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.
Prerequisite(s): Registration in third or fourth year in any social science module. By special permission 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.

 

Antirequisites are courses that overlap sufficiently in content that only one can be taken for credit. So if you take a course that is an antirequisite to a course previously taken, you will lose credit for the earlier course, regardless of the grade achieved in the most recent course.

2 seminar hours, 4-5 hours on community placement/project; 1.0 course

(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. (Last statement N/A for 2020/21).  

2.0    COURSE INFORMATION

Instructor:        Dr. Leora Swartzman 

 

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

Email: lswartzm@uwo.ca. Instructor will be working remotely for most of the year.

(Please contact via the Message function on the OWL site, with a CC to lswartzm@uwo.ca)

 

Office Hours:  by Appointment

 

Class times and Location:

 Tuesdays 2:30-4:30. Zoom Room will be open 15 minutes before and after class for the opportunity to ask/answer questions, catch up, or just chat informally. Instructor joins at 2:15 and leaves at 2:45. It’s for students only from 2:00-2:15 and from 4:45-5:00. Joint meeting room with Dr. Solga’s Students in TS2202F in: “Common Project Site for P/SS and TS2202F 2020/21”

                                                                                   

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 Community 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 (Perusall.com; Course code: Swartzman-6GSHC) and to the course OWL site (in the “Course Readings” section of “Resources”.

 

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    STUDENT LEARNING OUTCOMES 

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 four, 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.

 

 This year, students, will help Kinga Koltun (Coordinator, Government and External Relations, City of London) move forward on London’s “Community Diversity and Inclusion Strategy” (CDIS). Work will be centered around three group projects (4 students/gp):

  1. Anti-Black Racism.
  2. Anti-Indigenous Racism
  3. The differential impact of COVID-19 on neighborhoods and marginalized groups in London (Dr. Terry Sicular (Economics) will be the faculty advisor/supervisor for this project.

 

 

In the middle of the Fall term, students will share information/data acquired to date 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 a poster, presented at CityStudio’s** Hubbub event and the final report.

 

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, timing and weighting 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       STUDENT LEARNING OUTCOMES

 

By the end of this course, the successful student will: 

 

 

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 Community partner (in consultation with Instructor) 

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 Community partners (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 critical reflection .

Final report and presentation  

 

 

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 submit

ted.

15%

Nov. 24

 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 23

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

5%

March 30

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. 1 .

Written Project Proposal

10%

Dec. 8

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

10%

March 23 (Draft due March 16)

Oral presentation of final project

7.5%

March 23 or 30

Final report (group) (Includes Deliverable)  

25%

March 30 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%

 

 

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 submit

ted.

15%

Feb. 2

 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 30

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

5%

March 30

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%

Jan. 19

Written Project Proposal

10%

Jan. 26

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

10%

March 30 (Draft due March 23)

Oral presentation of final project

7.5%

March 30 or April 6

Final report (group) (Includes Deliverable) 

25%

April 6. 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 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 every course component.

 

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


6.0  ASSESSMENT/EVALUATION SCHEDULE

There will no tests or quizzes.

 

I will assess your mastery of and engagement with the assigned readings 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

 

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)

(P): Counts towards participation grade. 

FALL 2020

Wk 1

Sept. 15

Hr. 1 Introductions; Overview of course (CEL; Transferable  Skills, Diversity)

 

Hr. 2: With TS students. Diversity, Privilege, Equity and Equality.   

Review the City of CDIS :  http://www.london.ca/city-hall/Civic-Administration/City-Management/Documents/CDIS-Report2017.pdf

 

Kozka(2020) Teaching (and Learning ) in the time of the pandemic.

DasGupta (2020) Teaching under duressand

(Persuall notation assignments don’t start until Sept. 22)

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

 

(P) Complete My Life Experiences and My Worldview surveys (Noon, Sept. 14)

 

(P) By end of day Sept 16. Non-Econ students convey project preferences to instructor (anti-Black or anti-Indigenous racism)

 

Wk 2

Sept. 22

Professionalism; Professional Ethics; Active Listening Fair.  

 

Ch. 1 Intro. to Community Psychology

Ch. 8  Respect for Diversity

Hermanowicz (2002). The great (qualitative) interview

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

(P) By noon, Sept 21: Send professor professionalism tips for peers. 

Wk 3

Sept. 29

Core Constructs/ Theories and Values in Community Psychology

Ch. 5 Theories

 

Ch. 9 Oppression and Power

 

Xenophobia and Anti-Black Racism student group ‘snapshots’ (from 3895E 2019/20)

 

Staples, Zouki and Canas (2019). Social Inclusion

 

 

 

 

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

 

(P) Submit Student Experiential Learning Agreement (Go to connect.uwo.ca, choose Community Engaged Learning, and then choose Student Experiential Learning Agreement)

 

Wk 4

Oct. 6

 

Community-Engaged and Ethical Research

 

Group Work   

 

Joint with TS student

 

Ch. 6: Research Methods

 

Ch. 15. Community Organizing, Partnerships and Coalitions

 

Ch 18: Dissemination and Implementation

Kandil (2019) Immigrant theatre and celebration: Hope in the face of adversity.

 

Oakley (2002). Hitchikers and couch potatoes. 

 

(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/

 

(P) Come to class prepared to talk about questions posed by professor about Hitchikers and Couch Potato article.

 

 

 

Wk 5

Oct. 13

Economic and Social Inclusion.

Talk/Discussion led by Prof. Terry Sicular (UWO Economics) and Mike Courey (Director, Poverty Research Centre, King's).

 

World Bank Report (2013) Inclusion Matters. Chs. 1,2,3,8, Appendices A and B 

 

Kerr et al. (2017) Demogr. and Economic Trends Impacting Low Impact and Social Assistance use in London   

 

Kantamneni (2020). Impact of COVID019 on marginalized populations

 

(P) Complete brief survey about Hitchhikers and Couch Potatoes.

 

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

 

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

 

 

Wk 6

Oct. 20

 

Hr 1: Social Movements

 

Hr. 2: Anti-Black Racism. Joint with TS students 

 

 

 

Being Black in the Ivory Tower (2019) (Editorial) Cell Systems

 

Alvarez and Zaiontz (2019). Performative conduct for precarious times .

 

TBD 

 

 

 

Complete CEL “Foundations of Community Engagement. https://completestudent.ca/login/

(Optional: This is 3rd of the three CEL modules. Completing all three yields a CEL certificate.)

 

(P) Groups upload their Project management charts

 

 

Wk 7

Oct. 27

Hr. 1: Prepare for Nov. 10 presentation to TS students

 

Hr. 2: Anti-Indigenous racism  

 

(Oct. 26 -20: Instructor meets individually with students  

 

 

TBD

(P) Groups come to class with draft of what they will present to TS students on Nov. 10

Wk 8

Nov. 3

No Class

READING WEEK

NA

Wk 9

Nov. 10

 

Joint Class: Students present findings to TS students  

NA

NA

Wk 10

Nov. 17

No class. Groups meet with Instructor   

NA

NA

Wk 11

Nov. 24

No class.

NA

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

Dec. 1

Presentation of progress reports  

 

Group presentation of progress reports (7.5%)

Wk 13. Dec. 8

 

 

Written progress reports due (10%)

 

Note: Entire Winter timetable has been adjusted 

WINTER 2021

 

 

Assigned readings

Activities/Assignment

Students work exclusively on their projects

Wk 1

Jan. 12

Update on project from professor.  Plan project activities for Winter term.

None

 

Wk 2

Jan. 19

Group presentations

None

Oral presentation of progress reports/project proposals (7.5%)

Wk 3

Jan. 26

Hold open for working class, if needed  

None

Written progress reports/project proposals (10%)

Wk 4

Feb. 2

Hold open for working class, if needed

None

Individual Review paper (10%) and Annotated bibliography (5%)

Wk 5

Feb. 9

Groups meet with instructor 

None

Instructor meets individually with groups to discuss projects.

Feb. 12

 

 

Submit (2nd) interim evaluation of peers 

Wk 6

Feb.16

No class. Reading Week  

 

 

Wk 7

Feb. 23

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

 

 

Wk 8

Mar. 2

Hold open for working class, if needed 

None

 

Wk 9

 Mar. 9

Hold open for working class, if needed

None

 

Wk 10

Mar. 16

Hold open for working class, if needed

None

 

Wk 11

Mar. 23

No class 

None

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

Wk 12

Mar. 30

Two groups present.

Hubbub event will occur sometime between March 30 and April 12 (Last day of classes). At least two students per group should attend.

Final draft of poster (10%)

Final presentation (7.5 %)

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

 

Wk 13

April 6

One group presents. Wrap up and final reflections.

Final Presentation (7.5%)

Final report (25%).

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

 

2% penalty per day assignment is late

Classes end April 12. Exams April 14-30

 

 

 

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
  • 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.