement, advocacy, knowledge exchange) to work effectively with community partners and maximize their collaborative impact.
There will be three broad categories of topics, which may include but are not limited to:
Municipal Issues:
- Foundations of community engagement
- Diversity and inclusion
- Social inequalities and power relations
- Community mobilization and advocacy
Applied Research
- Knowledge exchange and mobilization
- Fundamentals of Evaluation
Soft Skills”
- Effective partnerships and teamwork
- Project Management
- Active Listening Skills
• Professionalism and professional ethics.
4.1 COURSE STRUCTURE
Learning will occur largely through project-related group work (in teams of 2-4), independent reading, assigned reading and material presented in class. This will be assessed by the class quiz and contributions to class discussions. This year, students, will help Kinga Koltun (Coordinator, Government and External Relations, City of London) move forward on London’s its “Community Diversity and Inclusion Strategy” (CDIS)
Much of class time in the first half of the Fall semester is aimed at deepening students’ understanding of concepts relevant to the project, their ability to apply it, and honing their transferable skills. Most class time towards the end of the Fall term will be dedicated to student presentations and student-lead discussions in which they will share with the class key aspects of their learning to date. They may also solicit advice from peers about challenges encountered. They will also assign one (or two) readings for the class and will bring that material into the presentation for discussion. In the last class of term, students will present a progress report on their projects, and receive feedback from their peers, the instructor and Kinga Koltun.
At the beginning of the Winter term, students will share information/data acquired in the fall semester with students in another CEL course, Dr. Kim Solga’s Performance Beyond Theatres (Theatre Studies 2202G). Most course- related activities in the winter term will revolve around the CDIS projects. It will culminate in two poster sessions, one as part of Western’s Psychology’s CEL showcase, the other at “Hubbub” CityStudio’s event at City Hall.
Caveat: Because working in the community is inherently unpredictable, flexibility is key. Accordingly, it may be necessary to change some elements of this syllabus. If made, these alterations will not substantially alter the nature and timing of the assignments, and students will be given as much advance notice as possible
4.2 CITY STUDIO*
CityStudio is a partnership between Innovation Works (a local co-working space affiliated with the Centre for Social Innovation), the City of London, and London’s post-secondary institutions.
The primary goals of CityStudio are to:
- Pair city staff with faculty and students to develop projects that support and ‘move the dial’ on specific city goals, strategies and plans.
- Provide a vehicle whereby post-secondary institutions can provide students with employable skills, project training, network enrichment and community connections.
- Enable faculty to provide substantial opportunities for their students to work on real projects relevant to their studies, engaging them more deeply in their learning
Psych3895E has been selected as one of CityStudio’s 15 “Campus” courses, taught by faculty across London’s post-secondary institutions. Faculty and students are matched with city staff’s strategic planning targets. CityStudio’s Campus course network activates a web of actions and research across the city and enables learning exchanges across disciplines and institutions”
*Adapted from CityStudio Program Information (2017)
4.3 COURSE PROJECT
Students, working in groups of 3 or 4, will help the City of London move forward on its “Community Diversity and Inclusion Strategy” by creating a ‘toolkit’ to educate Londoners about the various targets and forms of discrimination in London, focusing on 1) racism 2) xenophobia and 3) ableism (physical and mental). It also will also provide Londoners with the tools to combat discrimination (e.g., how to ‘call out’ discrimination when they witness it; how to be an effective ally).
During the fall semester, students will work to expand on the research gathered by Dr. Swartzman’s Community Psychology (Psych3317E) class in 2018/19. This will involve interviews with community members** as well as a literature review. The research will provide more information on:
(1) Who experiences discrimination in London
(2) The various forms (overt, subtle, implicit and institutional) discrimination takes. The invisible barriers that prevent people from being included.
(3) For those people who are marginalized, what would inclusion look/feel like.
(4) The best ways to inform London residents about the various forms of discrimination and intentional and non-intentional exclusionary practices.
(3) Effective ways to shift public attitudes and beliefs.
(5) Providing Londoners who want to serve as allies to those who are marginalized/excluded, the tools to do so. This includes but is not limited to acquiring the skills to intervene when they witness overt and subtle discrimination.
**Note: These community members have volunteered to be consultants for the city’s CDIS initiative. For those who provide consent, de-identified records of the interviews will be provided to students in an upper level winter 2020 class in the Faculty Arts. Those students, under the guidance of their instructor (Dr. Patrick Mahon) and Kinga Koltun, will be creating a documentary designed to capture the impact of the CDIS to date.
During the winter semester Psych3895E students will share the all information/data acquired in the fall semester with students in another CEL course, Dr. Kim Solga’s Performance Beyond Theatres (Theatre Studies 2202G). This course explores the performative nature of everyday life and how it shapes citizenship in both positive and negative ways. TS2202G students, using the data/information provided by Psych3895E students, will develop interactive public performances/scenario to help Londoners:
1) Recognize when biases and stereotypes influence social interactions
2) Have conversations about discrimination/harassment
3) Prevent discrimination/harassment
Psych 3895E students will help TS2202G students evaluate the impact of the scenarios on the audience/participants.
At the end of the school year, students will collate all the material and incorporate it into a ‘toolkit’ that they will present to Kinga Koltun. The toolkit will include infographics for general circulation. Students also will present their findings at CityStudio’s “Hubbub” even at City Hall, likely (but not definitely) in poster format.
4.4 STUDENT LEARNING OUTCOMES
By the end of this course, the successful student will:
|
Learning Outcome
|
Learning Activities |
How Assessed |
|
|
||
|
Have the foundational knowledge to work effectively with community groups
|
Readings Class discussion Guest lectures
|
Contribution to Class Discussion Quiz |
|
Identify factors that contribute to social and local issues and barriers to implementing change |
Reading Class discussion Guest lectures Community project |
Contribution to class discussion Final Report Initial and final class presentation |
|
Locate and critically evaluate scholarly research that pertains to a real world problem in the community |
Community project In-Class activities |
Final Report Contribution to class activity Initial and final class presentation |
|
Apply knowledge to the understanding of everyday problems. |
Community-based project Class activities Guest lectures
|
Contribution to class discussion & activities Final Report Initial and final class presentation As assessed by setting supervisor (in consultation with instructor) Quiz |
|
Communicate scientific findings and scholarly theories in language than is accessible to a non-expert population. |
Community project Class activities Class Presentation |
As assessed by setting supervisor Contribution to class activity Grades on two class presentations
|
|
Manage a project from start to end by using planning, coordination of efforts, prioritizing, time management and organizational strategies |
Community project |
As assessed by setting supervisor, course instructor and teammates |
|
Navigate their role within a team and recognize and appreciate the role of others on the team |
Community Project |
As assessed by setting supervisor, course instructor (and teammates) |
|
Practice reflective thinking to connect CEL experience with course content and personal values. |
Community project Journaling/critical reflections Class discussions |
Instructor ratings of journal entries Contribution to class discussions Final report and presentation As assessed by setting supervisor,( in consultation with instructor). |
|
Recognize and develop own sense of commitment to civic engagement and social responsibility. |
Community project Journaling/critical reflections Class discussions |
Instructor ratings of journal entries. Final report and presentation Participation Grade
|
5.0 EVALUATION
|
Component |
% of Grade |
Time Frame (if applicable) |
|
Quiz (1 @5%) |
5% |
Towards the end of the Fall term |
|
Critical Reflection Journals (2 @ 5%) |
10%
|
One at the end of each term
|
|
Participation (5% per term) |
10% |
Over both terms. |
|
Student presentation/discussion on a specific topic relevant to the project |
5% |
Middle of Fall term |
|
Review paper (1000-1500 words) on a topic relevant to the project. |
10% |
Any time, up until the last day of class in the Fall term. |
|
Evaluation of individual student’s project-related work and demeanor |
5% |
Students receive interim (formative) feedback from supervisor(s) and submit at the end of the Fall term. Evaluative feedback is to be submitted at the end of the Winter term to instructor by the end of the Winter term |
|
Total : Proportion of Grade based on Individual Work |
45% |
|
|
|
|
|
|
Interview Questions |
3% |
Around the middle of the Fall term |
|
Progress report, in written format (G) |
7% |
End of Fall term |
|
Progress report, delivered as a class presentation |
5% |
End of Fall Term |
|
Presentation and material provided to Theater Studies students (G) |
3% |
Beginning of Winter term |
|
Class presentation on final product. (G) |
5% |
End of Winter term |
|
Final poster(s) (G) |
7% |
End of Winter term |
|
Final product/report/toolkit, which will include an infographic, for Kinga Koltun (G) |
25% |
End of Winter term. Jointly evaluated by Instructor and Kinga Koltun. (Note: The grade may be adjusted to reflect the degree and quality of a student’s contribution the project, as judged by their peers). |
|
Total: Proportion of Grade based on Group work |
55% |
|
Because this is an essay course, as per Senate Regulations, you must pass the essay component to pass the course. That is, the average mark for your written assignments must be at least 50%.
This course is exempt from the Senate requirement that students receive assessment of their work accounting for at least 15% of their final grade at least three full days before the date of the deadline for withdrawal from a course without academic penalty
Although the Psychology Department does not require instructors to adjust their course grades to conform to specific targets, the expectation is that course marks will be distributed around the following averages:
70% 1000-level and 2000-level courses
72% 2190-2990 level courses
75% 3000-level courses
80% 4000-level courses
The Psychology Department follows Western's grading guidelines, which are as follows (see http://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf):
A+ 90-100 One could scarcely expect better from a student at this level
A 80-89 Superior work that is clearly above average
B 70-79 Good work, meeting all requirements, and eminently satisfactory
C 60-69 Competent work, meeting requirements
D 50-59 Fair work, minimally acceptable
F below 50 Fail
6.0 ASSESSMENT/EVALUATION SCHEDULE
There will be one open book quiz during the fall semester. They will be worth a total of 10% of the final grade.
7.0 CLASS SCHEDULE
This schedule is tentative. It might be changed in light of unforeseen circumstances, which may include unanticipated learning activities, availability of guest speakers
IW = Innovation works. If not specified, Rm 20F WH
|
FALL |
TOPICS
|
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1. Sept. 11 (IW)
|
Introductions; Overview of course and project; Intro. to CityStudio and Innovation works. Topics: Diversity and Privilege
|
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2. Sept.18 |
More detailed review of the course objectives, student activities and the transferable skills they develop. Core values and foundational concepts. |
|
3. Sept. 25 |
Active Listening, Professional Ethics, Professionalism and Critical Reflection.
|
|
4. Oct. 2 (IW) |
A primer in Program Evaluation, Survey design and obtaining Qualitative information.
|
|
Oct. 9 |
No class. Yom Kippur
|
|
5. Oct. 16
|
Project Management (Kinga Koltun), Effective Partnerships and Teamwork Discussion of first draft of questions (Due that day) |
|
6. Oct. 23
|
Performance as a Tool for Social Justice (Dr. Kim Solga) Social Inclusion |
|
7. Oct. 30
|
Social Inequalities and Power Relations; Community mobilization and engagement; Advocacy |
|
Nov. 6
|
No class. Reading week |
|
8. Nov. 13 (IW) |
Student led discussion of specific topics |
|
9. Nov. 20 |
Student led discussions of specific Topics |
|
10. Nov. 27 |
Quiz, and review of responses. Sharing critical reflections |
|
11. Dec. 4 (IW) |
Progress Reports. Kinga Koltun will be present.
|
Note: Friday Dec. 6, 9-noon. Students are strongly encouraged to attend the Hubbub:City Studio Projects Poster Presentation at City Hall, where students who took a CityStudio course in the fall present their work. The Mayor of London, City Councillors and City of London staff will be invited to this event.
CLASS SCHEDULE WINTER TERM
|
Date |
Topics/Activities (This might change)
|
|
1. Jan. 8 (IW) |
Class activity. To be determined based on class interest. OR Presentations to the Theatre Studies Students. (To take place sometime that week, likely in the evening.) |
|
2. Jan. 15 |
Class activity. To be determined based on class interest. OR Presentations to Theatre Studies Students. (To take place sometime that week, likely in the evening.) |
|
3. Jan. 22 |
Students share challenges and successes and consult with each other and instructor . Review of progress on project |
|
4. Jan 29 |
TBD |
|
5. Feb. 5 |
TBD |
|
6.Feb. 12 (IW) |
TBD |
|
Feb. 19 |
Reading week. |
|
6. Feb. 26. |
TBD (Instructor might be away) |
|
7. March 4 |
TBD |
|
8. Mar. 11 (IW) |
TBD |
|
9. March 18 |
TBD |
|
10. March 25 |
TBD |
|
11. April 1 |
Presentation of Projects |
|
12. April 8 |
Wrap up and critical reflections |
8.0 STATEMENT ON ACADEMIC OFFENCES
Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offenses. Plagiarism and cheating are considered very serious offenses because they undermine the integrity of research and education. Actions constituting a scholastic offense are described at the following link: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf
As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offenses. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com http://www.turnitin.com
Possible penalties for a scholastic offense include failure of the assignment, failure of the course, suspension from the University, and expulsion from the University.
9.0 POLICY ON ACCOMMODATION FOR MEDICAL ILLNESS
Western’s policy on Accommodation for Medical Illness can be found at:
http://www.westerncalendar.uwo.ca/PolicyPages.cfm?PolicyCategoryID=1&Command=showCategory&SelectedCalendar=Live&ArchiveID=#Page_12
The full policy for consideration for absences can be accessed at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/Academic_Consideration_for_absences.pdf
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation:
http://counselling.ssc.uwo.ca/procedures/medical_accommodation.html
If you experience an extenuating circumstance (e.g., illness, injury) sufficiently significant to temporarily make you unable to meet academic requirements, you may request accommodation through the following routes:
- Submitting a Self-Reported Absence form (for circumstances that are expected to resolve within 48 hours);
- For medical absences, submitting a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner in order to be eligible for Academic Consideration;
For non-medical absences, submitting appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in their Faculty of registration in order to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate.
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation. The self-reported absence form may NOT be used for absences longer than 48 hours; coursework/tests/exams/etc., worth more than 30% of the final grade; or exams scheduled in the December or April final-exam periods: http://counselling.ssc.uwo.ca/procedures/medical_accommodation.html
Students seeking academic consideration:
- are advised to consider carefully the implications of postponing tests or midterm exams or delaying handing in work;
- are encouraged to make appropriate decisions based on their specific circumstances, recognizing that minor ailments (upset stomach) or upsets (argument with a friend) are not normally an appropriate basis for a self-reported absence;
must communicate with their instructors no later than 24 hours after the end of the period covered by either the self-reported absence or SMC, or immediately upon their return following a documented absence
10.0 OTHER INFORMATION
Office of the Registrar web site: http://registrar.uwo.ca
Student Development Services web site: http://www.sdc.uwo.ca
Please see the Psychology Undergraduate web site for information on the following:
http://psychology.uwo.ca/undergraduate/student_responsibilities/index.html
- Policy on Cheating and Academic Misconduct
- Procedures for Appealing Academic Evaluations
- Policy on Attendance
- Policy Regarding Makeup Exams and Extensions of Deadlines
- Policy for Assignments
- Short Absences
- Extended Absences
- Documentation
- Academic Concerns
- 2019-2020 Calendar References
No electronic devices, including cell phones and smart watches, will be allowed during exams.
Copyright Statement: Lectures and course materials, including power point presentations, outlines, and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute lecture notes, wiki material, and other course materials publicly and/or for commercial purposes without the instructor’s written consent.
