• Home
• Undergraduate
• course outlines
• fw2021
• Psychology 3895E-001

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.

 

Revised Jan 7, 2022

 

WESTERN UNIVERSITY

LONDON               CANADA

Department of Psychology

2021 – 2022

 

Psych 3895E Section 001

SOCIAL SCIENCE IN THE COMMUNITY

 

Caveats:

• Note: The course is centred around community-based projects. Because working in the community is inherently unpredictable, flexibility is key. Accordingly, it may be necessary to change some elements of this project (and by extension, syllabus). If made, these alterations (which may include additional/revised readings) will not substantially alter the nature, timing and weighting of the assignments, and students will be given as much advance notice as possible.

 

CALENDAR DESCRIPTION

1.0 Social Science/Psychology 3895E-001: Social Science in the Community. 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. 

Antirequisite: Not applicable

Prerequisite(s): 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.

Extra Information: 2 (to 3) seminar hours, 4-5 hours on community placement/project. (This course has a service-learning component).

Course Weight:  1.0

2.0 COURSE INFORMATION

Instructor/email:     Dr. Leora Swartzman   lswartzm@uwo.ca

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

Office hours:      By appointment

TA:      There is no course TA

Class times:      Tuesdays 1:30-4:30. Although we might not need the entire three-hour block of time each week, please keep it free.

Delivery:      Synchronous.  In person. If, due to COVID-19, we need to meet virtually, we will do so. In light of COVID-19, we will conduct our Winter classes virtually, until such time as the university resumes in-person classes. All project-related work also should be conducted remotely until further notice

Once/if in-person classes resume: There may be some weeks when we decide that it is more convenient to meet virtually. This will be determined at least one week in advance.

Students are expected to attend the in-person classes in person.

Location:      Room 20-F Westminster Hall ; Zoom room: https://westernuniversity.zoom.us/j/67440516

 

Students who are in emotional/mental distress should refer to Health and Wellness @Western https://www.uwo.ca/health/ 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.** (See section 6.1)  To access the material, create a Perusall account (at Perusall.com) and enter the course code, which is available on the home page of the course OWL site. You can also access the material through in the “Course Readings” section of “Resources” on the course OWL site.  But to earn participation grades, you need to annotate (comment on) the readings via Perusall.  

 

4.0   COURSE OBJECTIVES & LEARNING OUTCOMES

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:

Working in the Community:

• 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.

 

 

 

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 discussions 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 discussions 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 Annotated bibliography
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	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 instructor and, if appropriate, community supervisor   Peer evaluation of contribution to project
	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 Critical reflection
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

 

4.1 COURSE STRUCTURE

Learning will occur largely through project-related work and independent reading, assigned reading and material presented in class. Mastery of the material 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 fully immersed in their projects), the instructor-assigned reading load will be heavy until mid-late November; be prepared to spend 6 hours a week on those. After Fall 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-engaged scholarship) through their work on the community partner projects.  Working in groups of (typically) 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 in the Winter term will revolve around the community projects.

 

• THE COURSE PROJECTS

As of Sept. 25^th, two of the four class projects have been determined. They are: 

 

Project 1. Outreach Campaign on Responding to Disclosures of Sexual Violence on Campuses

(Short Title: Outreach on responding to disclosures of sexual violence of campus)

 

Community Partner: Centre for Research and Education on Violence Against Women & Children (CREVAWC)

Project Description:

 

Responding to Disclosures of Sexual Violence on Campuses is designed to support all employees of universities and colleges in Ontario to:

• Respond supportively & effectively to disclosures of sexual violence.
• Know where to seek tangible support & resources
• Learn about professional & organizational practices & initiatives in education & in Ontario
• Examine one’s own attitudes, behaviours & beliefs
• Ensure that survivors are treated with respect & dignity & that they receive the supports needed to recover and change their lives.

 

The purpose of this project is for students is to create an outreach plan by engaging with university and college partners across Ontario. Responsibilities will include updating website content, review campus education campaigns on sexual violence, and create digital media content and or videos for outreach.

Contacts

Maly Bun-Lebert, mbun@uwo.ca, Manager

 

 

Project 2.  Snapshot Document for the London Coordinating Committee to End Woman Abuse (LCCEWA). (Short title: Snapshot document for the LCCEWA)  

Community Partners:

Centre for Education on Violence Against Women & Children

London Coordinating Committee to End Women Abuse

Project Description :

London Coordinating Committee to End Women Abuse (LCCEWA) member organizations work in partnership to address violence against women and their children.  We do this by working collaboratively to address and bridge gaps, and to strengthen and improve services.  As well as supporting women, we are committed to learning together how to effectively engage men in order to increase safety for women and their children. We work collaboratively to address intersectional challenges, share knowledge, measure change, and to impact systems. Working in collaboration with the Southwest Regional VAW Coordinating Committee, the LCCEWA developed Snapshots as part of a regional strategy to engage and inform government and key stakeholders about the challenges and pressure points in our community. The goal is to build a bigger wave of public attention to the epidemic of femicide and violence against women and children.

The purpose of this project is for students to create a snapshot for 2021 by meeting with partner agencies and presenting the material acquired in the most effective way possible to demonstrate impact and a call to action to the community.

View the 2020 snapshot here: http://www.buildingabiggerwave.org/images/uploads/2020_London_Snapshot.pdf

Contacts:

Maly Bun-Lebert, mbun@uwo.ca, Manager

Dani Bartlett, dbartlett@unitedwayem.ca, Co-Chair, LCCEWA

Jessie Rodgers, jessier@anovafuture.org, Co-Chair, LCCEWA

Avril Flannigan, avril_flanigan@sympatico.ca

 

General  Project Goals/Considerations

• Students in Psych/Social Science 3895E will collaborate with those another course -   Theatre Studies 2202G (Performance Beyond Theatres; Instructor: Kim Solga) in the Winter term. Some classes will be held jointly. Psych3895E students will share their research and findings from the Fall term with the TS2202G students. They will also help them develop and evaluate performances (e.g., public rituals, protest-based performance actions, audio walks, enactments) that could act as potential vehicles to disseminate information to help individuals become active, engaged and socially-minded citizens.

 

 

Projects 3 and 4:  Policies  policies on responding to overdoses among   London’s homeless and precariously-housed populations.   (Short titles: Project #3 :  Overdoses: Immediate response. Project #4: Overdoses: Aftermath)

Community Partners:

Chuck Lazenby, Executive Director of Unity Project (clazenby@unityproject.ca)

Jason Manseau, Housing Team Lead, YOU (Youth Opportunities Unlimited) (JasonM@you.ca)

 

The Rationale:

There has been an alarming rise in overdoses and deaths (largely opioid-related) among the homeless and precariously housed London population. In response, Unity project, YOU, and several other agencies that serve/support this population (including ADSTV (Addiction Services of Thames Valley), St. Leonard’s London Cares, Salvation Army, Mission Services and CMHA) are looking to establish common ‘wise’ practices for responding to overdose and overdose-related deaths in the community. The aim is for the involved agencies to be more consistent in their responses and to support those involved in these traumatic events to the best of their abilities.

 

The deliverables:

 

Sub-Project one (Immediate response to the overdose):  A compendium of possible policies/procedures/responses when staff encounter someone who has (or may have) overdosed. Although the focus is not on the prevention of overdoses, prevention may come into play insofar as some of the responses might involve Harm Reduction strategies (e.g., use of naloxone kits).   

Sub-Project two (In the aftermath of the overdose- whether it results in death or survival). A compendium of possible policies/procedures/responses to support staff and community members who know /knew the individual who had overdosed.

The compendia will take into account local (London-based) and organization-specific constraints. The set of practices would range from ‘at minimum’ to ‘the best-case scenario’.

 

Student Activities (for both projects):

1. Audit existing policies (including those for harm reduction) at all participating agencies and (to the extent possible) those in other locales.
2. Survey staff (and perhaps clients) across agencies to understand their needs.
3. Mine the academic and grey literatures for information.
4. Categorize existing policies and areas of need.
5. Produce a set of recommendations based on the above.

 

 

Contacts

Chuck Lazenby, Executive Director of Unity Project (clazenby@unityproject.ca)

Jason Manseau, Housing Team Lead, YOU (Youth Opportunities Unlimited) (JasonM@you.ca) (Primary?)

 

 

 

Section 5.0 (EVALUATION) starts on the following page. 

 

5.0   EVALUATION

 

Component- Individual Work	% of Grade	Due Date/Time Frame
Mini-presentation (10 minutes max.) to class on topic of review paper. Should be lay-friendly and highlight relevance to class project.	5%	November 9
Individual Review paper (1000-1500) words on a topic relevant to project (10%) and associated annotated bibliography (5%). Earlier and final draft of paper to be submitted, both with Writer’s Diet Report. 5% will be deducted if earlier draft is not submitted and if the final draft is not ‘leaner’ (as per the Writer’s Diet report) than the earlier draft.	15%	November 23
Participation: Fall and Winter (10% Fall term, 5% Winter term). Includes contribution to class discussions and in-class exercises/activities, Perusall** notations, completion of non-graded assignments/tasks (e.g., response to surveys or pre-class queries from instructor or peers, group agreements, project-management chart.)  50% of the participation grade in the Fall term (i.e., 5% of the final grade) will be based on Perusall annotations.	15% (10% Fall term. 5% Winter term)	Throughout year
Critical Reflection. There are a range of options. For example:  1. A reflection using the DEAL (Describe, Examine, Articulate Learning) framework. 2. A written reflection how this course has changed you (e.g., ‘Advice to my Sept. 2021 self) 3. A brief video to help recruit the ‘right kind’ of student for the course. 4. The letter of reference that you hope that I would write for you.	5%	April 4th (11 pm)
Student’s contribution to project-related work and professionalism, over the year, as determined Project group members and (if appropriate) community partners.  This may affect individual student’s grade on final report. Note: Students receive interim (formative) feedback from peers and (if appropriate) supervisors) at the end of the Fall term and mid-February.	Evaluation of contribution to project. May affect individual grade on final report.	April 16th at noon, or earlier – i.e., as soon as all group final reports, posters and deliverables have been submitted.
Total: Proportion of Grade based on Individual work	40%
Component: Group  Work	% of Grade	Due Date/Time Frame
Oral presentation of project progress report	7.5%	Nov. 30, Dec. 7
Written Project progress report	10%	Jan. 14 (Late penalty applies after 11 pm, Jan. 21)
Draft of poster	5%	March 22, 11 pm
Final version of poster	5%	March 27 or 28, 11 pm
Oral presentation of final project	7.5%	March 29
Final report, including deliverable(s). As noted above, individual student’s grade may be adjusted upwards or downwards based on peer (and, if applicable, community partners’) evaluation of student’s contribution to the project.	25%	April 8. (Late penalty applies after 11 pm, April 15th)
Total: Proportion of final grade based on Group Work.	60%

 

The expectation for course grades within the Psychology Department is that they will be distributed around the following averages:

70%       1000-level to 2099-level courses

72%       2100-2999-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 that in the event that course grades are significantly higher or lower than these averages, instructors may be required to make adjustments to course grades. Such adjustment might include the normalization of one or more course components and/or the re-weighting of various course components.

 

Policy on Grade Rounding: Please note that although course grades within the Psychology Department are rounded to the nearest whole number, no further grade rounding will be done. No additional assignments will be offered to enhance a final grade; nor will requests to change a grade because it is needed for a future program be considered. To maximize your grade, do your best on each and every assessment within 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%.

 

5.1   POLICY ON MISSING COURSEWORK

 

You will receive a ‘0’ for any assignments/coursework not submitted. And there will be a late penalty of 2% per each day (or part thereof). Perusall** (See section 6.1) annotations on class readings submitted after the deadline (24 hours before class) will receive ‘0’.

 

6.0.   ASSESSMENT/EVALUATION SCHEDULE

 

See Section 5.0 (Evaluation)

 

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, and 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. To earn participation marks, you must submit your Perusall notations no later than 24 hours before the class for which they are assigned.

 

6.1   **ABOUT PERUSALL

(Based on material from Perusall.com)

Perusall helps students learn by collaboratively annotating the readings and communicating with their classmates. Collaboration gets you help whenever you need it, makes learning more fun, enables you to help others (which research shows is also a great way for you to learn), and helps the instructor and students make better use of class time by facilitating a deeper discussion of the material and associated insights.

If you have a question or information to share about a passage in the readings, highlight the text and type in a comment as an annotation. You can also respond to a classmate’s annotation in threads (Facebook style) in real time or upvote questions you find helpful. Good annotations contribute to the class by stimulating discussion, explaining your thought processes, helping others, and drawing attention to good points. If a particular classmate’s point is relevant, you can explicitly ‘mention’ them and they will be immediately notified, even if not presently signed on.

Research shows that the following behaviors on Perusall predict higher end-of-semester grades and long-term mastery of the subject. I may use some or all to determine your formal score.

• Contributing thoughtful questions and comments to the class discussion, spread throughout the entire reading
• Starting the reading early
• Breaking the reading into chunks (instead of trying to do it all at once)
• Reading all the way to the end of the assigned reading
• Posing thoughtful questions and comments that elicit responses from classmates
• Answering questions from others
• Upvoting thoughtful questions and helpful answers

 

 

Section 7.0 (CLASS SCHEDULE) starts on the following page.

 

7.0 CLASS SCHEDULE

 

	Topics/Activities	Readings. Some of the readings might change or be added.	Milestones/Assignments (If the due date is not the same date as the class, it is noted) (P): Counts towards participation grade.
FALL 2021
Wk 1 Sept. 14	Part 1: Overview of course Discussion of course outline. Getting to know each other Establishing the class as a community of mutual learning, respect and as a brave space. Discussion of Transferable Skills.   Part 2: Meet Dr. Kim Solga and  Stephanie Dennie (Dr. Solga’s Graduate Fellow) and learn about the  nature of the collaboration with TS students in the Winter term.		(P) Come to class prepared to answer questions posed in advance by Instructor
Wk 2 Sept. 21	Core constructs /Theories and Values in Community Psychology	Ch. 1 Intro. to Community Psychology Ch.5 Theories Ch. 8 Respect for Diversity Ch. 9 Oppression and Power McIntosh (1989) White Privilege. Unpacking the Invisible Backpack	(P) Come to class prepared to answer questions posed in advance by Instructor   (P) Complete My Life Experiences and Worldview survey (Due noon, Sept. 20)   Complete CEL “Deconstructing Power and Privilege in Communities” Module https://completestudent.ca/login/
Wk 3 Sept. 28	Group Work   Research Ethics   Professionalism Active Listening	Oakley (2002). Hitchhikers and Couch Potatoes.	(P) Personal reflection on the Hitchhikers and Couch Potatoes Article (Via Assignments, due noon, Sept, 27) (P) Complete brief Qualtrics survey about Hitchhikers and Couch Potatoes after the Sept. 28th class. Due Sept. 30th at noon.   (P) Professionalism tips. Via Assignments, due noon, Sept. 27    (P) TCPS-2-Core (Course on Research Ethics)  Certificate  of completion uploaded to  Assignments on OWL (https://tcps2core.ca/  noon, Sept. 28)
Wk 4 Oct. 5	Part 1 (1:30-2:30) Core constructs, cont’d Research Methods    Part 2: Meet with community partners, followed by “speed dating”   (Dr. Solga and Stephanie Dennie will be there for Part 2)	Ch. 6 Research Methods Ch. 15 Community organizing, partnerships and coalitions Ch. 18. Social and political change	(P) Submit Student Experiential Learning Agreement (Due noon, Oct. 4) ((P) Student convey project preferences to instructor via Quiz, Oct. 7th at noon)

 

7.0 CLASS SCHEDULE, cont’d
	Topics/ Activities	Readings	Milestones/Assignments
Wk 5 Oct. 12	Knowledge Translation; Extracting key elements of a research article;	Ch. 14. Public policy Ch. 18 Dissemination and Implementation Thrift and Sugarman (2019). What is social justice? Implications for psychology. Livingston (2020) How to promote racial equity in the workplace : A Five Step plan. Harvard Business Review Sept-Oct. 2020., 65-72.
Wk Oct. 19	Discuss parallels between Applied Theatre and Participatory Action Research   (Dr. Solga and Stephanie Dennie will be  there for the entire class)	Carlson: (Ch 10). What is performance? Prentki and Preston (2008). Ch 1. Applied theatre: An introduction Kandill (2019) Immigrant theatre and celebration L’Hirondelle et al. (2019)  Already-and: The art of Indigenous survivance	(P) Come to class prepared to discuss parallels and differences between Applied Theatre and Participatory Action Research. Submit brief comments in advance via Quiz, Noon, Oct. 18th) (P) Upload Certificate of Completion of the three CEL Foundations of Community Engagement Modules to Assignments by noon, Oct. 19 (P) Sign up (using OWL sign-up feature) for individual and group meetings with Instructor by noon, Oct. 20th )
Wk 7 Oct. 26	NO CLASS	Instructor meets individually with students, then groups between Oct. 25th-29th	(P) Submit group agreement/contract    AND (P) CEL’s  Group/Community Partner Agreement to OWL by noon, Oct. 29th. Students will come to individual meeting with Instructor with a (rough/preliminary) idea of their area of specialty for the project and a relevant research article.

 

 

7.0 CLASS SCHEDULE, cont’d
	Topics/ Activities	Readings	Milestones/Assignments
Wk 8 Nov. 2	NO CLASS	READING WEEK	NA
Wk 9 Nov. 9	Part 1. Epistemology (how do we know what we know?) and Dialectics (its AND, not BUT)   Part 2:   Communicating Research Findings in a lay-friendly way.	Darlaston-Jones (2007) Making connections: The relationship between epistemology and research methods. The Australian Community Psychologist, 16, 19-27 Drawson at al. (2017). Indigenous research methods: A systematic review. The International Indigenous Policy Journal, 8, 1-27.  Brodsky (2017). Bridging the dialectic: Diversity, psychological sense of community and inclusion. Am J. Comm Psych, 59,  269-71. Wiggins and Christopherson (2019) The replication crisis in psychology. Theoretical and Philosophical Psychology, 39, 202-217	(P) Each group uploads project management chart by noon, Nov. 9th   (P) Come to class prepared to give an example of a dialectical tension (contradiction) in everyday life and an observation about epistemology. They need not be relevant to the project. Submit, via Assignments, a brief summary (no more than a paragraph) to the instructor by noon, Nov. 8.   Student give mini-presentations (6 minutes max) of their research article. (5%)
Wk 10 Nov. 16	No class, or working class (i.e., group consultation on the projects ) and/or  guest  speaker   Kim Solga and Stephanie Dennie may  attend	TBA. Depends on guest speaker. Readings (if any) should take no more than one hour to review.
Wk 11 Nov. 23	NO CLASS		Individual review paper (10%) and annotated bibliography (5%) Due by 5 pm, Nov. 23rd.
Wk 12 Nov. 30	Presentation of two progress reports	None	Group presentation of progress reports (7.5%)
Wk 13. Dec. 7	Part 1: Presentation of two progress reports  (1:30-3:30)   Part 2. Debrief and discuss project-related work for Winter term.	None	Group presentations of progress reports  (7.5%) Written progress reports due (10%) (Late penalty does not apply until noon, Dec. 14)

 

 

7.0 CLASS SCHEDULE cont’d.  The entire schedule for Winter 2022 has been updated. Classes will be held on Zoom until/unless university policy changes. In general, the first two hours of class is set aside for 3895E student groups to work on their projects, in consultation with the instructor. The last hour of class is set aside for collective learning (and work) with the Theatre Students. For more information about the latter, check out:   my.sharepoint.com/:b:/g/personal/lswartzm_uwo_ca/ETbx9M4NJ5NNhRfQZzwnbJUBw-lJirFM4jFjVe4WU6FY1Q?e=AfDE5D   WINTER 2022-
	TOPICS/ ACTIVITIES	Background Readings/viewings	Milestone/Assignments Student work will be wholly project-related
Wk 1 Jan. 11	Project updates	NA	Overdose group presents progress report to class and community partners. (7.5%) (P)Each group gives a 5-minute mini-presentation to highlight and draw links between “Presuppositions”, “Suppositions” and “Methods” sections.
Wk 2 Jan .18	Part 1 (1:30-3:15) Group work (in Zoom rooms). Consult with Instructor as need be. Part 2: (3:30-4:20) Intro session with TS students: What is Performance Studies? Co-Leads: Leora and Kim	Schechner. R.  (2016). Restoration of behavior. In H. Bial & S. Brady (Eds.) The Performances Studies Reader (3rd ed., pp 69-71).	(P)Perusall Annotation (score based on best one annotation of Schechner (2016). Restoration of Behavior. (Due Jan. 17, 5 pm).    (P) Brief reflection on Part 2 via ‘Quiz’ (Due Jan. 18, 11 pm) Written project proposal (10%). (Due Jan. 14, 11 pm). Late penalty applies after Jan. 21, 11 pm)
Wk 3 Jan. 25	Part 1: As above. Part 2 (3:30-4:20). With TS students. How are Applied Theatre and Community Psychology Related? Led by: Stephanie Dennie	Sophocles (441 BC). Antigone.   A short (57 small-page) play.   Translation by Paul Woodruff (2001). London: Hackett.	(P)Perusall Annotation. Score based on the best one annotation. (Due Jan. 24, 5 pm)    (P) Brief reflection on Part 2 via ‘Quiz’(Due Jan. 25, 11 pm) (P)1st interim evaluation of peers (Due Jan. 27, 11 pm) (P)Supervisor’s evaluation of individual student work if not already submitted (Due Jan. 27, 11 pm)
Wk 4 Feb. 1	Part 1: As above. Part 2 (3:30-4:20). With TS students. Performance Actions for Justice and Healing. Special guest: Miriam Haughton (from Tuam)	View**: Haughton, M. et al. (2020) Nochtaithe: The Tuam Oral History Project( ~35 mins.) at https://vimeo-com.proxy1.lib.uwo.ca/563839970/f974853535	(P) Brief reactions to Haughton via Quiz. (Due Jan. 31, 5 pm)  (P) Brief reflection on Part 2 via ‘Quiz’ (Due Feb. 1, 11 pm). **I needed a Vimeo account (which costs money) to stream it. But I was able to download the video and view it without an account.
Wk 5 Feb. 8	Part 1: As above. Part 2 (3:30-4:20). With TS students. Making Art with Vulnerable Communities. Special guest: Someone from Cardboard Citizens	View four Cardboard Citizen videos. Total time~ 50 mins.   Untold Stories (5 mins)  https://www.youtube.com/watch?v=srvnPJcLmlM    Up on the Roof  (13 mins) https://www.youtube.com/watch?v=bf6C7T7dJDI  An Open Book (15 minutes) https://www.youtube.com/watch?v=axE1NhPN12o With ESL learners (14 mins) https://www.youtube.com/watch?v=0LdIUGJcoAE	(P) Submit brief reactions to Cardboard Citizen videos via Quiz (Due Feb. 7, 5 pm)  (P) Submit brief reflection on Part 2 via ‘Quiz’ (Due Feb. 8, 11 pm).
Wk 6 Feb. 15	Part 1: As above. Part 2 (3:30-4:20). With TS students. Performance, Participation and the Audience. Special guest: Kelsey Blair from the Audience Institute, University  Toronto.	Listen to 45-minute audiowalk:   Sayers, T. (2021). Listening to the Coves. 2nd file at https://drive.google.com/drive/folders/13xKXYt7Hy1e9hXuIBFeLLfPkf2LL8VCF TS students are being asked to go on the audiowalk. That’s optional for you.	(P) Brief reactions to Sayers via Quiz. (Due Feb. 14, 5 pm)  (P) Brief reflection on Part 2 via ‘Quiz’ (Due Feb. 15, 11 pm).
Wk 7 Feb. 22	No class . Reading week.
Wk 8 March 1	Part 1: As above Part 2: (3:30-4:20) With TS students. Verbatim Performances: Consent Rituals Special guest: Danielle Carr, Western’s Gender-Based Violence Education Coordinator	Moon, E. (2019). Asking for it. Canadian Literature Review, 180, 73-90.	(P) Perusall Annotation. Score based on the best TWO  annotations. (Due Feb. 28, 5 pm)   (P) Brief reflection on Part 2 via ‘Quiz’(Due March 1, 11 pm) (P) 2nd Interim evaluation of peers, via Assignments. (Due March 4, 11 pm)
Wk 9  Mar. 8	Part 1: As above Part 2: Semi-structured time for TS and Psych students to collaborate on their projects.	NA
Wk 10 Mar. 15	Part 1: As above Part 2: As above	NA
Wk 11 Mar. 22	Part 1: As above Part 2: As above	NA	Draft of poster (5%) (March 22, 11 pm) Final version of poster (5%)  (March 28th, 11 pm or March 27th, 11 pm, if the showcase is on March 28th)
Wk 12 Mar. 29	Presentations of Psych3895E projects. Community partners attend. TS students don’t.	None	Group presentation of project (7.5 %) Critical reflection, via Assignments (5%). (April 4th, 11 pm)
Between March 28th and April 4th: Final project showcase. TS students present performances. Psychology students present posters.  Date TBD by Feb. 15th
Wk  13 April 5	Part 1: Wrap up and final reflections, just our class Part 2: Wrap up and final reflections with TS students.	None	Final report and deliverable, via Assignments (25%) ( April 8., 11 pm. Late penalty applies after April 15th, 11 pm) (P) Student evaluation of peer contribution to project. To be submitted as soon as final report and deliverable have been handed in.
Classes end April 8th. 2% penalty per day assignment is late.

 

 

 

 

 

8.0       Land Acknowledgement

 

We acknowledge that Western University is located on the traditional lands of the Anishinaabek, Haudenosaunee, Lūnaapéewak and Attawandaron peoples, on lands connected with the London Township and Sombra Treaties of 1796 and the Dish with One Spoon Covenant Wampum.

 

With this, we respect the longstanding relationships that Indigenous Nations have to this land, as they are the original caretakers. We acknowledge historical and ongoing injustices that Indigenous Peoples (e.g., First Nations, Métis and Inuit) endure in Canada, and we accept responsibility as a public institution to contribute toward revealing and correcting miseducation, as well as renewing respectful relationships with Indigenous communities through our teaching, research and community service.

 

 

9.0  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.

 

10.0        POLICY ON THE USE OF EXAM PROCTORING SOFTWARE

 

When examinations and tests cannot be given in person (e.g., in courses coded as Distance Studies; in the event of a lockdown order), they may be conducted using either a monitoring platform such as Zoom or a remote proctoring service, such as Proctorio. If Zoom is used for exam invigilation, you will be required to keep your camera on for the entire session, hold up your student card for identification purposes, and share your screen with the invigilator if asked to do so at any time during the exam. The exam session using Zoom will not be recorded.*

If a remote proctoring service is used, the service will require you to provide personal information (including some biometric data). The session will be recorded. The instructor will alert you to the use of this software as close as possible to the start of the term, however, in the event that in-person exams are unexpectedly canceled, you may only be given notice of the use of a proctoring service a short time in advance. More information about remote proctoring is available in the Online Proctoring Guidelines. Please ensure you are familiar with any proctoring service’s technical requirements before the exam. Additional guidance is available at the following link: https://www.uwo.ca/univsec/pdf/onlineproctorguidelines.pdf

 

* Please note that Zoom servers are located outside Canada. If you would prefer to use only your first name or a nickname to login to Zoom, please provide this information to the instructor in advance of the test or examination. See this link for technical requirements: https://support.zoom.us/hc/en-us  

 

11.0 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

 

Students seeking accommodation for religious purposes are advised to contact Academic Counselling at least three weeks prior to the religious event and as soon as possible after the start of the term.

 

12.0 Contingency Plan for Return to Lockdown: IN-Person & Blended classes

 

In the event of a COVID-19 resurgence or any other event 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.

 

13.0        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.

 

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

- 2021-2022 Calendar References

 

If you wish to appeal a grade, please read the policy documentation at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/appealsundergrad.pdf

Please first contact the course instructor. If your issue is not resolved, you may make your appeal to the Undergraduate Chair in Psychology (psyugrd@uwo.ca).

 

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.

 

Policy on the Recording of Synchronous Sessions: Some or all of the remote learning sessions for this course (if scheduled) may be recorded. The data captured during these recordings may include your image, voice recordings, chat logs and personal identifiers (name displayed on the screen). The recordings will be used for educational purposes related to this course, including evaluations. The recordings may be disclosed to other individuals participating in the course for their private or group study purposes. Please contact the instructor if you have any concerns related to session recordings. Participants in this course are not permitted to privately record the sessions, except where recording is an approved accommodation, or the student has the prior written permission of the instructor.