Psychology 3317E-001 (Online for 2020-21)

Community Psychology

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

An introduction to Community Psychology, which focuses on person-environment interactions and on how society influences individual and community functioning. The course will include a community engaged learning (CEL) component whereby students apply their scholarship to help community-based organizations meet their identified needs. This will not necessarily involve direct client contact.

Prerequisite(s): Psychology 2820E or Psychology 2800E and Psychology 2810. Registration is by special permission only and must be obtained from the course instructor in 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; 1.0 course. (This course has a service learning component)

 

2.0    COURSE INFORMATION

Instructor: Dr. Leora Swartzman 

Office and Phone Number: 312E Westminster Hall, 519-661-2111 ext 84654

       Email:  lswartzm@uwo.ca

      (The Instructor will mostly be working remotely, so Email is the preferred mode of contact.)                          

 

Class times and Location:  Wednesdays 2:30-4:30 (The Zoom Room will be open 15 minutes before and after class to give the Instructor and students the opportunity to ask/answer questions, catch up, or just chat informally.                                                                                   

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

Jason, L.A., Glantsman, O., O’Brien, J.F., & Ramian, K.N. (2019) Introduction to Cmmunity Psychology: Becoming an Agent of Change. Rebus Press (online; Free: Creative Commons)  https://press.rebus.community/introductiontocommunitypsychology/

 

Assigned readings will consist of select chapters from the textbook as well as scholarly articles.” All material will be uploaded to Perusall  and also to the as well as to the course OWL site (in the “Course Readings” section of “Resources”.

 

4.0    COURSE OBJECTIVES

Students will learn about a range of topics relevant to community psychology, including: its key principles and values; features and challenges of community-based research; types and models of prevention; stress, coping and social support; psychological sense of community; and strategies for social change. This learning largely will occur through independent reading in the first semester which will be assessed through their comments/annotations on the readings through Perusall, a peer-to-peer collaborative e-reading platform.

 

When relevant, we will approach the course material through the lens of COVID-19 and Black Lives Matter. They are world-changing phenomena that affect us personally and collectively. s a collective. And they will continue to play out over 2020/21 in unpredictable ways. As such, the Instructor may adjust some of the assigned readings and perhaps even class topics to keep our discussions relevant, current and personally meaningful.


   4.1    STUDENT LEARNING OUTCOMES 

By the end of this course, the successful student will be able to: 

Learning Outcome

 

Learning Activities

How

Assessed 

Knowledge and Understanding

1. Depth & Breadth of Knowledge

Describe and apply main concepts and principles  of community psychology

Reading

Class discussion

Guest lectures

Community project  

Perusall annotations

Contribution to Class Discussion

Group Reports

Group presentations

Individual literature review and annotated bibliography. 

Describe and analyze individual well-being from an ecological perspective.

Reading

Class discussion

Guest lectures

Community project 

Perusall annotations

Contribution to Class Discussion

Group Reports

Group presentations

Abilities

2. Knowledge and Application of Methodologies

Locate and critically evaluate scholarly research that pertains to a real world problem in community psychology.

Community project

Classroom activity

Contribution to class activity

Group reports

Group presentations

Individual literature review and annotated bibliography

3. Application of Knowledge

Apply community psychology principles to the understanding of everyday problems.

Community-based project  

Classroom activities

Field trips

Guest lectures

 

Perusall annotations

Contribution to Class Discussion

Group Reports

Group presentations

As assessed by setting supervisor (in consultation with instructor)

4. Communication Skills

Communicate scientific findings and scholarly theories in language than is accessible to a non-expert population.

Community project

Classroom activities

Class Presentation

As assessed by setting supervisor

Contribution to class activity

Class presentations.

 

 

5. Autonomy and Professional Capacity

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 (in consultation with course instructor) 

 

Attributes

 

6. Awareness of Limits of Knowledge Practice reflective thinking to connect CEL experience with course content and personal values.

Community project

Critical reflection  

Class discussions 

Contribution to class discussions

Final report and presentation

As assessed by setting supervisor,( in consultation with instructor).

7. Autonomy and Professional Capacity Recognize and develop own sense of commitment to civic engagement and social responsibility.

Community project

Critical Reflection

Class Discussions Class Activities

Instructor ratings of journal entries.

Final report and presentation  

 

 


4.2 COURSE STRUCTURE

 

Learning will occur largely through project-related work and independent reading, assigned reading and material presented in class. This will be assessed by students’ annotations on the readings, and their contribution to class discussions and activities. 

 

In class: Much of class time in the first two thirds of the Fall semester (before reading week) is aimed at deepening students’ understanding of the material and ability to apply it.  Most class time towards the end of the Fall term (after reading week) will be dedicated to student presentations and student-led discussions, where they describe their community setting, their responsibilities in that setting, what they have learned to date and the scope of the project they are to deliver at the end of the winter term.  

 

Outside of class: Because much of the foundational knowledge is to be acquired before Reading Week (and before students get heavily into their projects), the Instructor-assigned reading load will be heavy in September and October; be prepared to spend 6 hours a week on those. After Reading Week and through the Winter term, they will drop off considerably (and for many weeks, entirely).  During this time, students’ readings will be self-selected and project-related.  Throughout the course, but particularly after the Fall reading week and the entire Winter term, students will apply the knowledge and skills acquired to date (i.e., engage in the practice of community psychology) through their work on the community partner projects.  Working in groups of three, students will spend an average of 5-6 hours per week on the community project they are conducting for the community partner.  Course-related activities and any readings (likely assigned by peers) in the Winter term will revolve around the community projects.

 

See following pages for descriptions of the three class projects. These are preliminary descriptions. Once under way, the projects might change.

Psych 3317E CLASS PROJECTS FOR 2020/21

 

 

Project 1.  Identifying Indicators of change in Londoner's pro-environmental behaviour in response to COVID-19

 

Community Partner: City of London

 

Project Description

The project will entail identifying markers (water use, vehicular emissions, bicycle use, etc.) of pro- environmental behavior that is a natural (and not necessarily intentional) consequence of COVID-19. The ultimate goal is to feed that info. back to Londoners to show them what's possible, in the hope of capitalizing on this 'silver lining' in dark cloud of the pandemic. Students will use info available through the City of London and other sources (e.g., the London Environmental Network

 

Contacts

Greg Sandle (gsandle@London.ca; 519-661-2489 ext. 7328), Environmental Outreach Program, Environmental Programs (Primary Contact)

Pat Donnelly (pdonnell@London.ca;519-661-2500 ext.  0418)  Urban Watershed Program Manager

Jamie Skimming  (jskimmin@london.ca; 519-661-2489 ext. 5204) Manager- Community Energy Initiatives, Environmental Programs City of London

 

 

Project 2. Creating an Integrated Referral and Goal Monitoring Tool

 

Community Partner:  Youth Opportunities Unlimited (YOU)

 

Project Description

Youth Opportunities Unlimited (YOU) is a youth centered agency that provides a caring, active place for youth to build confidence, skills and independence. It offers a wide range of services and also refers clients to external community agencies. The project, which builds on past student projects, will focus on developing a set of benchmarks to help youth track progress towards their stated life goals.  Note: If this is picked up as a project for the Computer Science program's Capstone course (this won't be known until mind-late September), the student group in this class will help the student group in Computer Science develop a digital version of this tool

 

Contacts (alphabetical)

 

PRIMARY CONTACT?

Katherine Krakowski (katherineK@you.ca; 519-432-1112 x295), Manager, Programs and Housing

 

Nick Martin (nickM@you.ca;  519-432-1112 x504) Manager, Food Services and Next Wave Youth Centre

 

 

Project 3. Improving Financial literacy Programming for Youth

 

Community Partners:  CMHA Transitional (Supportive Housing and Transitional Apartments for Youth) and Youth Opportunities Unlimited (YOU)

 

 Project Description

Youth often enroll in financial literacy programs hoping to learn to budget to save enough money for first and last months’ rent, a major barrier to living independently. Despite being highly motivated, few are able to achieve this goal. Moreover, even those youth able to make first and last months’ rent may ultimately return to supportive services because they have run out of money.  Students will co-create, with facilitators of these groups, a ‘train the trainer’ manual for these programs. It will include elements specifically designed to increase its’ ‘stickiness’ (i.e., help youth apply what they have learned in the workshop in their daily lives.)

 

Contacts

Da Qing (“D”) Wang (d.wang@cmhamiddlesex.ca; 519-646-6200) Community Support Worker (Primary Contact)

 

Katherine Krakowski (katherineK@you.ca; 519-432-1112 x295),  Manager, Programs and Housing at YOU

 

Jason Manseau (JasonM@you.ca;)

 

5.0     EVALUATION

Component- Individual Work

 

% of Grade

Due Date/Time Frame

Individual Review paper (1000-1500) words on a topic relevant to project. Includes annotated bibliography. Earlier and final draft to be submitted, both with Writer’s Diet Report. 5% will be deducted if earlier draft is not submitted.

15%

Nov. 18

 Participation: Fall and Winter (7.5% per term); Includes contribution to class discussions and completion of non-graded assignments/tasks (e.g., response to surveys or pre-class queries from instructor or peers; group agreements;   project-management  chart) .  

15%

 

Throughout year

Written Critical Reflection 

5%

March 24

Student’s project-related work and professionalism, over the year, as determined by Project Supervisor and Project group members.

5%

March 31

Note: Students receive interim (formative) feedback from supervisor(s) and peers at the end of the Fall term, which does not count towards final grade.

Total: Proportion of Grade based on Individual work

40%

 

 

Component: Group  Work

% of Grade

Due Date/Time Frame

Oral presentation of project proposal

7.5%

Dec. 2 or 9.

Written Project Proposal

10%

Dec. 9

Poster (Points will be deducted if draft is not submitted to Instructor a week in advance)

10%

March 24 (Draft due March 18)

Oral presentation of final project

7.5%

March 24 or 31

Final report (group) (Includes Deliverable)

25%

March 31 Mark may be adjusted upwards or downwards based on feedback from community supervisor. And an individual student’s grade may be similarly adjusted based on peer evaluation of student’s contribution to the project.)

Total: Proportion of final grade based on Group Work.

60%

 

 

For graded Assignments, there will be a late penalty of 2% per day. Non-graded Assignments, (which count towards the Participation grade) will not count if submitted after the deadline

Grades will be rounded only to the nearest whole number, that is, marks ending in a 4 or a 9 (e.g., 74 and 79) will not be rounded up a mark. No additional assignments will be offered to enhance a final grade, nor will any requests be considered for additional marks because they are needed for a grad/law/med school application, etc. To maximize your grade, do your best on each and every component during the course.

 

 

PLEASE NOTE: 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

NOTE: 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.


6.0  ASSESSMENT/EVALUATION SCHEDULE

There will no tests or quizzes. I will assess your degree of engagement the material via “Perusall” (Perusall.com) a social learning platform where students collaborate in the learning process by sharing questions, comments, observations on the readings. Your participation grade will be partly based on the quality of your annotations on the readings in Perusall.  Because of this, I don’t feel it necessary to formally test you on the readings.

 

7.0   CLASS SCHEDULE

Note: The schedule and some topics might change as learning opportunities (e.g., guest speakers) present themselves and some readings will be added. These changes will not affect the nature of the assessments/assignments, their weighting in the final course grade, nor their timing. Milestones/Assignments denoted by (P) are not graded but count towards participation. 


 

 

 FALL

TOPICS/ACTIVITIES / Reading will be posted on course website at least one week before class.

Readings: Those that are TBA will be uploaded to Perusall and the course site at least one week before the class.  

Milestones/Assignments (If the due date is not the same date as the class, it is noted)

Wk 1

Sept. 9

Introductions; Overview of course (Outline review); CEL; Transferable  Skills, Diversity  

None

(P) Come to class prepared to answer questions posed in advance by Instructor

Wk 2

Sept. 16

Community Partner Fair.  

 

 Ch. 1 Intro. to Community Psychology

Ch. 8  Respect for Diversity

 Kozak (2020) Teaching (and learning) in the time of the pandemic

(P) Complete My Life Experiences and My Worldview surveys

(P) By end of day, Sept. 16: Convey project preferences to Instructor

Wk 3

Sept. 23

Core Constructs/ Theories and Values in Community Psychology; Group Work and Project Management   

 

Ch.5 Theories

 

Ch. 9 Oppression and Power

 

Oakley (2002) Hitchikers and couch potatoes

(P) Complete CEL “Deconstructing Power and Privilege in Communities” Module https://completestudent.ca/login/

 

Online module on groupwork and project mgt. (TBD- No longer than 1.5 hrs combined) 

Wk 4

Sept. 30 

Core Constructs/

Theories (cont’d)  

 Professionalism and Research Ethics; Working with Community Groups    

Ch. 15. Community Organizing, Partnerships and Coalitions

 

 

 

(P) Complete CEL “Building Effective Community” Module https://completestudent.ca/login/

 Instructions:

 

(P) TCPS-2-Core (Course on Research Ethics)  Certificate of completion uploaded to OWL https://tcps2core.ca/Assignments

 

(P) Group agreement/contract to be uploaded to OWL

 

Wk 5

Oct. 7

Research Methods; Locating relevant research; Finding and reading research articles 

Ch. 6 Research Methods

 

Ch. 18 Dissemination & Implementation

 

 

 (P) Groups upload their Project management chart

Wk 6

Oct. 14

Research Methods, cont’d. .

 Ch. 17. Social and Political Change

 

(P) Each student brings a research article relevant for  their paper. Goes through key points and Explains its relevance.

( P) Complete CEL “Deconstructing Power and Privilege “Deconstructing Power and Privilege in Communities” Module https://completestudent.ca/login/

 

Wk 7

Oct. 21

No class. Instructor meets individually with each student

NA

NA

Wk 8

Oct. 28

No class. Instructor meets with groups together with their community supervisors  

NA

NA

Wk 9

Nov. 4

Reading Week Nov. 2-8

 

NA

NA

Wk 10

Nov. 11

No class. Or a guest speaker   There will be a guest speaker on Wks 10, 11 or 12). No classes on the other weeks.  

TBA (Depends on guest speaker) 

NA

Wk 11

Nov. 18

No class. Or guest  speaker.

TBA (Depends on guest speaker)

Individual review paper with annotated bibliography (15%) (5% deduction if not accompanied by an earlier draft and a Writer’s Diet report for each version)

Wk 12

Nov. 25

 No clas. Or guest speaker

TBA (Depends on guest speaker)

NA

Wk 13

Dec. 2

Two groups present project proposals. (Supervisors attend)

 

TBA: Each presentation group assigns one or two readings 

Group presentation of project proposal  (7.5%()

Wk. 14

Dec. 9

One group presents project proposal. (Supervisors attend)


Last hour: Informal debriefing and celebration of end of term

TBA: The presentation group assigns one or two readings.

Group presentation of project proposal (7.5%)

Group written project proposal (10%)

(P) Supervisor and peers’ evaluation of contribution to the project.

Note:

 2.0% deducted from assignment for every day late.

 

 

 

 

 

 

Winter   2021

Topics/Activities.  Readings assigned by presenters 

 

Assigned Readings

Activities/Assignment

Students work exclusively on their projects all term

Wk 1

Jan. 6

 

No Class  

None

 

Wk 2

Jan. 13

TBD 

None

 

Wk 3

Jan. 20

TBD

None

 

Wk 4

Jan 27

TBD

None

 

Wk 5

Feb. 3

TBD

None

 

Wk 6

Feb. 10

Instructor meets with groups individually to discuss projects

None

 

Wk 7

 

Feb. 17

No Class.  Reading week

 

None

 

Wk 8

Feb. 24

Students provide update on projects. Share challenges and successes and consult with each other and instructor

None

 

Wk 9

 Mar. 3

No class

None

 

Wk 10

Mar. 10

As needed, instructor meets individually with groups to discuss projects/posters

None

 

Wk 11

Mar. 17

No class 

None

Draft of poster (5% deducted on poster if draft not provided

Wk 12

Mar. 24

Two groups present.

None

Final presentation

 (7.5 %)

Critical reflection and earlier draft. (Both with Writer’s Diet Report (5%).

 

Wk 13

Mar.31  Last Class 

One group presents. Wrap up and final reflections..,

None

Poster (10%)

Final Presentation(7.5%)

Final report (25%).

Student’s demeanor and contribution to the work  (as per supervisor and group members. (5%)

 

2% penalty for every day an assignment is late

 

 

 

8.0  STATEMENT ON ACADEMIC OFFENCES

 

Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offences. Plagiarism and cheating are considered very serious offences because they undermine the integrity of research and education. Actions constituting a scholastic offence 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 offences. 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).

 

Computer-marked multiple-choice tests and/or exams will be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating.

 

In classes that involve the use of a personal response system (PRS), data collected using the PRS will only be used in a manner consistent to that described in this outline. It is the instructor’s responsibility to make every effort to ensure that data remain confidential. However, students should be aware that as with all forms of electronic communication, privacy is not guaranteed. Your PRS login credentials are for your sole use only. Students attempting to use another student’s credentials to submit data through the PRS may be subject to academic misconduct proceedings.

 

Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University.

 

9.0    POLICY ON ACCOMMODATION FOR ILLNESS OR OTHER ABSENCES

 

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

 

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:

  1. Submitting a Self-Reported Absence form (for circumstances that are expected to resolve within 48 hours);
  2. 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 must be submitted before the exam/coursework deadline in order to be valid. It 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 hoursafter 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      Contingency Plan for Return to Lockdown

 

In the event of a COVID-19 resurgence during the course that necessitates the course delivery moving away from face-to-face interaction, all remaining course content will be delivered entirely online, either synchronously (i.e., at the times indicated in the timetable) or asynchronously (e.g., posted on OWL for students to view at their convenience). The grading scheme will not change. Any remaining assessments will also be conducted online as determined by the course instructor.

 

11.0      STATEMENTS CONCERNING ONLINE ETIQUETTE

 

In courses involving online interactions, the Psychology Department expects students to honour the following rules of etiquette:

  • please “arrive” to class on time
  • please use your computer and/or laptop if possible (as opposed to a cell phone or tablet)
  • please ensure that you are in a private location to protect the confidentiality of discussions in the event that a class discussion deals with sensitive or personal material. If that’s not possible, please use ear/headphones
  • to minimize background noise, kindly mute your microphone for the entire class until you are invited to speak, unless directed otherwise
  • In classes larger than 30 participants please turn off your video camera for the entire class unless you are invited to speak
  • In classes of 30 students or fewer, where video chat procedures are being used, please be prepared to turn your video camera off at the instructor’s request if the internet connection becomes unstable
  • Unless invited by your instructor, do not share your screen in the meeting

 

The course instructor will act as moderator for the class and will deal with any questions from participants.  To participate please consider the following:

  • If you wish to speak, use the “raise hand” function and wait for the instructor to acknowledge you before beginning your comment or question.
  • Please remember to unmute your microphone and turn on your video camera before speaking.
  • Self-identify when speaking.
  • Please remember to mute your mic and turn off your video camera after speaking (unless directed otherwise).

 

General considerations of “netiquette”:

  • Keep in mind the different cultural and linguistic backgrounds of the students in the course.
  • Be courteous toward the instructor, your colleagues, and authors whose work you are discussing.
  • Be respectful of the diversity of viewpoints that you will encounter in the class and in your readings. The exchange of diverse ideas and opinions is part of the scholarly environment. “Flaming” is never appropriate.
  • Be professional and scholarly in all online postings. Use proper grammar and spelling. Cite the ideas of others appropriately.

 

Note that disruptive behaviour of any type during online classes, including inappropriate use of the chat function, is unacceptable. Students found guilty of Zoom-bombing a class or of other serious online offenses may be subject to disciplinary measures under the Code of Student Conduct.

12.0  USE OF RECORDINGS

 

All of the remote learning in this course will be recorded.  The data captured during these recordings may include your image, voice recordings, chat logs and personal information (Name Displayed on the Screen). The recordings will be used for educational purposes related to this course. That may include evaluations. The recordings might be disclosed to other individuals participating in in the course for their private or study group purposes. Please contact the instructor if you have any concerns related to session recordings.

 

Participants in this course are not permitted to record the sessions, except where recording is an approved accommodation, or the participant has the prior written permission of the instructor.

 

 

13.0 “In-Person” Visits with Community Partners.

 

The following information is from Western’s CEL Office.


“Western's Community Engaged Learn ing (CEL) office works with the Office of the University Legal Counsel at Western to establish affiliation agreements with our community partners that outline the nature of the relationship between Western and the partner organization, as well as details relating to health and safety, student supervision, liability, and other matters relevant to the placement.  In instances where CEL students will attend meetings at a partner site once or a limited number of times during the upcoming term, Legal and Occupational Health and Safety have confirmed that the standard affiliation agreement will continue to be sufficient.  They did indicate that we should ensure that appropriate safety measures are in place if off-site meetings do take place (e.g. social distancing, etc.) for example by directing students and partners to the following resources:

Western’s COVID-19 Health & Safety Measures: https://www.uwo.ca/coronavirus/health-safety.html
Middlesex Health Unit, COVID-19 Guidance and Resources for Workplaces and Community Settings: https://www.healthunit.com/covid-19-resources-workplaces
NOTE:  We will reiterate to partners that we continue to plan for virtual experiences and will consult with partners about equity, accessibility, and safety protocols should they indicate the need or possibility of in-person meetings.”

 

 

 

14.0  OTHER INFORMATION

 

Office of the Registrar: http://registrar.uwo.ca 

 

Student Development Services: 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

- 2020-2021 Calendar References

 

Copyright Statement: Lectures and course materials, including power point presentations, outlines, videos 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 any course materials publicly and/or for commercial purposes without the instructor’s written consent.