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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:robin.mueller@ucalgary.ca

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.