UNIV*4410

(F16) CIVIC ENGAGEMENT WITH COMMUNITIES

CLASS DETAILS

Day/Time: Tu/Th, 11:30 am 12:50 pm
Location: MACK 312
Class Dates: Sept. 8, 13/15, 20/22, 27/29; Oct. 4/6, 18/20, 25/27;
Nov. 1/3, 8/10, 15/17, 22/24, 29/Dec. 1

Instructor: Dr. Leah Levac

MACK 537
Office Hours: 2:00 4:00 pm Wed. or by apt.
Email: LLevac@uoguelph.ca
Ph: (519) 824-4120 x. 56065

COURSE OVERVIEW

This course is the capstone course for the Certificate in Civic Engagement and Global Citizenship. It is the continuation of a journey on
which we are trying to answer the following questions together, and for ourselves:

1. What are civic and community engagement?
2. What does it mean to be an engaged global citizen?
3. How do my identity and location shape, and become shaped by, these concepts and this journey?

Throughout, you will reflect critically on what it means to be a civically engaged global citizen, including by examining the connections you
have identified and developed between your personal identities, power, and values, and your impacts on the broader community. You will
document your activities and learning to gain an appreciation of your personal growth and acquired skills, and to identify the challenges
and opportunities associated with a lifelong commitment to social justice, sustainability, and respect for diversity. This course is not the
end of your journey which will last your lifetime but it is an opportunity to reflect on, and assess, the ways in which your knowledge,
skills, and values related to civic engagement and global citizenship have advanced through your coursework and your engagement hours.

As a starting point, community engagement involves respectful, collaborative communication and interactions between communities,
academic institutions, and groups or individuals, for mutual benefit. It requires not only doing, but also being in community. Understanding
and valuing the nature of these interactions how they work, or not, and who and what constitutes the community is an ongoing part






of the work. Ideally, relationships develop which provide everyone the opportunity to increase their capacity to engage, develop their
(inter)disciplinary and non-disciplinary skills, and gain a deeper understanding of community issues. In addition, community engagement
can provide everyone involved with a view to their role in the larger world and their responsibilities as both citizens and professionals. This
course focuses more specifically on understanding your role as an engaged global citizen, within your communities, a task that cannot be
accomplished without also paying careful attention to power and its distribution.

Though all of the course components are interrelated, the overarching framework for this course is comprised of three parts. In Part I of
the course, we will think about the complexities of community-university partnerships, and re-visit the core concepts (community,
leadership, intersectionality, citizenship, engagement, collaboration/collective action, and social justice) that we focused on during our
second year seminars. Through this, we will expand on and challenge our understandings of these ideas by exploring their meanings in the
context of our engagement opportunities. In Part II of the course, we will challenge our own and each others learning relative to the
three thematic areas that guide the restricted electives associated with the Certificate: community engagement and politics; diversity and
power; and world issues. In Part III of the course, we will think more generally about how to contribute to mobilizing (for) social justice,
and about how our stories challenge or reinforce our ontological and epistemological assumptions about ourselves and the world around
us.
Course Learning Outcomes:

The sum of our classes and demonstration opportunities will create the opportunity for you to achieve the following learning outcomes,
which are advanced versions of the learning outcomes of focus in UNIV*2410. They include:

Demonstrate transdisciplinary inquiry related to core ideas and theories with evidence from core courses, restricted electives, and
engagement opportunities
Assess alignment between personal values, power, and the application of individual capacities
Use theories to construct a personal understanding of interconnections between individual/local/global contexts
Analyze tensions between own and others interests, perspectives, and values
Revise personal learning outcomes based on knowledge, skills, and values developed throughout the certificates components
Create effective, accurate, and professional communications in multiple formats (e.g., written, oral, visual) for different audiences

Use personal, professional, and academic integrity and accountability by adhering to ethical principles; e.g., dignity, privacy,
inclusion, confidentiality, respect, justice, & acknowledgement

Course Assessment:

Four demonstration opportunities (DO) comprise the assessment for the course. A brief overview of each task follows; additional details
and assessment guidelines are located in the demonstration opportunity overview document.

DO1. Group seminar/presentation 25%
Due: Slides, seminar notes and additional reading(s) 1 week before scheduled seminar
Seminar: 11:30 am (in class) Sept. 22 Oct. 4 (presentation dates will be selected at random in the first class)
Submission: CourseLink and Class
Task: Use the reading assigned to your presentation date as a starting point. You (and possibly a partner) will prepare a 70-minute
presentation/seminar discussion that integrates, challenges, and expands on at least two of the core concepts we explored during
UNIV*2410. Your seminar/presentation should include an opportunity for the class to critically analyze and evaluate key ideas presented in
the reading materials, and should also draw on your engagement opportunities (EOs) as a way of either challenging or exemplifying the
ideas being presented in the materials.

DO2. Case study creation 15%
Due: Friday, Oct. 14 @ 11:59 pm (Revisions due: Tuesday, Oct. 25 @ 11:30 am)
Submission: CourseLink
Task: Using the guidelines for creating a case (see especially, structure of a case study at the link in the demonstration opportunity
overview document), you will prepare a case using a specific experience from one of your engagement opportunities (EOs), and connected
to one of the restricted elective streams. Your case will be shared/responded to by at least one of your classmates, so you should take care
to provide enough information that your classmates will be able to engage with, and understand, the ideas presented in the case, while
also considering the privacy of any people who appear in your case.

DO3. Case study response 15%
Due: Tuesday, Nov. 1 @ 11:30 am
Submission: CourseLink and class






Task: You will read the cases prepared by your classmates and respond to the questions posed in two cases one from each of the
restricted elective themes on which your case does not focus. Your response for each case should be no longer than 2 pages, singlespaced. You will require references to support your responses/arguments. You must bring your responses to class with you on Tuesday,
Nov. 1 and Thursday, Nov. 3, when we will discuss the cases as a group.

DO4. ePortfolio 45%
Due: Peer Review Nov. 18 @ 11:59 pm (one day after review class) (5%)
Due: Public Pechakucha Presentation Thursday, Nov. 29 @ 11:30 am (in class) (5%)
Due: Final Submission Sunday, Dec. 4 @ 11:59 pm (35%)
Submission: CourseLink (including URL for external ePortfolio site, and supporting information as needed)
Task: Your portfolio presents your critical and reflective self-assessment of your development relative to your personal learning plan (PLP).
It includes a range of artifacts, compiled over the course of your enrolment in the Certificate, and a synthesis of your understanding of
what it means to be an engaged global citizen.
Course Schedule and Design:


Class
Readings* and Guiding Questions
Foundations Sept. 8
Welcome back and course overview
re-mixed and

re-visited
Guiding questions: Where have you been and what have you been thinking about? How have your PLPs and
learning outcomes shifted?
Sept. 13 Guest speakers: Past Certificate graduates

Guiding questions: How did your PLP evolve? What do you wish someone had told you (or you had listened to)
at the beginning of 4410?
Sept. 15 Community engagement and community-university partnerships: Ethics (read BOTH readings)
Garlick, S., & Palmer, S.J. (2008). Toward an ideal relational ethic: Re-thinking university-community
engagement. Gateways: International Journal of Community Research and Engagement, 1(2008), 73-89.
Maiter, S., Simich, L., Jacobson, N., & Wise, J. (2008). Reciprocity: An ethic for community-based participatory
action research. Action Research, 6(3), 305-325.

Sept. 20

Sept. 22
Sept. 27
Sept. 29
Oct. 4

Restricted
elective
streams
(community
engagement

Oct. 6

Oct. 13

Guiding questions: What are the key features of community engagement as a theoretical framework? When revisiting the idea of engagement, and therefore of community-university partnerships, what stands out? How do
these ideas align with or challenge your experience?
Community engagement and community-university partnerships: Challenges and the Production of Power
Demsey, S.E. (2010). Critiquing community engagement. Management Communication Quarterly, 24(3), 359390.
OFarrell, C. (2005). Chapter 8: Power and Culture (pp. 96-108). In Michael Foucault. Thousand Oaks, CA: Sage.

Guiding questions: What are the politics discussed by Demsey? How does Foucault understand power? Given
these ideas, where/what are key tensions in community engagement? How did these tensions manifest in your
experiences? How are you learning to be in community? How/do these ideas challenge notions of leadership,
collaboration, and so on?
Student presentations 1: Integrating core ideas
Hudson, K. (2012). Bordering community: Reclaiming ambiguity as a transgressive landscape of knowledge.
Affilia: Journal of Women and Social Work, 27(2), 167-179.
Student presentations 2: Integrating core ideas
Rothman, J. (2014). From intragroup conflict to intergroup cooperation. In Intersectionality and Social Change:
Research in Social Movements, Conflicts and Change, 37, 107-123.
Student presentations 3: Integrating core ideas
Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American
Educational Research Journal, 41(2), 237-269.
Student presentations 4: Integrating core ideas
Julien, M., Wright, B., & Zinni, D.M. (2010). Stories from the circle: Leadership lessons learned from Aboriginal
leaders. The Leadership Quarterly, 21(2010), 114-126.
Developing case studies for exploring restricted electives

Guiding questions: Which experiences did you grapple with, and can you use to highlight the restricted elective
streams (community engagement and politics; diversity and power; and world issues)?
No class; fall reading day
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and politics; Oct. 15
diversity and Oct. 18
power; and
world issues)

Oct. 20

Oct. 25

Oct. 27

Nov. 1

No class; independent ePortfolio & case study work

Guest speakers: On community impact and the contributions and challenges of university partners
Sandy, M., & Holland, B. (2006). Different worlds, common ground: Community partner perspectives on
campus-community partnerships. Michigan Journal of Community Service Learning, 13(1), 30-43.

Guiding questions: How do diversity and power manifest and play out in guest speakers stories? In the Sandy &
Holland reading? How did they play out in your experiences?
Community engagement and politics (select ONE of the readings)
Larson, S., & Brake, L. (2011). Natural resources management arrangements in the Lake Eyre Basin: An enabling
environment for community engagement? Rural Society, 21(1), 32-42.
Cox, D., & Mills, S. (2015). Gendering environmental assessment: Womens participation and employment
outcomes at Voiseys Bay. Arctic, 68(2), 246-260.

Guiding questions: What are the commonalities and differences in these stories of community engagement?
How are policies and their development structured (or not) by communities?
World issues
Film TBD

Guiding questions: What are the major claims of the film? How do these claims resonate (or not) with your
understanding of world issues? With your experiences during your engagement opportunities?
Diversity and power
Bettez, S.C. & Hytten, K. (2013). Community building in social justice work: A critical approach. Educational
Studies: A Journal of the American Educational Studies Association, 49(1), 45-66.

Guiding questions: What are critical communities and what importance do/might they have for your work? Are
social justice and community interdependent?
Case study discussions

Guiding questions: What do our experiences tell us about the restricted elective themes? How do these
experiences align (or not) with our theoretical ideas?
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Mobilizing
knowledge,
self, and
others

Nov. 3

Nov. 8

Nov. 10

Nov. 15

Nov. 17

Case study discussions

Guiding questions: What do our experiences tell us about the restricted elective themes? How do these
experiences align (or not) with our theoretical ideas?
Critical self-reflection and change
Mezirow, J. (1990). Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory
Learning. Ch. 1: How critical reflection triggers transformative learning (pp. 1-20). San Francisco: JosseyBass.

Guiding questions: What makes reflection critical? Why/how does critical reflection contribute to learning?
Stories, storytelling, and change (select ONE of the readings)
Thelen, C.A. (2008). Our ancestors danced like this: Maya youth respond to genocide through the ancestral arts.
In Solinger, Fox, & Irani (Eds.). Telling Stories to Change the World: Global Voices on the Power of Narrative
to Build Community and Make Social Justice Claims (Ch. 4).
Freidus, N. (2008). Our stories, their decisions voter education project. In Solinger, Fox, & Irani (Eds.). Telling
Stories to Change the World: Global Voices on the Power of Narrative to Build Community and Make Social
Justice Claims (Ch. 11).

Guiding questions: What stories did you hear? What stories are you creating?
Mobilization and change (select ONE of the readings)
Tllez, M., & Sanidad, C. (2015). Binational activism and workers rights struggles in the San Diego-Tijuana
Border region. In N.A. Naples & J.B. Mendez (Eds). Border Politics: Social Movements, Collective Identities,
and Globalization (Ch. 12; pp. 323-354). New York: NY University Press.
Chazan, M. (2014). Every day mobilisations among grandmothers in South Africa: Survival, support and social
change in the era of HIV/AIDS. Ageing & Society, 34(2014), 1641-1665.

Guiding questions: What are the common elements of these stories of mobilization? What kinds of changes are
being affected?
Understanding personal change: ePortfolio peer-review

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Nov. 22
Nov. 24
Nov. 29
Dec. 1

Guiding questions: What are the key outcomes being demonstrated? Do the selected artifacts meet their
purpose?
TBD based on groups needs
TBD based on groups needs
ePortfolio showcase (http://www.pechakucha.org/)
In-class ePortfolio discussion, final thoughts and celebration (potluck lunch)

Note: Seminar dates will not change, but other classes are subject to some changes pending the availability of external resource people
*All readings are available on Ares (linked in CourseLink), or hyperlinked above. Also, note that materials may be added as the term
progresses. Students will be made aware of any additions/changes in class and on CourseLink. PLEASE BRING ALL READINGS WITH YOU TO
CLASS SO THAT WE CAN REFER TO THEM IN OUR DISCUSSIONS AND CLASSROOM ACTIVITIES.
University of Guelph Policy Statements (Extended Remix Version)
Accessibility and inclusion:
Both the University of Guelph and I are committed to creating a barrier-free environment for your learning. Providing services for students
is a shared responsibility among students, faculty and administrators. This relationship is based on respect of individual rights, the dignity
of the individual and the University community's shared commitment to an open and supportive learning environment. Students requiring
service or accommodation, whether due to an identified, ongoing disability or a short-term disability should contact Student Accessibility
Services (formerly called the Centre for Students with Disabilities) as early in the term as possible. For more information, contact SAS by
phone (519-824-4120 ext. 56208) or email (csd@uoguelph.ca), or refer to the SAS website at https://www.uoguelph.ca/csd/.
In this class, I expect everyone to adhere to the principles of dignity and respect for all, and I will strive to ensure that everyone in our class
can participate fully and to her or his highest potential. Discriminatory behaviours against people based on their identities, or for any other
reason, are not acceptable. If you have a concern about how you are being treated in class, or in activities related to this class, please let
me know as soon as possible so that we can address the situation. I have tried to use principles of universal design in the design and layout
of the course. However, if there is something for which you need accommodation, please let me know as soon as possible, and
preferably by the end of the second week of class (Sept. 16), so that we can try to ensure your full participation in our class.






Class expectations:

Learning in this course depends heavily on your interaction with the learning community. As a result, you are expected to continuously and
consistently participate in class discussions and activities. The first rule of participation is to show up. I have tried to design each week of
classes in a way that allows ample opportunity for engagement, and for integrating course materials with your own experiences. In
addition to showing up and engaging, full participation requires: ensuring that you and your belongings are not disrupting others
opportunities to participate; and having read the required readings and grappled with their contents sufficiently to be able to offer
ideas and ask questions.
E-mail Communication:

As per university regulations, all students are required to check their <uoguelph.ca> e-mail account regularly: e-mail is the official route of
communication between the university and its students.

I am happy to meet with you to discuss the course, your work, etc. either during or outside of regular office hours. The most efficient way
to contact me is via email. When using email, please keep the following things in mind:
a. I will respond to emails during regular working hours, and typically within 24 hours of their receipt. I generally DO NOT check my
email on the weekend. I will certainly respond to questions about demonstration opportunities up to 3 days before the
demonstration opportunity is due. If you email me within three days of the demonstration opportunity being do, I will not
guarantee a response.
b. If you have a question that requires a lengthy response, I encourage you to book an appointment.
c. Some advice on emails: When writing emails, I imagine that I am speaking the email to the receiver. This helps me make sure that
my words are appropriate. Tone is very difficult to convey in email. If I am angry or upset, I send an email to myself or to a
confidant first, before sending it to its intended recipient. This helps me make sure that I dont make a situation worse.
d. In email (and in person), you are welcome to call me Leah, or Prof./Dr. Levac; whichever you prefer. Please do not send me
unaddressed emails.
When You Cannot Meet a Course Requirement:

When you find yourself unable to meet an in-course requirement because of illness, or for compassionate reasons, please advise the
course instructor in writing, with your name, id#, and e-mail contact. Where possible, this should be done in advance of the missed work






or event, but otherwise, as soon as possible after the due date, and certainly no longer than one week later. Note: if appropriate
documentation of your inability to meet that in-course requirement is necessary, the course instructor, or delegate, will request it of you.
Such documentation will rarely be required for course components representing less than 10% of the course grade. Such documentation
will be required, however, for Academic Consideration for missed end-of-term work and/or missed final examinations. See the
Undergraduate Calendar for information on regulations and procedures for Academic Consideration
(http://www.uoguelph.ca/registrar/calendars/undergraduate/current/c08/c08_ac.shtml).

In cases when you find yourself unable to meet an in-course requirement for reasons other than medical or compassionate situations, the
standard policy is that marks will be deducted at a rate of 10% per day, and no submissions will be accepted after they are more than three
days late. Because of the diverse nature of the demonstration opportunities, there is even less flexibility in some cases (i.e., the seminars).
The specific submission requirements and guidelines associated with each demonstration opportunity are outlined in the document that
details all course demonstration opportunities.
Drop Date:

The last date to drop one-semester courses is Nov. 4, 2016. For regulations and procedures for Dropping Courses, see the Undergraduate
Calendar (http://www.uoguelph.ca/registrar/calendars/undergraduate/current/c08/c08_drop.shtml).
Copies of ALL work:

Keep paper and/or other reliable back-up copies of all demonstration opportunities and documentation related to your EOHs, restricted
electives, and other relevant activities you have undertaken since you started the Certificate. You may be asked to resubmit work at any
time. Moreover, your record of your development throughout the Certificate is critical to your successful completion of the capstone
course (UNIV*4410).
Academic Misconduct:

The University of Guelph is committed to upholding the highest standards of academic integrity and enjoins all members of the University
community (faculty, staff, and students) to be aware of what constitutes academic misconduct and to do as much as possible to prevent
academic offences from occurring.

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The University of Guelph takes a serious view of academic misconduct, and it is your responsibility as a student to be aware of, and to
abide by the Universitys policy. Included in the definition of academic misconduct are such activities as cheating on examinations,
plagiarism, misrepresentation, and submitting the same material in two different courses without written permission from the relevant
instructors. To better understand your responsibilities, read the Undergraduate Calendar
(http://www.uoguelph.ca/registrar/calendars/undergraduate/current/c01/index.shtml) for a statement of Students Academic
Responsibilities, and the full Academic Misconduct Policy
(http://www.uoguelph.ca/registrar/calendars/undergraduate/current/c08/c08_amisconduct.shtml).

You are also advised to make use of the resources available through the Learning Commons (http://www.learningcommons.uoguelph.ca/)
and to discuss any questions you may have with your course instructor or academic counsellor. Instructors have the right to use software
to aid in the detection of plagiarism or copying, and to examine students orally on submitted work. For students found guilty of academic
misconduct, serious penalties, up to and including suspension or expulsion, can be imposed. Hurried or careless submission of work does
not exonerate students of responsibility for ensuring the academic integrity of their work.

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