GGR434 Building Community Resilience Winter …...2017/03/14  · Individual short paper (on...

(revised Jan.31, 2017)

“Aresilientcommunityisonethattakesintentionalactiontoenhancethepersonalandcollectivecapacityofitscitizensandinstitutionstorespondtoandinfluencethecourseofsocialandeconomicchange”(Colussi,2000,p.5)

“Futuregenerations,ifthereisalivableworldforthem,willlookbackattheepochaltransitionwearemaking[fromanindustrialgrowthsociety]toalife-sustainingsociety.AndtheymaywellcallthisthetimeoftheGreatTurning.Itishappeningnow.Whetherornotitisrecognizedbycorporate-controlledmedia,theGreatTurningisareality.”--JoannaMacy,2010

GGR434:BuildingCommunityResilienceWinter2017CourseSyllabus

Instructor: BlakePoland,AssociateProfessor,DallaLanaSchoolofPublicHealth,UniversityofTorontoTime: Wednesdays11am-2pmLocation: SK702(SocialWorkBuilding,246BloorStreetWest@StGeorgesubway)Coursewebsite: onBlackboardEmail: blake.poland@utoronto.caOfficehours: AfterclassorbyappointmentTA: LisaMychajluk(lisa.mychajluk@mail.utoronto.ca)

CourseDescriptionYou’veheardthisbefore:weareenteringaperiodofunprecedentedchange.Oldnews,right?Withanewtwist:thereismountingevidenceforandanemergingpopularandscientificconsensusaboutthelikelihoodthatindustrialcivilizationasweknowitwilleithercollapseortransformradicallywithinourlifetime(possiblyquiteabitsooner,withinthenextdecade).Theveryprospectseemsdaunting,overwhelming,andinconceivabletomostpeople.Yetevery‘crisis’isalsoanopportunitytoreinventthefuture.Thiscourseexaminessocialmovementresponsestoemergingchallengesthatemphasizethebuildingoflocalresilienceinthefaceofuncertainty.Resilienceiswidelyunderstoodtorefertotheabilityofcommunities,persons,orsystemstowithstandshocksorstresswithoutcollapse,andtheabilitytoembrace(asopposedtoresist)change.Thiscourseisdesignedtoassiststudentstounderstandandapplyconceptsofresiliencetobuildthecapacityofcommunitiesto(a)successfullyweatherpredicteddisruptions/shocksassociatedwithclimatechange,globalpandemics,anticipateddisruptionsinglobalfoodsupply,energyinsecurity,andenvironmentaldegradation;and(b)nurturethedevelopmentofalternativespacesthatsupporttheemergenceofmorelife-sustainingstructuresandpractices.Fromthedevelopmentofdisasterresilientcommunitiestoclimatereadycitiestonavigatingtheenergytransitiontoresilientlocalfoodsystemsandecovillages,co-housingandintentionalcommunities,weexplorediverseeffortstoactualizeresilienceatthelocallevel.Ratherthanoperatingoutoffear,myintentionistocreateacoursethatrekindlesyoursenseofexpandedpossibilityforthefuturegroundedincollectivesocialaction.

Specificlearningobjectives:Bytheendofthiscourse,youcanexpecttohaveimprovedyourcapacityto:

1. understandkeyconceptsinandfeaturesofresiliencethinkingderivedfromarangeofdisciplinesandfields

2. compare,contrast,evaluateandcritiquehowresilienceisframedandoperationalizedindifferentfields,disciplines,andareasofapplication(e.g.participatorygovernanceofsocial-ecologicalsystemssuchaswatersheds,climatechangeadaptation,pandemicanddisasterpreparedness,economicdisruption,TransitionTowns)

3. identifythepersonalandsocialimplicationsofemergingthreats,resiliencethinking,andinterventionsdesignedtobuildcommunityresilience(ascapacitytobouncebackfromadversityandascapacitytoembracechangeandbounceforwardintonewwaysofbeinganddoing)

4. graspthevalueandrelevanceofresiliencethinkingforyourownworkinpublichealthandcognatefields

5. workwithothers(usualandunusualallies)toapplykeyresilienceconceptstobuildingcommunityresilienceinresponsetoemergingchallengesinpublichealth

6. identifyfuturelearningneedsandstrategiestosupportfurtherintegrationofresiliencethinkingintoyoupersonal,community,andprofessionallives

YourInstructor:IamasocialscientistintheDallaLanaSchoolofPublicHealthattheUniversityofToronto.Ihave20yearsexperienceinresearchandpracticeofcommunitydevelopmentinhealth,aspecialinterestinsocialtheory,qualitativeandcommunity-basedresearchmethods,andenvironmentaljustice;andexperienceinnationalpoliticsandgrassrootsorganizing.Ihaveco-foundedseveralvibrantlocalcommunityorganizationsorientedtobuildingcommunityresilience,Irunauniversity-wideCollaborativeGraduatePrograminCommunityDevelopment(www.cdcp.ca),Ico-leadtheHealthierCities&Communitieshub@DLSPH(www.healthiercitiescommunities.com),andIbelievethatdirectexperienceinthefieldenhancesmyteachingandresearchinthisarea.IamalsoleadinganationalfundedstudyoftheemergenceoftheTransitionTownmovementinCanada.Iampassionateaboutthistopic,andfascinatedbythediversityofexperiences,approaches,andperspectivesthatcharacterizethefield.

Expectations:Youcanexpectmetoshowupateachclasshavingdonehoursofpreparatorywork,familiarwiththereadingsandconsiderablebackgroundmaterial,andreadytoengageinlivelydiscussion.Iexpectyoutocometoclasspreparedtodiscussthereadings.Thecourseisdesignedonthepremisethatlearningoccursthroughcriticalengagementwiththecoursematerial(andotherlearnersandsocietymorebroadly);thinkingcriticallyabouttheassumptionsunderlyingknowledgeclaims,howtheyareproduced,aswellascriticalreflexivityabouttheinfluenceofyourownbiographyandsociallocationonyourreactionstothecoursematerialandin-classdiscussion.Wewilluseavarietyoflearningformats,recognizingthateveryonehasadifferentlearningstyleandsomeformatswillresonatemorewithsomethanothers.Theemphasiswillbeoncreatingaparticipatorylearningenvironmentwithlivelydiscussion.Irealizethiscanbechallengingforstudentswhoaremoreintrovertedorwhoprefertotakesometimetoreflectbeforeresponding.Ifithelps,pleaseknowthatI’mmoreinterestedinyourideasthanyourlanguageskillsororatoryshowmanship.Ifyouareoneofthosestudentswhoshareseasilyinclass,pleasebemindfulofthe‘airtime’youareclaimingrelativetoothers,andallowspaceforotherstocontribute.

Inthiscourse,youcanexpectroughlyathirdofyourlearningtocomefromeachofthefollowingcomponents:assignedreadings,in-class/onlinediscussion,andassignments.Eachisvitalanddeservesyourfullattention.Istronglyrecommendthatyoumakenotesoneachofthereadingsinyourownwords,summarizingthekeytake-homemessagesofeacharticlebutalsoyourownreflections,questions,andpointsofresonanceordissonance.Thiswillbeofhugeassistanceinyourin-classparticipationandalsofortheassignments.

Whenengagingwithtextsaslearners,thetypicalacademicmodeistoskimforcontentandtocriticizeeverything.Thereisaplaceforthis.Butitcanleaveusfeelingcutofffromthematerial,fromeachother,andindeedfromourownfeelingsanddeepermotivationsassocialjusticeadvocates.Iinviteyoutoconsiderwhatkindofrelationshipyouwishtohavewiththekindofmaterialwewillbecoveringinthiscourse.Inadditiontoskimmingforcontent,Iinviteyoutoalsoreadforresonance:whatresonateswithyou(ornot)andwhy?Andinadditiontocriticalthinking,Iinviteyoutomaintainsomeopennesstonewwaysofthinking,seeing,anddoing.Wewillcreatetogetheraspaceforauthenticdialoguewhichengagesthewholeperson.

RequiredReadings:Thereisnorequiredtextbook(butseelistofrecommendedbooksonthenextpage).Alistofrequiredreadingsforeachclasshasbeencompiledbasedonexperiencewithpreviousgraduateversionsofthiscourse.WithfewexceptionstheseareavailableasdirectlinkstojournalarticlesyouhaveaccesstoviayourUofTstudentregistration.Tokeeptheexpectationsmanageable,Ihavelimitedthereadingsto3perclass(typicallylessthan50pagesofmaterial).Notethatwewillbeusingavarietyoflearningformatsincludingdocumentaryfilms,websites,YouTubevideos,popularpressarticles,blogs,podcasts,andscholarlyresearcharticles.Forthoseinterestedinadditionaloptionalreading(e.g.asanaidinwritingtermpapers),alistofsupplementalreadingsisavailable.Istronglyrecommendthatyoubringthereadings(andyournotesonthereadings)toclasstorefertoinin-classdiscussion.

CourseWebsite:Aninteractivewebspace(onBlackboard)hasbeensetuptofacilitatelearning.PDFsofthecourseoutlineandsupplementaryreadinglist,aswellaslinkstoassignedreadings,informationonassignments,andslidesfromweeklypresentationswillbepostedthere.

AccessibilityNeeds:Studentswithdiverselearningstylesandneedsarewelcomeinthiscourse.Inparticular,ifyouhaveadisabilityorhealthconsiderationthatmayrequireaccommodations,pleasefeelfreetoapproachmeand/ortheAccessibilityServicesOfficeassoonaspossible.TheAccessibilityServicesstaffareavailablebyappointmenttoassess

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�2

specificneeds,providereferralsandarrangeappropriateaccommodations.Thesooneryouletthemandmeknowyourneeds,thequickerwecanassistyouinachievingyourlearninggoalsinthiscourse.

AccommodationforReligiousObservances:theUniversitywelcomesandincludesstudents,staffandfacultyfromawiderangeofbackgrounds,culturaltraditionsandspiritualbeliefs.Iwillbehappytoarrangereasonableaccommodationoftheneedsofstudentswhoobservereligiousholydaysotherthanthosealreadyaccommodatedbyordinaryschedulingandstatutoryholidays.Pleasenotethatitisyourresponsibilitytoalertmeinatimelyfashiontoupcomingreligiousobservancesandanticipatedabsences.Formoreinformationontheapplicablepolicies,seehttp://www.viceprovoststudents.utoronto.ca/publicationsandpolicies/guidelines/religiousobservances.htm

� ThiscourseparticipatesintheGreenCourseprogramatUofTaimedatreducingtheuseofpaper.Allassignmentsaresubmitted,marked,andreturnedelectronically.Readingsareavailableelectronicallyandstudentsareencouragednottoprintallthereadings(thereisnowgoodhardwareandsoftwaresupportforreading,highlighting,andannotatingpdfsonavarietyofportablee-readerdevicesandcomputers).Whereapplicable,lectureslidesaremadeavailableonlyelectronicallyincondensedformat(severalslidesperpage).

RecommendedTextsAlthoughthereisnorequiredtextbook,thefollowingbooksarerecommended:

Berkes,F.,Colding,J.,&Folke,C.(Eds.).(2003).NavigatingSocial-EcologicalSystems:BuildingResilienceforComplexityandChange.Cambridge,UK:CambridgeUniversityPress

DeYoung,R.,&Princen,T.(Eds.).(2012).TheLocalizationReader:AdaptingtotheComingDownshift.Cumberland,RI:MITPress.

Giradet,H.(2015).CreatingRegenerativeCities.Routledge.

Lewis,M.,&Conaty,P.(2012).TheResilienceImperative:Co-operativeTransitionstoaSteady-StateEconomy.NewSocietyPublishers.

Newman,P.,Beatley,T.I.,&Boyer,H.(2009).ResilientCities:RespondingtoPeakOilandClimateChange.Washington,DC:IslandPress.Rodin,J.(2015).TheResilienceDividend:ManagingDisruption,AvoidingDisaster,andGrowingStrongerinanUnpredictableWorld.ProfileBooks.

Walker,B.,&Salt,D.(2006).ResilienceThinking:SustainingEcosystemsandPeopleinaChangingWorld.Washington:IslandPress.

Walker,B.,&Salt,D.(2012).ResiliencePractice:BuildingCapacitytoAbsorbDisturbanceandMaintainFunction.Washington,DC:IslandPress.

Wilson,G.(2012).CommunityResilienceandEnvironmentalTransitions.Routledge

Zolli,A.&Healy,AM(2012).Resilience:WhyThingsBounceBack.NY:FreePress.

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�3

Assignments&Grading:*

*assignmentsaremorefullydescribedfrompage11ofthisoutline

CourseStructure&Topics“AtaGlance”

Assignment Max.Length Weight DueDate

Individualshortpaper(onresilience) 1,500words 25% February23,5pm

‘ResonantTexts’(oneachofany3sessions) 1page 25% yourchoiceofwhichsessions1-10

FinalGroupPaper 2,000-3,000words

50% April5(midnight)

Section Topics(classsessions)

I:ResilienceThinking:AnIntroduction

1) Jan.11--CourseIntro&Overview;ResiliencetoWhat?:EmergingThreatstoHealthEquity.

2) Jan.18-ResilienceThinking:GettingAcquainted3) Jan.25-ResilientCities:FramingtheDiscussion4) Feb.1-FromEcologicaltoSocialResilience

II.Bounce-backResilience:RiskManagement&AdaptiveCapacity

5)Feb.8-DisasterResilientCommunities&AdaptationtoClimateChange6)Feb.15-TheVitalRoleofCommunityinCommunityResilience

Feb.22—noclass(READINGWEEKBREAK)

III.Bounce-forwardResilience:BoldIdeasforTransformativeChange

7)Mar.1—Relocalization&EnergyTransition8)Mar8—Degrowth&EcologicalEconomics/TheTinyHouseMovement9)Mar.15—Ecovillages,Co-Housing&IntentionalCommunities10)Mar.22--RethinkingSocialChange:Emergence,Indigenous&GlobalSouthPerspectives

IV.Wrap-up 11)Mar.29—opensessiontorevisitlingeringquestions,introducenewmaterial,reviewkeyconcepts,discussfinalpapers

12)Apr.5—studentgroupprojectpresentations&end-of-classpotlucklunch

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�4

DetailedCourseSchedule&RequiredReadingListNote:• Stablelinkstothee-journalversionofeacharticleareprovidedonthecoursewebsiteforeachweek• Irecommendthatyoureadthearticlesintheorderinwhichtheyarelistedbelow(especiallyifyou’renotabletogettothemall)• Readingslistedbelowarerequired.Aseparatesupplemental/optionalreadinglistisalsoavailable.

SECTIONI:INTRODUCTIONTORESILIENCETHINKING

SESSION1:CourseIntro&Overview/ResilienceintheFaceofWhat?:EmergingThreats-JAN.11• Introductions• Courseoverview&philosophy• Presentation:BuildingCommunityResilience:SocialMovementResponsestoEmergingThreats• Q&A• timeallowing:aseriesofshort(4-7min)videosbyprofessorPhilHanlon(UniversityofGlasgow)onthecrisisofmodernity,thefutureofpublichealth,andtheprospectsfortransformationalsocialchange:http://afternow.co.uk/videos

Readings:1.1 Page41ofUN-HABITAT.(2016).UrbanizationandDevelopment:EmergingFutures.WorldCitiesReport2016.

Nairobi,Kenya:UnitedNationsHumanSettlementsProgramme(UN-Habitat).

1.2 Poland,B.,Dooris,M.,&Haluza-DeLay,R.(2011).Securing'supportiveenvironments'forhealthinthefaceofecosystemcollapse:Meetingthetriplethreatwithasociologyofcreativetransformation.HealthPromotionInternational,26(S2),ii202-ii215.

1.3 Rodin,J.(2015).TheResilienceDividend:ManagingDisruption,AvoidingDisaster,andGrowingStrongerinanUnpredictableWorld.ProfileBooks.(Introduction:Whyresiliencematters,pp.1-8)

Seealso:Labonte,R.(2016).Fromthemythoflevelplayingfieldstotherealityofafiniteplanet.InternationalJournalofHealthPolicyManagement,5(2),137-139.

Interestedintheconceptandpracticeoftransformativeperson-centrededucation?Takeapeekat:• Curry-Stevens,A.(2007).Newformsoftransformativeeducation:Pedagogyfortheprivileged.JournalofTransformative

Education,5(1),33-58.• Sterling,S.(2010).Transformativelearningandsustainability:sketchingtheconceptualground.LearningandTeachinginHigher

Education,5,17-33.http://www2.glos.ac.uk/offload/tli/lets/lathe/issue5/Lathe_5_S%20Sterling.pdf

SESSION2:ResilienceThinking:gettingacquainted--Jan.18FILMs:“SurfingtheWindsofChange”bytheCultivateCentreinIreland/Walker,B.(2009)Thebestexplanationtoresilience.StockholmResilienceCentre:Stockholm,Sweden.https://www.youtube.com/watch?v=tXLMeL5nVQk/Heinberg,R.(2016).ThinkResilience:PreparingCommunitiesfortheRestofthe21stCentury.http://www.resilience.org/resources/think-resilience-introduction/

Readings

2.1 Rodin,J.(2015).TheResilienceDividend:ManagingDisruption,AvoidingDisaster,andGrowingStrongerinanUnpredictableWorld.ProfileBooks.(Chapter1:Theresilienceframework;Chapter2:Rootsofthethinking)

2.2 Zolli,A.,&Healy,A.M.(2012).Resilience:WhyThingsBounceBack.NewYork:FreePress/Simon&Schuster.(Introduction:Theresilienceimperative)

2.3 Rees,W.E.(2010).Thinkingresilience.InR.Heinberg&D.Lerch(Eds.),ThePostCarbonReader:Managingthe21stCentury'sSustainabilityCrises(pp.25-42).Healdsburg,CA:WatershedMedia

Seealso:

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�5

Walker,B.(2013).Whatisresilience?ProjectSyndicatehttps://www.project-syndicate.org/commentary/what-is-resilience-by-brian-walker.

Moberg,F.,&Simonsen,S.H.(2014).WhatisResilience?AnIntroductiontoSocial-EcologicalResearch.StockholmResilienceCentre.Availableonlineat:http://www.stockholmresilience.org/download/18.10119fc11455d3c557d6d21/1398172490555/SU_SRC_whatisresilience_sidaApril2014.pdf

Folke,C.(2006).Resilience:theemergenceofaperspectiveforsocial-ecologicalsystemsanalyses.GlobalEnvironmentalChange,16(3),253-267.

Nelson,D.R.,Adger,W.N.,&Brown,K.(2007).Adaptationtoenvironmentalchange:contributionsofaresilienceframework.AnnualReviewofEnvironment&Resources,32,395-419.

Simonsen, S. H., Biggs, R., Schluter, M., Schoon, M. L., Bohensky, E., Cundill, G. et al. (2014). ApplyingResilienceThinking:SevenPrinciplesforBuildingResilienceinSocial-EcologicalSystems. http://www.stockholmresilience.org/download/18.10119fc11455d3c557d6928/1398150799790/SRC+Applying+Resilience+final.pdf. Walker,B.,&Salt,D.(2006).ResilienceThinking:SustainingEcosystemsandPeopleinaChangingWorld.Washington:IslandPress.(Chapter6:Creatingspaceinashrinkingworld—resilienceandsustainability)

SESSION3:ResilientCities:framingthediscussion--Jan.25Readings

3.1 Poland,B.(2015).ResilientCities-ContributedMaterial.InWHO(Ed.),2016,GlobalReportonUrbanHealth:Equitable,HealthierCitiesforSustainableDevelopment.Kobe,Japan:WorldHealthOrganizationCentreforHealthDevelopmetnt(WHOKobeCentre).

3.2 UrbanResilienceProject.(2015).BounceForward:UrbanResilienceintheEraofClimateChange.IslandPress&TheKresgeFoundation.(http://kresge.org/sites/default/files/Bounce-Forward-Urban-Resilience-in-Era-of-Climate-Change-2015.pdf)

3.3 Chelleri,L.,Waters,J.J.,Olazabal,M.,&Minucci,G.(2015).Resiliencetrade-offs:addressingmultiplescalesandtemporalaspectsofurbanresilience.Environment&Urbanization,27(1),181-198

seealso:

Ernstson,H.,etal.(2010).Urbantransitions:Onurbanresilienceandhuman-dominatedecosystems.Ambio:AJournaloftheHumanEnvironment,39(8),531-545.

Newman,P.,Beatley,T.I.,&Boyer,H.(2009).ResilientCities:RespondingtoPeakOilandClimateChange.Washington,DC:IslandPress.(Chapter3:“Fourscenariosforthefutureofcities:collapse,ruralized,divided,orresilient”&Chapter6:“Tenstrategicstepstowardsaresilientcity”

Brown,K.,&Westaway,E.(2011).Agency,capacity,andresiliencetoenvironmentalchange:lessonsfromhumandevelopment,well-being,anddisasters.AnnualReviewofEnvironment&Resources,36,321-342.

Carpenter,S.R.,etal.(2012).Generalresiliencetocopewithextremeevents.Sustainability,4,3248-3259

SESSION4:FromEcologicaltoSocialResilience&TheResilienceofSocial-EcologicalSystems--Feb.1Readings

4.1 Zolli,A.,&Healy,A.M.(2012).Resilience:WhyThingsBounceBack.NY:FreePress/Simon&Schuster.(Chapter7:Communitiesthatbounceback)

4.2 Davidson,D.J.(2010).Theapplicabilityoftheconceptofresiliencetosocialsystems:somesourcesofoptimismandnaggingdoubts.SocietyandNaturalResources,23(12),1135-1149.

4.3 Sonn,C.,&Fisher,A.(1998).Senseofcommunity:Communityresilientresponsestooppressionandchange.JournalofCommunityPsychology,26(5),457-472

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�6

SECTIONII:BOUNCE-BACKRESILIENCE

SESSION5:DisasterResilientCommunities&AdaptationtoClimateChange--Feb.8VIDEO:GregoryKopp,aCanadaResearchChair,sharesstoriesofstormchasingandtheresultsofhisongoingresearchonhowtobuilddisaster-resilientcommunitiesatTEDxWesternUhttp://www.amara.org/en/videos/BAuPJTw9udT0/info/can-we-build-disaster-resilient-communities-gregory-kopp-at-tedxwesternu/(14min)Guestspeaker:MarkPajot,ClimateChangeSpecialist,RegionofPeel

Readings5.1 deSherbinin,A.,Schiller,A.,&Pulsipher,A.(2007).Thevulnerabilityofglobalcitiestoclimatehazards.

Environment&Urbanization,19(1),39-64.

5.2 Tyler,S.,&Moench,M.(2012).Aframeworkforurbanclimateresilience.Climate&Development,4(4),311-326.

5.3 Ebi,K.L.,&Semenza,J.C.(2008).Community-basedadaptationtothehealthimpactsofclimatechange.AmericanJournalofPreventiveMedicine,35(5),501-507.

Seealso:

BCMinistryofJustice,DisasterResilientCommunitiesProgramhttp://www.embc.gov.bc.ca/em/hrva/hrva.html

Cutter,S.L.,etal.(2008).Aplace-basedmodelforunderstandingcommunityresiliencetonaturaldisasters.GlobalEnvironmentalChange,18,598-606.

Kendra,J.M.,&Wachtendorf,T.(2003).ElementsofresilienceaftertheWorldTradeCentredisaster:reconstitutingNewYorkCity'sEmergencyOperationsCentre.Disasters,27(1),37-53.

Maguire,B.,&Hagan,P.(2007).Disastersandcommunities:understandingsocialresilience.AustralianJournalofEmergencyManagement,22(2),16-20.

Norris,F.H.,Stevens,S.P.,Pfefferbaum,B.,Wyche,K.F.,&Pfefferbaum,R.L.(2008).Communityresilienceasametaphor,theory,setofcapacities,andstrategyfordisasterreadiness.AmJCommPsychol,41(1-2),127-150.

PracticalActionV2RprojectinPeru(http://practicalaction.org/peru)

Rodin,J.(2015).TheResilienceDividend:ManagingDisruption,AvoidingDisaster,andGrowingStrongerinanUnpredictableWorld.ProfileBooks(Chapter4:Disruption-aworldofstressesandshocks)

Saaverdra,C.,&Budd,W.W.(2009).Climatechangeandenvironmentalplanning:workingtobuildcommunityresilienceandadaptivecapacityinWashingtonState,USA.HabitatInternational,33(3),246-252.

Sharma,D.C.(2015).Nepalearthquakeexposesgapsindisasterpreparedness.TheLancet,385(9980),1819-1820.

SESSION6:TheVitalRoleofCommunityinCommunityResilience--Feb.15Guestspeakers:SheilaMurrayfromCREWandRoxyCohen&DahliaBenediktfromtheConsciousMindsCollective

Readings

6.1 LaLone,M.B.(2012).Neighborshelpingneighbors:Anexaminationofthesocialcapitalmobilizationprocessforcommunityresiliencetoenvironmentaldisasters.JournalofAppliedSocialScience,6(2),209-237.

6.2 Schmeltz,M.,etal(2013).LessonsfromHurricaneSandy:acommunityresponseinBrooklyn,NewYork.JournalofUrbanHealth,90(5),799-809.

6.3 Morello-Frosch,R.,Brown,P.,Lyson,M.,Cohen,A.,&Krupa,K.(2011).Communityvoice,vision,andresilienceinpost-Katrinarecovery.EnvironmentalJustice,4(1),71-80.

seealso:Amyot,S.,Barter,S.,Colussi,M.,&Wipond,R.(2013).StrengtheningNeighbourhoodResilience:OpportunitiesforCommunitiesandLocalGovernment.Victoria,BC:CommunitySocialPlanningCouncilofGreaterVictoria.Availableonlineat:http://resilientneighbourhoods.ca/wp-content/uploads/2013/06/Resilient-Neighbourhoods_web_sm.pdf.

Rodin,J.(2015).TheResilienceDividend:ManagingDisruption,AvoidingDisaster,andGrowingStrongerinanUnpredictableWorld.ProfileBooks(Chapter9:Responsiveness-socialcohesionisthefirstresponder)

Solnit,R.(2009).AParadiseBuiltinHell:TheExtraordinaryCommunitiesThatAriseinDisaster.

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�7

SECTIONIII:BOUNCE-FORWARDRESILIENCE:BOLDIDEASFORTRANSFORMATIVECHANGE

SESSION7:Relocalization&EnergyTransition--March1GuestSpeaker:AndrewKnox,Founder,TransitionToronto

CASE:TheCuban“SpecialPeriod”

CASE:TransitionTowns:ASocialMovementResponse

FILMS:CrudeAwakening/EndofSuburbia/EscapeFromSuburbia/ThePowerofCommunity-HowCubaSurvivedPeakOil/TheEconomicsofHappiness/InTransition1.0/InTransition2.0

VIDEOS:300YearsofFossilFuelsin300Seconds(http://www.youtube.com/watch?v=cJ-J91SwP8w)(5min) ThePeopleinMyNeighbourhood-Torontoin2030http://youtu.be/vkBR3n2JiiQ

TheMovementforLocalizationisGrowingRapidly(FilmsforAction):http://www.filmsforaction.org/watch/localization-for-people-and-the-earth/(7min)TheAgendawithStevePaikin:GrowingFoodResilience(paneldiscussion)http://tvo.org/video/201445/growing-food-resilience(40min)

Gotohttp://transitiontoronto.ning.comandhavealookaround.

Readings

7.1 Davis,R.(2010).Transitiontowns-theartofresilience.NewInternationalist,430,10-11(2pages)

7.2 Norberg-Hodge,H.(2014).Themultiplebenefitsofeconomiclocalization.Truthouthttp://www.truth-out.org/opinion/item/26325-the-multiple-benefits-of-economic-localization

7.3 duCann,C.(2012).AninterviewwithShaunChamberlin.TransitionFreePress,1,8-9(2pages)

7.4 Hopkins,R.(2008).TheTransitionHandbook:FromOilDependencytoLocalResilience.Devon,UK:GreenBooks.(Chapter8:“Avisionfor2030:lookingbackoverthetransition”&Chapter10:“Thetransitionconcept”)

see also Bednarz,D.,&Beavis,A.(2012).Neoliberalism,degrowthandthefateofhealthsystems.EnergyBulletinhttp://

www.resilience.org/stories/2012-09-14/neoliberalism-degrowth-and-fate-health-systems

DeYoung,R.,&Princen,T.(Eds.).(2012).TheLocalizationReader:AdaptingtotheComingDownshift.Cumberland,RI:MITPress.

Friedrichs,J.(2010).Globalenergycrunch:Howdifferentpartsoftheworldwouldreacttoapeakoilscenario.EnergyPolicy,38(8),4562-4569.

TheFullWiki.(2016).Localization(SocialMovement).http://www.thefullwiki.org/Localization_(social_movement). Martindale,L.(2015).UnderstandinghumansintheAnthropocene:FindinganswersingeoengineeringandTransitionTowns.

Environment&PlanningD:Society&Space,doi:10.1177/0263775815604914. Patrick,R.,Dooris,M.,&Poland,B.(2016).HealthyCitiesandtheTransitionmovement:convergingtowardsecologicalwell-being?GlobalHealthPromotion,23(Supplement1),90-93.

Seyfang,G.,&Haxeltine,A.(2012).Growinggrassrootsinnovations:exploringtheroleofcommunity-basedinitiativesingoverningsustainableenergytransitions.Environment&PlanningC,30,381-400.

Stevenson,N.(2012).Localizationassubpolitics:theTransitionMovementandculturalcitizenship.InternationalJournalofCulturalStudies,15(1),65-79.

TFPC.(2012).GrowTO:AnUrbanAgricultureActionPlanforToronto.Toronto,ON:TorontoFoodPolicyCouncil.

TransitionPeterborough.(2013).EconomicLocalization:AStrategicFrameworkfortheCityandCountyofPeterborough.Peterborough,ON.

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�8

SESSION8:Degrowth&EcologicalEconomics+TheTinyHouseMovement--Mar.8Guestspeakers:RoxyCohen&DahliaBenediktfromtheConsciousMindsCollective

DegrowthReadings:

8.1 Asara,V.,Otero,I.,Demaria,F.,&Corbera,E.(2015).Sociallysustainabledegrowthasasocial-ecologicaltransformation:repoliticizingsustainability(SpecialIssueEditorial).SustainabilityScience,10(3),375-384.(readtothemiddleofpage379)

8.2 Trainer,T.(2012).De-growth:Doyourealisewhatitmeans?Futures,44(6),590-599.

TinyHouseReadings:

8.3 “Whatisthetinyhousemovement?”TheTinyLife.http://thetinylife.com/what-is-the-tiny-house-movement/

8.4 Schaefer,G.(2015)Livingsmall:lessspace,lessstuffmeansmoretime,lighterloadforfourBChouseholds.TheProvince.February22.Availableonlineathttp://theprovince.com/life/living-small-less-space-and-less-stuff-means-more-time-and-a-lighter-load-for-these-four-b-c-households

Seealso:

“Takeatourofateeny,tinyhome.Tinyhousesofferlow-costhomeownershipandportabilitytothosenotafraidofsmallspaces”.(2014)CBCNewsMontreal(shortarticle&2minutevideo).Availableonlineathttp://www.cbc.ca/news/canada/montreal/take-a-tour-of-a-teeny-tiny-home-1.2722535

McElroy,J.(2014)Abbotsfordwomanbuildstinyhomeonwheels.GlobalNews.http://globalnews.ca/news/1233678/abbotsford-woman-builds-tiny-home-on-wheels/(shortarticle&2minutevideo)

Hyslop,K.(2015).Tinyhomes:inexpensiveandcute,butlivable?TheTyee.July22.Availableonlineathttps://thetyee.ca/News/2015/07/22/Tiny-Homes-Liveable/

TinyHouseWebsites:

•http://tinyhouseblog.com

•https://www.tumbleweedhouses.com(oneofthefirstbuildersonthemarket)

•“TinyHouse,BigLiving”seriesonHGTVhttp://www.hgtv.ca/tinyhousebigliving/

•TinyHouseSwoonhttp://tinyhouseswoon.com

TinyHouseFILMS:

•“Tiny:AStoryAboutLivingSmall”http://tiny-themovie.com

•“WeTheTinyHousePeople”documentaryhttps://faircompanies.com/videos/we-the-tiny-house-people-documentary-trailer/

•“SmallisBeautiful-ATinyHouseDocumentary”-http://www.smallbeautifulmovie.com

Degrowth&EcologicalEconomics:seealso

Bauhardt,C.(2014).Solutionstothecrisis?TheGreenNewDeal,Degrowth,andtheSolidarityEconomy:Alternativestothecapitalistgrowtheconomyfromanecofeministeconomicsperspective.EcologicalEconomics,102,60-68.

Boillat,S.,Gerber,J.-F.,&Funes-Monzote,F.R.(2012).Whateconomicdemocracyfordegrowth?SomecommentsonthecontributionofsocialistmodelsandCubanagroecology.Futures,44(6),600-607.

Demaria,F.,Schneider,F.,Sekulova,F.,&Martinez-Alier,J.(2013).WhatisDegrowth?Fromanactivistslogantoasocialmovement.EnvironmentalValues,22(2),191-215.

Escobar,A.(2015).Degrowth,postdevelopment,andtransitions:apreliminaryconversation.SustainabilityScience,10(3),451-462.

Martinez-Alier,J.,Pascual,U.,Vivien,F.-D.,&Zaccai,E.(2010).Sustainablede-growth:Mappingthecontext,criticismsandfutureprospectsofanemergentparadigm.EcologicalEconomics,69,1741-1747.

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�9

SESSION9:Ecovillages,Co-housing&IntentionalCommunities--Mar.15GuestSpeaker:LisaMychajluk,WholeVillageEcovillage(http://www.wholevillage.org)

Resources:CanadianCo-housingNetworkhttp://www.cohousing.ca/locations.htm/FellowshipforIntentionalCommunityhttp://www.ic.org/EcovillageNetworkofCanadahttp://ecovillagenetworkcanada.ning.com/GEN-GlobalEcovillageNetworkhttp://gen.ecovillage.org

Readings9.1 CanadianCohousingNetwork(n.d.)“AboutCohousing”.http://www.cohousing.ca/cohousing.htm

9.2 Litfin,K.(2012)“Awholenewwayoflife:Ecovillagesandtherevitalizationofdeepcommunity”,Chapter11inR.DeYoung&T.Princen(Eds.),TheLocalizationReader:AdaptingtotheComingDownshift.Cumberland,RI:MITPress.

9.3 Trainer,T.(2000).Theglobalecovillagemovement:thesimplerwayforasustainablesociety.SocialAlternatives,19(3),19-24.

Seealso

Bates,A.(2003).Ecovillageroots(andbranches):When,where,andhowwere-inventedthisancientvillageconcept.CommunitiesMagazine,117.

Christian,D.L.(2007).FindingCommunity:HowtoJoinanEcovillageorIntentionalCommunity.NewSocietyPress.

Ergas,C.(2010).Amodelofsustainableliving:Collectiveidentityinanurbanecovillage.Organization&Environment,23(1),32-54.

Kasper,D.V.S.(2008).Redefiningcommunityintheecovillage.ResearchinHumanEcology,15(1),12-24.

Kirby,A.(2003).RedefiningsocialandenvironmentalrelationsattheecovillageatIthaca:Acasestudy.JournalofEnvironmentalPsychology,23(3),323-332.

Mychajluk,L.(2015).Buildingcapacitytoliveandworktogetherinsupportofsustainablecommunity:findingsofanecovillagecasestudy.ProceedingsfromCanadianAssociationfortheStudyofAdultEducation,AnnualConference

Walker,L.(2005)EcovillageatIthaca:PioneeringaSustainableCulture.GabriolaIsland,BC:NewSociety.

SESSION10:RethinkingSocialChange:Emergence,Indigenous&GlobalSouthPerspectives--Mar.22

seeSacredFireMagazine.com,IndigenousEnvironmentalNetwork(www.ienearth.org),NasivvikCentreforInuitHealthandChangingEnvironments(www.nasivvik.ulaval.ca),KIN(kinincommon.com)

Readings

10.1 RadioLabpodcastonemergencehttp://www.radiolab.org/story/91500-emergence/(clickon1st“Listen”buttonatthetop)

10.2 Gudynas,E.(2011).Buenvivir:today'stomorrow.Development,54(4),441-447.

10.3 Holman,P.(2011).Engagingemergence:turningupheavalintoopportunity.ProceedingsfromEighthInternationalConferenceonComplexSystems,Quincy,MA.(Availableonlineathttp://necsi.edu/events/iccs2011/papers/105.pdf)

Seealso:

Broadhead,L.-A.,&Howard,S.(2011).Deepeningthedebateover'sustainablescience':Indigenousperspectivesasaguideonthejourney.SustainableDevelopment,19(5),301-311.

Johnson,S.(2002).Emergence:TheConnectedLivesofAnts,Brains,Cities,andSoftware.Scribner. Scharmer,C.O.,&Kaeufer,K.(2013).LeadingFromtheEmergingFuture:FromEgo-SystemtoEco-SystemEconomies.Berrett-Koehler

SESSION11:OpenSession(revisitkeyconcepts,addresslingeringquestions,etc)—March29SESSION12:StudentPresentations+PotluckLunchCelebration--Apr.5

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�10

ASSIGNMENTS--DETAILEDDESCRIPTION&RELATEDPOLICIES

ANOTEABOUTPARTICIPATIONStudentparticipationinclassisanexpectedandfranklynecessary/vitalcomponentofthecourse.Pleasereadwhatiswrittenonpage1ofthiscourseoutlineregardingin-classdiscussion.Notetheemphasisisonqualityoverquantity,andoncomingtoclasspreparedwithyourownnotesonthereadingsasabasisfordiscussion.Normalcodesofcivilconductwillbeupheld–intentionallyinflammatoryorderogatoryremarkswillnotbetoleratedin-classoronline.Ontheotherhand,youcanexpecttobechallengedtodefendyourideas,andyouhavepermissiontodothesamewiththecourseinstructor,teachingassistant,andguestspeakers.

ANOTEABOUTWRITINGWiththeexceptionofresonanttexts(Assignment2),pleasepaycloseattentiontoensuringyourpaperiswrittenintheconventionsexpectedforscholarlywork(e.g.containsanintroductionthatindicatesthepurposeandscopeofyourpaper,isproperlyreferencedusinganacceptedsocialscienceformatlikeAPAorASA,hasaclearlineofargument,wherestatementsthatarenotcommonknowledgearebolsteredbyevidence/appropriatecitations,etc).Rereadyourworktoensurethatyourwritingisclearandnotopentomultiplecompetinginterpretations.Strugglingtounderstandwhatyou’resayingmakesmegrumpyandreducesthechanceofagoodgrade.

Pleaselabeltheelectronicfilesyousubmitwithyourname,andincludeyournameinthecontentofthefile(e.g.topoffirstpage).

1.INDIVIDUALSHORTMIDTERMPAPER(onresilience)--25%(1,500words)DUE:February23,5pmInthispaper,you’reaskedtoaddressthequestion:“Whatisresilience,andwhydoesitmatter?”.Insodoing,you’reinvitedtorelateittoyourchosenfield/careerpath,andyourownareasofinterest.You’reexpectedtodrawonthefullrangeofrequiredreadingsforSessions1-6(gobackandreadtheonesyoumissed,ifneedbe,includingfromweek1).Notethatthispaperlaysafoundationforyourfinalgrouppapers,whereyouwillapplyyourunderstandingofresiliencetotheanalysisofareal-lifecase.Yourpaperswillbeevaluatedbasedonthethoughtthatgoesintothemandhowwelltheyarewritten,aswellasengagementwithreadingsandclassdiscussion.Submittowww.turnitin.combythedeadlinenotedabove.

2.RESONANTTEXTS—25%(Max.1pageeach)DUE:anytimeSundayfollowingthesessionsyou’vechosen

Purpose :Thepurposeofthisassignmentistopromotecriticaldialogueandtransformativelearning.1

Instructions:

1. Drawingonanaestheticreading(asopposedto‘skimmingforcontent’)ofassignedmaterials,andcriticalreflexivity,studentscompletethereadingsforeachclass,payingattentiontohowthesematerialsresonatewiththempersonallyandprofessionally,andcreatea‘resonanttext’.

2.Resonanttextscanbecreatedinthefollowingformats:

a)acriticalreflection(325-350words)

b)apoemaccompaniedbyashorterwrittenelaboration(100-150words)

c)anart-basedexpression(photo,drawing,painting,multi-mediumcreation,mini-sculptures,etc.)accompaniedbyashortwrittenelaboration(100-150words)

3.Studentsmay(indeedareencouragedto)usedifferentformatsfordifferentclasses/submissions.

Evaluationcriteria:

Theresonanttextswillnotbeindividuallygradedbutwillbeassessedasagroup.Inreviewingthese,Iwillbelookingforevidencethat:

ThisdescriptionofresonanttextsisadaptedfromJWong,20141

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�11

• studentshavecompletedtherequiredreadings,i.e.,theresonanttextsandwrittenelaborationillustratewhatresonatesintherequiredreadingsandhowthereadingsarebeinginterpreted.

• theresonanttextsreflectcognitive,emotive,(and,atthediscretionofthestudent,spiritual)engagementwiththerequiredreadings.

IMPORTANT:pleasesendyourresonanttextsbyemaildirectlytotheinstructorandTA,andbesuretolabelthefileyousendasfollows:

FirstnameLastnameRT#.fileformat(pdfordocxorpages)(e.g.BlakePolandRT2.pdf)

Becauseresonanttextsareoftendeeplypersonal,I’mlookingfordepthofengagementwiththematerialandauthenticityofwhatisshared.Ifyoudothatyou’llgetanA-toA+forthissegmentofthecourse.Ifit’sobviousyourjustbangingsomethingouttohandinwithoutdeeplyengagingwiththematerial,you’llgetamuchlowermark,butwillstillpassthissegment.

Don’tforgettobrieflyindicatewhichtopicandwhyyouchosethisone(Ipreferthetruthtoaninventedanswer–iftherealityisthatyoucreatedaResonantTextthatweekbecausetherewasspaceinyourcalendartodoso,thensobeit!)

3.FINALGROUPPAPER—50%(finalpaper)(max.3,000words)DUE:April5Forthefinalassignmentyouwillbeworkingingroups.Despitethelogistic(andsometimesinterpersonal)challengesofgroupwork,thereismuchtorecommendit:groupworkiscommoninmanyworkplaceswherecolleaguescollaborateonsharedprojects;groupworktypicallyresultsinbetterfinalproductsthananysinglemembercouldproduceontheirown;thedialogueandreflexivitytypicalofmuchgroupworkleadstodeeperinsights;teammembersbringdifferentstrengths,skills,andperspectivesallowingeachtocontributewhattheydobest,andgroupmemberstolearnfromoneanother.Itisimportanttorememberthateverygroupmemberisresponsibleforthecollectivewell-beingandfunctioningofthegroup.Whenindoubt,difficultiesshouldbebroughttotheattentionoftheinstructororTAearlierratherthanlater.Wearecommittedtohelpingeveryonegetthemostoutofthisexperienceandmaximizetheirperformance.Exceptwhenanexemptionisspecificallyrequested,thesamegradewillapplytoallmembersofeachgroup.Inexceptionalcases,groupmembersmayrequestadifferentallocation,basedondiscussionwiththeinstructorandgroupmemberscompletingaPeerAssessmentform(liketheonecontainedattheendofthissyllabus)onthemselvesandoneachoftheirothergroupmembers.

So,forthisassignment,ingroupsof3-4,youwillworkononeoftwooptions:a) undertakeacriticalappraisalofcommunityresilience-buildingpractice-youareaskedtoidentifyagroupor

initiative(likeCREW,ResilientTO,PostCarbonToronto,TransitionToronto,GreenNeighbours21,TorontoFoodPolicyCouncil,TorontoAfterTheCollapsePlanningGroup,TorontoCommunityGardenNetwork,PermacultureGTA,EastTorontoClimateActionGroup,LiveGreenToronto,AllianceforResilientCities,ResilientCity.org,TorontoSurvivalismGroup,backyardfarmsTO,CanadianCentreforCommunityRenewal,LowIncomeFamiliesTogether(LIFT),WholeVillageEcovillage,ConsciousMindsCollective,TransformTO,orotherinitiativeofyourchoice)thatisworkingtobuildcommunityresilience.Ifpossible,youshouldattendatleastoneeventormeetingofthisgroup(1-2pagesof‘fieldnotes’writtenrightaftertheevent/meetingshouldbeincludedasanappendixwithyourpaper).Youwillwriteapaperinwhichyouofferyourownassessment,basedonyourreviewofthisgroup’swork,andanengagementwiththereadingsandin-classdiscussion,ofthenatureofcommunityresilienceandhowtheworkofthegroupyouhavechosenbuildscommunityresilience(e.g.howdidthisinitiativegetstarted?whichprinciplesofresiliencearepursuedandhow?itaimstobuildresilienceinthefaceofwhat?whatstrengths/limitations/challenges?).Youshoulddrawonthefullrangeofrelevantreadingsfromthecourse,aswellasyourmidtermpapers(andthefeedbackyoureceivedonthosepapers).Inaddition,youshouldconsultseveral‘greyliterature’sources(website,annualreports,newsletters,meetingminutes,strategicplan,etc)tofamiliarizeyourselfwiththeworkofthegroupyou’vechosen.Youshoulddemonstrateyourknowledgeofthereadingsascontextforyourcommentarybutyoushouldnotdevotemorethanhalfofyourspacetoasummaryofthegroup’s

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�12

workorsummaryofthereadings.I’mnotinterestedinaregurgitationofgroupdocumentsorauthors’pointsbutratherinyourownideasandargumentsinrelationtothereadingsandmaterialcoveredinthecourse.Youwillbeevaluatedbasedonyourgraspof(community)resilience,thethoughtthatgoesintoyourpapers,howwelltheyarewritten,aswellasengagementwiththereadingsandclass/onlinediscussion.

b) DevelopandrunaworkshoponacoursethemeforConsciousMindsCooperativeandSt.JamesTownCommunityCooperativemembers.Thisisanopportunitytobringyourlearningoutoftheclassroom,andmeaningfullyconnecttwocommunitiespracticinganddevelopingcommunityresiliencetoclimatechange.ConsciousMindsCo-opwas(incorporated2016)developedbyandforyoungpeopleasaspacetolearnaboutandactivelypursueclimatechangeresilience,fulfilledhumanrights,andhealthyliving.Theyrunasummercampandareintheprocessofcreatingeducationalprogramstodeliverwithdiversegroupsandorganizations.TheSt.JamesTownCommunityCo-op(incorporated2015)isconcernedwiththehealthandwellbeingofSt.JamesTownresidents,andisdevelopingacommunityfoodhubthatincludesanOASISaquaponicsgreenhouse,atrainingprogram,andatimebankallmanagedthroughtheco-op.Youareinvitedtosharethetheoryandideasyoudevelopedinthiscourse,andhelpprovideanopportunityfortheco-opstoreflectonandbettertheirpractice.Forthisassignment,youwillworkwithConsciousMindsEducatorstodevelopandrunasolutions-orientedinteractiveworkshoporartexhibitoncoursematerialswithmembersoftheseco-ops.Thisoptionrequiresspecifictimecommitments;and,uponcompletion,youwillreceiveaCertificatefromConsciousMindsCo-operativeforDemocraticEngagementThroughEducationAndArtthatwillnoteyourtopicofchoice.Theassignmentincludes:•AninitialconversationwithCMCeducatorsDahliaandRoxyandallthestudentsoptingintothisassignmenttodiscusstopics,andsetmeetingtimes.

•Ahalf-daytrainingwithCMConpopulareducation,andworkingonyourworkshop/exhibitwithgroupsupport.•Afollow-upconversationwithRoxyorDahliatotalkthroughandadjustyourworkshop/exhibit•Runeithera2hrworkshoporinteractiveartexhibit–EndofMarch–specificdateTBAwithallwhoopt-intoassignment*Duetothepracticelearninginthisassignment,yourfinalpapercanbeshorter(2,000words),ifyouwish,insteadof3,000,andshouldincludeadescriptionofwhatyoudid(withrationaleforchoicesmade,linkingkeyconceptsyouexploredtoreadingsinthecourse)aswellasreflectiononyourexperienceandhowitwentandwhatyoulearned,whatworkedwellandwhatcouldbeimproved.

Regardlessofwhichoptionyouchoose,youwillbeaskedtogiveabriefin-classpresentationanddiscussionwithyourpeersduringthelastclass(April5)-notspecificallygraded,butratheranopportunitytogetadditionalfeedbackthatcouldhelpyouimprovethefinalproduct.

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�13

FURTHERDETAILSONASSIGNMENTS

SubmissionofAssignments--Withtheexceptionofresonanttexts,studentswillberequiredtosubmittheircourseessaystoTurnitin.comforareviewoftextualsimilarityanddetectionofpossibleplagiarism.Indoingso,studentswillallowtheiressaystobeincludedassourcedocumentsintheTurnitin.comreferencedatabase,wheretheywillbeusedsolelyforthepurposeofdetectingplagiarism.ThetermsthatapplytotheUniversity'suseoftheTurnitin.comservicearedescribedontheTurnitin.comwebsite.Instructionsforsettingupyourturnitin.comaccountareprovidedonthesheetattachedneartheendofthesyllabus.TolinktothecourseGGRBuildingCommunityResilience2017youwillneedtousetheClassID(14383012)andenrolmentpassword(GGR17_comres).BesuretoregisterusingyourUofTemailaddress.

AssignmentFormat--allassignmentsshouldbesingle-spacedwithnoseparatetitlepage.Studentnameandstudentnumbershouldbeclearlymarkedonthefirstpage,aswellasfinalwordcountexcludingreferences.

LateAssignments:Assignmentssubmittedlatewillbepenalized3%perday(includingweekenddays)oftheassignmentsfinalmark.Anythingsubmittedlaterthanthestipulatedtimeontheduedateindicatedwillbeconsideredlatebyoneday.Noassignmentswillbeacceptedmorethanoneweeklate.Youareresponsibleforensuringthecorrectfileattachmentissubmitted:“mistakes”notcaughtuntilafterthedeadlinewillcountaslateassignmentsbasedonthedate/timethecorrectsubmissionisuploaded(hint:sendyourselfacopyoftheemailandcheckthateverythingisinorderwithyoursubmission).Circumstancessometimesarisewhichcausepeopletolegitimatelymissdeadlines.Ifyoudobecomeill(orotherwiseincapacitated)youmustprovidemewithappropriatedocumentation.Formedicalexemptions,onlyanofficialUofTformsignedbyyourphysicianwillbeaccepted(ablankisavailableonlinefromtheArts&Sciencewebsite).Fornon-medicalemergenciesyourcollegeregistrarmaybeabletoprovidealetterdocumentingyoursituation.SubmittinganotewhichhasbeenalteredorobtainedunderfalsepretencesisconsideredaseriousoffencebytheUniversity.

WritingandPlagiarism:WhileIencourageyoutoreadandcommentoneachother’swork,Iexpectthattheassignmentsyousubmitareyourownwork.Informationtakendirectlyfromanysourcewithoutpropercitationisconsideredplagerism.Changingafewwordsinasentenceisnotenoughtomakeityourown.Plagiarismisaseriousacademicoffenseandwewillbetakingmeasurestoidentifyplagiarizedassignments.Itisyourresponsibilitytounderstandwhatplagiarismis,andhowtoavoidit.Pleasesee“HowNottoPlagerize”attheendofthiscourseoutline(alsoavailableonlineat:http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize).Norshouldyousubmitmaterialfromtermpaperscompletedinothercourses.YouareexpectedtobefamiliarwithandabidebytheUniversity’sCodeofBehaviouronAcademicMatters,availableat:www.artsandscience.utoronto.ca/ofr/calendar/rules.htm.Icheckpapersforplagerismandwillfollowuponsuspectedoffenses.

Assistanceisavailabletohelpyouimproveyourwritingthroughyourcollege'swritingcentreorviathefollowingwebsite:www.utoronto.ca/writing.

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�14

TURNITIN.COMAGUIDEFORSTUDENTS

Turnitin.comisanelectronicresourcethatassistsinthedeterrenceanddetectionofplagiarism.Instructorssetup“virtualclasses”towhichstudentssubmittheirassignmentselectronically.EachsubmittedpaperischeckedfortextualsimilarityagainstresourcesstoredintheTurnitin.comdatabaseandagainstbillionsofwebpages(includingon-linetextsandjournals).InstructorsreceiveoriginalityreportsforallpaperssubmittedthroughTurnitinwhichindicatethedegreeoftextualsimilarityfoundineachassignment.

1.Setupauserprofile:

Visitwww.turnitin.comandfollowthelinktoNewUser.

Followtheon-screendirections(thesystemwillaskyoutoenteryournameandemailaddressandwillalsoaskyoutochooseapassword).

Onceyouhaveestablishedauserprofileyouwillbeaskedifyouwouldliketoenrolinaclassusingthestudentclassenrolmentwizard.Ifyourinstructorhasprovidedyouwiththenecessarycourseaccountnumbersyoumayproceed.(Ifyoudonothavethecourseaccountnumbersyoucanaddtheclassatalaterdate–todoso,followSteps2and3).

2.LoggingIn

Tologinvisitwww.turnitin.comandenteryouremailaddressandpasswordinthespaceprovidedinthetoprighthandcornerofthewebsite.

ClicktheLoginbuttontoenteryourpersonalTurnitinhomepage.

3.Enrollinginaclass

FromyourhomepageclicktheEnrolinaclassbutton.

OnthenextpageentertheClassIdandEnrolmentpasswordforyourclass(availablefromyourInstructororTA;thisinformationwillalsobepostedonthecourseBlackboardsite)

ClickSubmittoenrolintheclassandaddittoyourhomepage.Eachclassthatyouhaveenrolledinwillappearonyourhomepage.Clickontheclassidentifiertoentertheclassandviewtheassignmentsassociatedwiththatcourse.

4.Submittingapaper

FromyourTurnitinhomepageselecttheclasstowhichyouwouldliketosubmitanassignment.

ClickontheSubmitbuttonandselecteitherFileUploadorCutandPastefromthepulldownmenu.

Touploadafile:EnteratitleforyourpaperandthenusetheBrowsebuttontoselectthefilethatyouwouldliketosubmit.ClickSubmitYouwillbeaskedtoconfirmyourselection.ClickYes,submittofinalizeyoursubmission. Onceyouhavesubmittedyourpaperyouwillreceiveadigitalreceipt.

Tosubmitbycutandpaste:SelectCutandPastefromthepulldownmenu,enteratitleforthepaperandcutandpasteitintothetextbox.ClickSubmit.Onceyouhavesubmittedyourpaperyouwillreceiveadigitalreceipt.

Submittedpaperswillappearinyourclassportfolionexttotherelevantassignment.

� PreparedbytheOfficeofTeachingAdvancement(www.utoronto.ca/ota)©2009

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�15

HOWNOTTOPLAGIARIZE

You'vealreadyheardthewarningsaboutplagiarism.Obviouslyit'sagainsttherulestobuyessaysorcopyfromyourfriends’homework,andit'salsoplagiarismtoborrowpassagesfrombooksorarticlesorwebsiteswithoutidentifyingthem.Youknowthatthepurposeofanypaperistoshowyourownthinking,notcreateapatchworkofborrowedideas.Butyoumaystillbewonderinghowyou'resupposedtogiveproperreferencestoallthereadingyou'vedoneandalltheideasyou'veencountered.

ThepointofdocumentingsourcesinacademicpapersisnotjusttoavoidunpleasantvisitstotheDean'soffice,buttodemonstratethatyouknowwhatisgoingoninyourfieldofstudy.Getcreditforhavingdoneyourreading!Precisedocumentationisalsoacourtesytoyourreadersbecauseitletsthemlookatthematerialyou'vefound.That'sespeciallyimportantforInternetsources.

Thedifferentsystemsfortypingupreferencesareadmittedlyanuisance.Seethehandout“StandardDocumentationFormats”foranoverview.Buttherealchallengeisestablishingtherelationshipofyourthinkingtothereadingyou'vedone.Herearesomecommonquestionsandbasicanswers.

1. Can'tIavoidproblemsjustbylistingeverysourceinthereferencelist?No,youneedtointegrateyouracknowledgementsintoyourownwriting.Givethereferenceassoonasyou’vementionedtheideayou’reusing,notjustattheendoftheparagraph.It’softenagoodideatonametheauthors(“Xstates”and“YarguesagainstX”)andthenindicateyourownstand(“Amoreinclusiveperspective,however,...”).Theexamplesonthenextpagedemonstratevariouswordingsfordoingthis.Havealookatjournalarticlesinyourdisciplinetoseehowexpertsrefertotheirsources.

2. IfIputtheideasintomyownwords,doIstillhavetoclogupmypageswithallthosenamesandnumbers? Sorry—yes,youdo.Inacademicpapers,youneedtokeepmentioningauthorsandpagesanddatestoshowhowyourideasarerelatedtothoseoftheexperts.It'ssensibletouseyourownwordsbecausethatsavesspaceandletsyouconnectideassmoothly.Butwhetheryouquoteapassagedirectlyinquotationmarks,paraphraseitcloselyinyourownwords,orjustsummarizeitrapidly,youneedtoidentifythesourcethenandthere.(ThatappliestoInternetsourcestoo:youstillneedauthoranddateaswellastitleandURL.Thehandout“StandardDocumentationFormats”givesexamplesforarangeoftypes.)

3. ButIdidn'tknowanythingaboutthesubjectuntilIstartedthispaper.DoIhavetogiveanacknowledgementforeverypointImake?You’resafertoover-referencethantoskimp.Butyoucancutdowntheclutterbyrecognizingthatsomeideasare“commonknowledge”inthefield—thatis,takenforgrantedbypeopleknowledgeableaboutthetopic.Factseasilyfoundinstandardreferencebooksareconsideredcommonknowledge:thedateoftheArmisticeforWorldWarI,forexample,orthepresentpopulationofCanada.Youdon’tneedtonameaspecificsourceforthem,evenifyoulearnedthemonlywhendoingyourresearch.They’reeasilyverifiedandnotlikelytobecontroversial.Insomedisciplines,informationcoveredinclasslecturesdoesn'tneedacknowledgement.Someinterpretiveideasmayalsobesowellacceptedthatyoudon'tneedtonameaspecificsource:thatPicassoisadistinguishedmodernistpainter,forinstance,orthatsmokingisharmfultohealth.CheckwithyourprofessororTAifyou'reindoubtwhetheraspecificpointisconsideredcommonknowledgeinyourfield.

4. HowcanItellwhat'smyownideaandwhathascomefromsomebodyelse? Carefulrecord-keepinghelps.Alwayswritedowntheauthor,titleandpublicationinformation(includingtheURLandotheridentifyinginformationforwebpages)soyoucanattachnamesanddatestospecificideas.Takinggoodnotesisalsoessential.Don’tpastepassagesfromonlinesourcesintoyourdraft:that’saskingfortrouble.Asyoureadanytext—onlineorhard-copy—summarizeusefulpointsinyourownwords.Ifyourecord

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�16

From the Code of Behaviour on Academic Matters: It shall be an offence for a student knowingly: (d) to represent as one's own any idea or expression of an idea or work of another in any academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism.

Wherever in the Code an offence is described as depending on “knowing”, the offence shall likewise be deemed to have been committed if the person ought reasonably to have known.

adistinctivephraseorsentenceyoumightwanttoquote,putquotationmarksarounditinyournotestoremindyourselfthatyou'recopyingtheauthor'sexactwords.Andmakeadeliberateeffortasyoureadtonoticeconnectionsamongideas,especiallycontrastsanddisagreements,andtojotdownquestionsorthoughtsofyourown.Ifyoufindasyouwritethatyou’refollowingoneortwoofyoursourcestooclosely,deliberatelylookbackinyournotesforothersourcesthattakedifferentviews;thenwriteaboutthedifferencesandwhytheyexist.

5. SowhatexactlydoIhavetodocument?Withexperiencereadingacademicprose,you'llsoongetusedtothewayswritersinyourfieldrefertotheirsources.Herearethemaintimesyoushouldgiveacknowledgements,withexamplesshowingdifferentwaysofworkingthemintoyourownprose.(You’llnoticemanydifferentdocumentationsystemsinthefollowingexamples;seethesheet“StandardDocumentationFormats”foradvice.)a.Quotations,paraphrases,orsummaries:Ifyouusetheauthor’sexactwords,enclosetheminquotationmarks,orindentpassagesofmorethanfourlines.Butit’sseldomworthwhiletouselongquotations.Inliterarystudies,quoteafewwordsatatimeandcommentonthem.Inotherdisciplines,quoteonlywhentheoriginalwordsareespeciallymemorable.Inmostcases,useyourownwordstosummarizetheideayouwanttodiscuss,emphasizingthepointsrelevanttoyourargument.Besuretodocumenttheseparaphrasesorsummariesevenwhenyouarenotusingtheexactoriginalwords.Mentioningtheauthor'snameindicateswheretheborrowingstartsandstopsandgainsyousomereflectedgloryforrespondingtotheexperts.

e.g.AsMorrisputsitinTheHumanZoo(1983),“wecanalwaysbesurethattoday'sdaringinnovationwillbetomorrow'srespectability”(p.189).[APAsystem]

e.g.NorthropFryediscussescomedyintermsofthespringspirit,whichheseesasrepresentingrenewalandintegration(Anatomy163).TheendingofTheTempestfitsthispattern.[MLAsystem]

b.Specificideasusedasevidenceforyourargumentorinterpretation:Firstconsiderwhethertheideasyou'rementioningare“commonknowledge”accordingtothedefinitioninpoint3above;ifso,youmaynotneedtogiveareference.Butwhenyou'rerelyingonideasthatmightbedisputedbypeopleinyourdiscipline,establishthatthey'retrustworthybyreferringtoauthoritativesources.

e.g.InSeptember1914,morethan1300skirmisheswererecordedontheWesternFront.8[traditionalendnote/footnotesystem]

e.g.Otherrecentresearchers(4,11,12)confirmthefindingthatdrugtreatmenthaslittleeffectinthetreatmentofpancreaticpseudocysts.[numbered-notesystemforbiomedicalsciences]

c.Distinctiveorauthoritativeideas,whetheryouagreewiththemornot:Thewayyouintroducethereferencecanindicateyourattitudeandleadintoyourownargument.

e.g.In1966,RamsayCookassertedthatCanadawasinaperiodofinstability(174).Thatperiodisnotyetover,judgingbythesamecriteriaofelectoralchangeability,economicuncertainty,andconfusioninpolicydecisions.[MLAsystem]

e.g.Onewriter(VonDaniken,1970)evenarguesthattheGreatPyramidwasbuiltforthepracticalpurposeofguidingnavigation.[APAsystem]

Prepared17June2009byDr.MargaretProcter,UniversityofTorontoCoordinator,WritingSupportThishandoutisavailableonlineatwww.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize.Seealsothelistofadvicefileson

academicwritingatwww.writing.utoronto.ca

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�17

SamplePeerAssessmentFrameworkforGroupWork

(Pleasefeelfreetomodifythisasyouseefit)

AssessmentToolSource:Prof.TeresaBulman,DepartmentofGeography,PortlandStateUniversityprovidedviaProf.HelenBatty,FacultyofMedicine,UniversityofToronto

Originallydownloadedfromhttp://www.oaa.pdx.edu/CAE/FacultyFocus/spring96/bulman.html

GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�18