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UNIV 201 Global Challenges Inquiry I COURSE...
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1 UNIV 201 Global Challenges Inquiry I COURSE SUMMARY D2L COURSE NAME: University 201 – Global Challenges Inquiry I COURSE DESCRIPTION: Students will engage in inquiry-based learning to explore solutions to a complex, socially relevant problem using knowledge, evidence, and methods from multiple disciplines, under the guidance of University of Calgary experts. Examples of problems include poverty, water and food security, child health, racial conflict, and gender discrimination. TERM: Winter 2017, January 6 – April 12, 2017 CLASS DAY: Tuesday / Thursday, beginning Tuesday January 10, 2017 CLASS TIME: 2:00 – 3:20pm CLASS LOCATION: Taylor Institute for Teaching and Learning (TITL) – Learning Studio C OUT OF CLASS ACTIVITIES: A day-long Global Challenges Conference during Block Week is a required component of this course and must be completed to earn a passing grade. The day-long conference will take place on Friday January 6, 2017, 9:00am – 4:00pm, Taylor Institute for Teaching and Learning (TITL) Forum room CREDIT HOURS: 3 units; H (3-0.5S) PRE-REQUISITES and/or CO-REQUISITES: Completed fewer than 18 units at the time of registration. INSTRUCTOR NAME: Dr. Robin Alison Mueller OFFICE: Taylor Institute for Teaching and Learning, Room 220C TELEPHONE: 403-210-7373 EMAIL: [email protected] EMAIL RESPONSE PRACTICES: I attempt to respond to all email within one business day. I typically do not reply to email during weekends. OFFICE HOURS: Two blocks of office hours will be scheduled for ePortfolio consultations over the term. Additionally, I am happy to arrange student meetings on a one-to-one basis. REQUIRED READINGS (Summary): Identified week by week; determined by instructors and guest presenters.
Transcript of UNIV 201 Global Challenges Inquiry I COURSE...
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UNIV201GlobalChallengesInquiryI
COURSESUMMARYD2LCOURSENAME:University201–GlobalChallengesInquiryI
COURSEDESCRIPTION:Studentswillengageininquiry-basedlearningtoexploresolutionstoacomplex,sociallyrelevantproblemusingknowledge,evidence,andmethodsfrommultipledisciplines,undertheguidanceofUniversityofCalgaryexperts.Examplesofproblemsincludepoverty,waterandfoodsecurity,childhealth,racialconflict,andgenderdiscrimination.
TERM:Winter2017,January6–April12,2017
CLASSDAY:Tuesday/Thursday,beginningTuesdayJanuary10,2017
CLASSTIME:2:00–3:20pm
CLASSLOCATION:TaylorInstituteforTeachingandLearning(TITL)–LearningStudioC
OUTOFCLASSACTIVITIES:Aday-longGlobalChallengesConferenceduringBlockWeekisarequiredcomponentofthiscourseandmustbecompletedtoearnapassinggrade.Theday-longconferencewilltakeplaceonFridayJanuary6,2017,9:00am–4:00pm,TaylorInstituteforTeachingandLearning(TITL)Forumroom
CREDITHOURS:3units;H(3-0.5S)
PRE-REQUISITESand/orCO-REQUISITES:Completedfewerthan18unitsatthetimeofregistration.
INSTRUCTORNAME:Dr.RobinAlisonMueller
OFFICE:TaylorInstituteforTeachingandLearning,Room220C
TELEPHONE:403-210-7373
EMAIL:[email protected]
EMAILRESPONSEPRACTICES:Iattempttorespondtoallemailwithinonebusinessday.Itypicallydonotreplytoemailduringweekends.
OFFICEHOURS:TwoblocksofofficehourswillbescheduledforePortfolioconsultationsovertheterm.Additionally,Iamhappytoarrangestudentmeetingsonaone-to-onebasis.
REQUIREDREADINGS(Summary):Identifiedweekbyweek;determinedbyinstructorsandguestpresenters.
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ASSESSMENTWEIGHTING(Overview):
Assignment Assessment
WeightingCriticalReflectiveStatement#1 10%CriticalReflectiveStatement#2 10%ePortfolio 30%FlexAssignment(StructuredControversy) 15%GroupProject 25%DaytoDayParticipation 10%Total 100%
COURSEDETAILSCOURSEOVERVIEWUNIV201isaninquiry-basedcoursethatinvestigatesthebroadthemeof“feeding9billionpeople”fromavarietyofdisciplinaryperspectives.Inquirybasedlearningisahighlyparticipativeapproachtohighereducationwherestudentstaketheleadinexploringcomplexissues,identifyingimportantquestions,lookingforevidence,andsolvingproblems(Aditomoetal.,2011).UNIV201wasdesignedsothatstudentshavetheopportunitytoengageinanextensiveinquirybasedlearningexperience.Ultimately,studentswilldevelopandpresentatargetedinnovationthatisdesignedtoaddressoneaspectofthe“feeding9billionpeople”globalchallengeinameaningfulway.TheUNIV201courseinstructorswillserveprimarilyasfacilitatorsratherthanlecturers.Wewillintentionallyencouragestudentstoviewtheglobalchallengeoffeeding9billionpeoplefrommanyperspectives,includingbutnotlimitedtosocial,cultural,scientific,philosophical,political,andeconomicperspectives.Studentsinthiscoursewillcollaboratetodriveanddirectthelearningprocess,seekingtolearnmoreabouttheglobalchallengebyconsideringasmanyoftheseperspectivesaspossible.
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Thecompetenciesthatarerequiredforstudentstoachievethecourseoutcomesarefosteredthroughanincremental,experiential,andpractice-basedapproachtolearningwithinthefollowingframework:
LEARNINGRESOURCESRequiredReadings,Textbooks,andLearningMaterialsWewillbeusingDesire2Learn(D2L)inthiscourse.IfyouneedhelpaccessingorusingD2L,pleasevisittheDesire2Learnresourcepageforstudents:http://elearn.ucalgary.ca/desire2learn/SincetheUNIV201coursefollowsaninquiry-basedlearningmodel,readingswillbedecideduponandassignedasthecourseprogresses.Requiredreadingsandotheractivities(videos,simulations,etc.)willbecommunicatedtostudentsinpersonduringclass,viaemail,andontheD2Lsite.
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Allstudentsarerequiredtoreadthefollowingmaterialinpreparationforthecourse:Readings:1. Godfray,H.C.J.,Beddington,J.R.,Crute,I.R.,Haddad,L.,Lawrence,D.,Muir,J.F.,…Toulmin,C.(2010).
Foodsecurity:Thechallengeoffeeding9billionpeople.Science,327,812-818.Retrievedfromhttp://www.jstor.org.ezproxy.lib.ucalgary.ca/stable/40509896
2. Springman,M.,Mason-D’Croz,D.,Robinson,S.,Wiebe,K.,Godfray,H.C.J.,Rayner,M.,&ScarboroughP.(2016,November).Mitigationpotentialandglobalhealthimpactsfromemissionpricingoffoodcommodities.NatureClimateChange.Onlinepublication.doi:10.1038/NCLIMATES3155Retrievedfromhttp://www.nature.com/nclimate/journal/vaop/ncurrent/full/nclimate3155.html
3. Roshanafshar,S.,&Hawkins,E.(2015,March).Healthataglance:FoodinsecurityinCanada.StatisticsCanada.Retrievedfromhttp://www.statcan.gc.ca/pub/82-624-x/2015001/article/14138-eng.pdf
4. FoodBanksCanada.(2016).Hungercount2016:AcomprehensivereportonhungerandfoodbankuseinCanada,andrecommendationsforchange.Retrievedfromhttps://www.foodbankscanada.ca/hungercount2016
Websites:5. Foley,J.(n.d.).Wherewillwefindenoughfoodfor9billion?Afivestepplantofeedtheworld.National
Geographic.Retrievedfromhttp://www.nationalgeographic.com/foodfeatures/feeding-9-billion/(scrolldownthepage)
6. Chhotray,S.(2015,February20).Seasteadingcouldbetheanswertosustainabilyfeeding9billionpeople.Retrievedfromhttp://ensia.com/voices/seasteading-could-be-the-answer-to-sustainably-feeding-9-billion-people/
Video:7. UnitedNationsDevelopmentProgramme.(2015,September).TransitioningfromtheMellinieum
DevelopmentGoalstotheSustainableDevelopmentGoals(video).Retrievedfromhttps://www.youtube.com/watch?v=5_hLuEui6ww
8. Fraser,E.(2012).Feeding9BillionPeople(Video).Retrievedfromhttp://www.bing.com/videos/search?q=feeding+9+billion+people+video&&view=detail&mid=BA8064D48CF8AA1657C8BA8064D48CF8AA1657C8&rvsmid=73AB8203917FAE21D39373AB8203917FAE21D393&fsscr=0&FORM=VDQVAPAlternativeLinks:https://www.youtube.com/watch?v=raSHAqV8K9c;https://feeding9billion.com/video-resources/video1/
TechnologyRequirementsStudentswillberequiredtouseacurrentTwitteraccountaspartofthiscourse.Twitterwillbeusedasatooltoengageindialoguethroughoutthesemester.StudentswilldevelopanePortfoliousingWordPresstechnology,butnopriorknowledgeofWordPressisrequiredforthisprocess.FeesandOtherExpensesLocaltravelwithinthecitylimitsmayberequiredaspartofthiscourse.Studentswillhavetoarrangetheirowntransportationintheseinstances.
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COURSELEARNINGOUTCOMESBythecompletionofthiscourse,successfulstudentswillbeableto:
• Pursuetheirownlinesofenquiry(personalknowledge,existingknowledge)todescribevariousaspectsof,andperspectiveson,theglobalchallengeoffeeding9billionpeople
o Identifythesocial,political,economic,cultural,andscientificconsequencesrelatingtotheglobalissueoffeeding9billionpeople
o Exploreissuesofpopulationgrowth,socio-economiccircumstances,foodsecurity,andothersthatwillimpactglobalabilitytofeedtheworldinthefuture
o ComparetheexpressionoftheglobalchallengeinCanadaandglobally• Activelysearchandseekevidencetoinformtheirperspectives,appropriatelysynthesizeandpresent
theevidenceo Determinehowdifferentformsofevidenceinformindividualandgroupperspectivesabouta
globalchallenge• Appreciatethevalueofusingdifferentdisciplinaryperspectivestoaddressaglobalchallenge
o Determinehowculturalandsocio-economiccircumstancesinformindividualandgroupperspectivesaboutaglobalchallenge
• Designaninnovationthataddressesameaningfulandmanageableaspectoftheglobalchallengefromagrassrootslevel
o Explorehowagrass-rootscontributiontoaddressingaglobalchallengecouldlookand/orfunction
o Developaplanforraisingawarenessand/orengagingininnovationregardingaglobalchallenge
ASSESSMENTCOMPONENTS
Assignment1:ReflectiveStatement#1Value: 10%offinalgradeDueDate: SeeCourseScheduleType: Thefirstreflectivestatementregardingtheglobalchallengewillprovideanopportunityforstudentstopracticeinformalwriting,andwillhelptoestablishanindividualbaselineforlearninganddevelopmentthroughoutthecourse.Description: Thestudentwillwritea2pagereflectivestatementthatprovidesabriefindividualintroductionandexploreshis/hercurrentperceptionsabouttheglobalissue.Atemplateforthisreflectivewritingwillbeprovided.
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Assignment2:FlexAssignment(forinclusioninePortfolio)–StructuredControversyValue: 15%offinalgradeDueDate: SeeCourseScheduleType: Assignmentdevelopedbythesectioninstructor.Completedassignmentwillalsobeincludedinthestudent’sePortfolio.Description: StructuredControversyisacooperativelearningactivitythatisorganizedasaninformaldebate.AftertheStructuredControversyprocess,studentswillwritea1–2pagereflectiveassignment.Atemplatefortheassignmentwillbeprovided.Assignment3:GroupPresentationValue: 25%offinalgradeDueDate: SeeCourseScheduleType: Smallgroupswillworktogethertodevelopandpresentapitchregardingameaningfulandmanageableinnovationrelatedtotheglobalchallenge.Description: Groupswilldetermineaquestion,formulateaninnovation,andprepareapitchdescribinganinnovationthatwilladdresssomeaspectoftheglobalchallenge.Groupswillpresenttheirpitchtotheclass,includingtheevidencesupportingtheirapproach.Allgroupmemberswillbeexpectedtoparticipateinthepresentation.Adetailedassignmentdescriptionandgradingrubricwillbeprovided.Assignment4:ReflectiveStatement#2Value: 10%offinalgradeDueDate: SeeCourseScheduleType: Thesecondreflectivestatementregardingtheglobalchallengewillprovideanopportunityforstudentstopracticeinformalwriting,andallowthestudentstoofferapersonalassessmentoftheirlearninganddevelopmentthroughoutthecourse.Description: Thestudentwillwritea2pagereflectivestatementthatprovidesastatementabouthowhis/herperceptionsabouttheglobalissuehavechangedthroughoutthedurationofthecourse.Thisassignmentisintendedtoprovidethestudentwithanopportunitytomakemeaningofhis/herprogressduringthecourse.Thisassignmentwillalsobecomethefoundationforthestudent’sreflectivewritingintheirePortfolio.
Assignment5:ePortfolioassignmentValue: 30%offinalgradeDueDate: TheePortfoliowillbesubmittedintwosteps.SeeCourseSchedule.Type: TheePortfolioassignmentreplacesaconventionalfinalexamintheUNIV201course.TheePortfolioisacuratedcollectionofevidencethatdemonstratesstudentlearninganddevelopmentthroughoutthecourse.Description: ThestudentwilldevelopanePortfoliousingtheUCalgary-supportedWordpresstechnology(ePortfolio.ucalgary.ca).TheePortfoliowillincludesmallassignmentscompletedthroughoutthecourse,additionalevidenceoflearningcollectedbythestudent,andreflectivestatementsthattietheevidenceoflearningtogether.AdetailedePortfolioassignmentdescriptionandgradingrubricwillbeprovided.Step1of
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theePortfolioassignmentwillbedueduringWeek9ofthecourse,wherestudentswillberequiredtoParticipationValue: 10%offinalgradeDueDate: SeeCourseScheduleType: ActiveparticipationisanessentialcomponentoftheUNIV201course. Thecoursehasbeendeveloped according to the principles of inquiry-based learning, which requires ongoing and sustainedengagementbystudentsinarangeofactivelearningprocesses.Description: Metricsfortheassessmentofstudentparticipationwillbeprovidedatthebeginningofthecourse,andwillinclude:engagementintheclassTwitterfeed,activeparticipationinclassdiscussion,reportingonePortfolioevidence,self-evaluationofpreparation,andpeer-assessmentofparticipation.TEACHINGANDLEARNINGAPPROACHESThisclasswillinvolveacombinationofdiscussion,guestpresentations,lecture,exploratorylearning,practiceopportunities,groupwork,andfieldexperience.Studentscanexpecttoengageinahighlyinteractiveandparticipatorylearningenvironment;assuch,studentswillneedtoprepareinadvanceofeachclassbycompletingassignedreadings,websearches,and/orotherformsofresearch.Studentswillbeassessedontheirparticipationinclass,andwillbeexpectedtocometoclassesprepared.
COURSESCHEDULEThefollowingisalistoftopicsforclass,associatedreadings,andassignmentduedates.Becauseofthenatureofthiscoursethescheduleisnotfixed,anditwillremainflexibleinordertoaccommodatethemesidentifiedbystudents,questionsandconversationsthatemergeasthecourseprogresses,andschedulingforguestpresenters.StudentswillbenotifiedofallchangesinatimelymannerbywayofemailandD2Lannouncements.Theassignmentdeadlinesarefirmandwillnotbealtered.
Date
Module/Topics
ReadingsandActivities
Assignments&DueDates
BlockweekconferenceJanuary6,2017
Workshopformat–framingandidentifyingtopicsandthemesFieldtrip–immersionexperience
Week1January9–15,2017
CourseoverviewVisualizationstudioThemeone
ReflectiveStatement#1dueFridayJanuary20,2017
Week2January16–22,2017
WordpresstutorialThemetwo
TITLstaffvisit(Wordpresstutorial)
Week3InformationliteracyThemethree
TITLliaisonlibrarianvisit
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January23–29,2017Week4January30–February5,2017
ThemefourStructuredControversypreparation
Week5February6–12,2017
ThemefiveStructuredControversyandreflection
StructuredControversyreflectiondueFebruary10,2017
Week6February13–19,2017
Themesix
Week7February20–26,2017
ReadingWeek–noclasses
Week8February27–March5,2017
CriticalthinkingCreativityInnovation
ePortfolioStep1dueFridayMarch3,2017
Week9March6–12,2017
Disciplinaryperspectives
Week10March13–19,2017
Social,historical,andculturalperspectives
Week11March20–26,2017
TargetinganinnovationDevelopingaquestion
Week12March27–April2,2017
FormulatinganinnovationProjectdesign
ReflectiveStatement#2dueFridayMarch31,2017
Week13April3–9,2017
TalkingaboutaninnovationSocialmobilization
Week14April10–12,2017
Pitches
Grouppresentations(pitches)FinalePortfoliodue:April17,2017
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ASSESSMENTEXPECTATIONSATTENDANCEANDPARTICIPATIONEXPECTATIONSGiventhefluidandinquiry-basedstructureoftheUNIV201,attendanceatface-to-faceclassesisveryimportant.Studentsareexpectedtoattendclassesandengageasactiveparticipantsintheinquiryprocess.Partofyourfinalparticipationgradewillbeassessedbasedonin-classparticipation(typically,youwillneedtobepresentinclassinordertoparticipate).ThiswillincludeyourweeklyreportsabouttheevidenceoflearningthatyouaregatheringtoincludeinyourfinalePortfolio.Inaddition,weexpectthatyouwillcontributetothevirtualclassdialoguethatunfoldsontheonlineapplicationTwitter.EngaginginTwitterwillenhanceyourlearningandcontributetothelearningandself-reflectivepracticesoftheentiregroup.Adetailedparticipationrubricwillbeprovidedatthebeginningofthetermsothatyouknowwhattoexpect.REQUIREMENTSANDGUIDELINESFORCITINGSOURCESInallcoursework,youmustindicatewhereyouhavegottenyourinformationfrom.Thisextendstobothpeerreviewedandpopularsourcesofwriting,images,video,music,andmulti-mediaevidence.Whilewedon’texpectstylisticperfectionincitations,weaskthatstudentstrytousetheAPAcitationstyle.GuidelinesforusingAPAcanbefoundatthePerdueWritingLabwebsite:https://owl.english.purdue.edu/owl/resource/560/01/GUIDELINESFORSUBMITTINGASSIGNMENTSAssignmentsshouldbesubmittedusingD2L,andareduebymidnightonthedaylistedonthisscheduleunlessotherwiseindicatedbytheinstructor.LinkstoePortfoliosubmissionsmustbeemailedtotheinstructorbymidnightontheePortfolioduedate.LATEASSIGNMENTSAtthediscretionoftheinstructor,lateassignmentwillbesubjecttoapenaltyof5%perday,includingweekendsandholidays.Notethatanassignmentsubmittedtenormoredaysaftertheduedatewillbeassignedagradeof0%.Ifatallpossible,youmustprovideadvancenoticetotheinstructorifyouareunabletomeetassignmentduedates.AllrequestsfordeferralofacoursecomponentduetohealthreasonsmustbeaccompaniedbywrittendocumentationasoutlinedintheUniversityCalendar.Studentsareresponsibleforanyassignmentsannouncedinclassandforallannouncedchanges,additions,anddeletionstothesyllabus.Absencefromclassisnotavalidexcuseforfailingtomeetdeadlinesorfulfillcourserequirements.CRITERIATHATMUSTBEMETTOPASSStudentswhodonotcompleteallmajorcomponentsofthecoursepriortotheendoftermwillbeconsideredasnothavingcompletedthecourse;thiswillbereflectedonthestudents’officialtranscriptas‘Incomplete’.MajorcomponentsofthecourseincludethegrouppresentationandtheePortfolioassignment.
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UOFCGRADINGSYSTEM(FORUNDERGRADUATECOURSES)TranslationsofMarkstoLetterGrade:ThiscourseusesaFinalPercentageCalculationconvertedtoalettergrade.Evaluativecomponentswillreceivenumericalscoresconvertedbasedontheweightoftheassignment.Thenumericalscoresareaddedtoachieveatotalpercentagescoreoutof100.Thispercentageisthenconvertedtoalettergradeforthecourse(seegradingscaleabove).Sample:Midtermexamis20%,paper30%,inclassactivities20%andfinalexam30%.Thestudentscored15/20;25/30;20/20;and28/30forafinalcoursetotalscoreof88/100whichisafinalcoursegradeofA-.
Ifthepercentageonyourassignmentis:
Thegradeonyourassignmentis:
GradePointValue
Description
95.0–100 A+ 4.0Outstanding--exceptionalanalysisandsynthesisofsubjectmatter.
91.0–94.9 A 3.9Excellent--superiorperformance,showingcomprehensiveunderstandingofsubjectmatter.
87.0–90.9 A- 3.7
83.0–86.9 B+ 3.3
79.0–82.4 B 3.0Good--clearlyaboveaverageperformancewithknowledgeofsubjectmattergenerallycomplete.
75.0–78.9 B- 2.7
71.0–74.9 C+ 2.3
67.0–70.9 C 2.0Satisfactory--basicunderstandingofsubjectmatter.
63.0–66.9 C- 1.7Minimumpassinggradefortheorycourses.
59.0–62.9 D+ 1.3
55.0–58.9 D 1.0
54.9orless F 0
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INSTRUCTORGUIDELINESInternetandelectronicdeviceinformationandresponsibleuse:Studentsarewelcometouselaptopsandotherelectronicnote-takingdevicesinthiscourse.Pleasebeconsiderateofothersduringdiscussionsandswitchcellphonestosilentwheneveryouentertheclassroom.Intellectualproperty:Coursematerialscreatedbyprofessor(s)remaintheintellectualpropertyoftheprofessor(s).Thesematerialsmaynotbereproduced,redistributedorcopiedwithouttheexplicitconsentoftheprofessor.Thepostingofcoursematerialstothird-partywebsitessuchasnote-sharingsiteswithoutpermissionisprohibited.Sharingofextractsofthesecoursematerialswithotherstudentsenrolledinthecoursemaybeallowedunderfairdealing.UNIVERSITYOFCALGARYPOLICIESANDSUPPORTSACADEMICINTEGRITYTheUniversityofCalgaryiscommittedtothehigheststandardsofacademicintegrityandhonesty.StudentsareexpectedtobefamiliarwiththesestandardsregardingacademichonestyandtoupholdthepoliciesoftheUniversityinthisrespect.Itisexpectedthatallworksubmittedinassignmentsshouldbethestudent’sownwork,writtenorcreatedexpresslybythestudentforthisparticularcourse.StudentsarereferredtothesectiononplagiarismintheUniversityCalendar(www.ucalgary.ca/pubs/calendar/current/k-2.html)andareremindedthatplagiarismisanextremelyseriousacademicoffence.
COPYRIGHTItistheresponsibilityofstudentsandprofessorstoensurethatmaterialstheypostordistributetootherscomplywiththeCopyrightActandtheUniversity’sFairDealingGuidanceforStudents.FurthercopyrightinformationforstudentsisavailableontheCopyrightOfficewebpage(http://library.ucalgary.ca/copyright).
APPEALSIfyouhaveaconcernaboutthecourse,anacademicmatter,oragradethatyouhavebeenassigned,youmustfirstcommunicatethisconcernwiththeinstructor.Iftheconcerncannotberesolvedwiththeinstructor,youcanproceedwithanacademicappeal,whichnormallybeginswiththedepartmentorfaculty:http://www.ucalgary.ca/provost/students/ombuds/appealsACADEMICACCOMMODATIONStudentswhoneedformalaccommodationbecauseofaDisabilityormedicalconditionshouldcontactStudentAccessibilityServicesinaccordancewiththeProcedureforAccommodationsforStudentswithDisabilitiesavailableathttp://www.ucalgary.ca/policies/files/policies/procedure-foraccommodations-for-students-with-disabilities_0.pdf.
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FREEDOMOFINFORMATIONANDPROTECTIONOFPRIVACYTheFreedomofInformationandProtectionofPrivacy(FOIP)Actindicatesthatassignmentsgivenbyyoutoyourcourseinstructorwillremainconfidentialunlessotherwisestatedbeforesubmission.Theassignmentcannotbereturnedtoanyoneelsewithoutyourexpresspermission.Similarly,anyinformationaboutyourselfthatyousharewithyourcourseinstructorwillnotbegiventoanyoneelsewithoutyourpermission.
THRIVEPRIORITYSUPPORTNETWORKYouracademicsuccessandpersonalwell-beingisimportanttous.PleasenotethatweworkcloselywiththeThrivePrioritySupportNetwork,whichseekstoidentifystudentswhoarefacingacademicchallengesandprovideappropriatesupportservicesearlyintheacademicterm.ThistoolmonitorstheD2Lgradebookforsuddenchangesinastudent’sacademicperformanceandalertsacademicdevelopmentspecialists,whowillthenreachouttothestudent.Studentengagementwiththeacademicdevelopmentspecialistisentirelyvoluntaryandallinformationisconfidential.Moreinformationisprovidedhere:https://www.ucalgary.ca/ssc/advising/thrive.
SUPPORTSFORSTUDENTLEARNING,SUCCESS,ANDSAFETY
StudentSuccessCentre:https://www.ucalgary.ca/ssc/
StudentUnionWellnessCentre:https://www.ucalgary.ca/wellnesscentre/
LibraryResources:http://library.ucalgary.ca/
Safewalk:http://www.ucalgary.ca/security/safewalk
StudentUnion(https://www.su.ucalgary.ca/about/who-we-are/elected-officials/)
StudentOmbudsman:http://www.ucalgary.ca/ombuds/role
CopyrightandFairDealingforStudents:http://library.ucalgary.ca/files/library/guidance_for_students.pdf
EMERGENCYEVACUATIONSANDASSEMBLYPOINTSAssemblypointsforemergencieshavebeenidentifiedacrosscampus.TheprimaryassemblypointfortheTaylorInstituteofTeachingandLearningisMacEwanHall,infrontoftheDairyQueen.Formoreinformation,seetheUniversityofCalgary’sEmergencyManagementwebsite:http://www.ucalgary.ca/emergencyplan/assemblypoints“ReferencesAditomo,A.,Goodyear,P.,Bliuc,A.,&Ellis,R.A.(2011).Inquirybasedlearninginhighereducation:Principalforms,educationalobjectives,anddisciplinaryvariations.StudiesinHigherEducation,1-20.
