CHCH101-15S1 (C) Semester One 2015

Rebuilding Christchurch - An Introduction to Community Engagement in Tertiary Studies

15 points

Details:
Start Date: Monday, 23 February 2015
End Date: Sunday, 28 June 2015
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 6 March 2015
  • Without academic penalty (including no fee refund): Friday, 22 May 2015

Description

In this course, students will integrate up to 30 hours of community service (completed as a whole class and individually) related to the Christchurch earthquakes, relevant academic content about post-disaster response and volunteerism, and guided reflection. This will provide students with an overview of how many different fields are contributing to our understanding of, response to, and mitigation of, earthquake hazards in the Christchurch area.

Learning Outcomes

Upon successful completion of CHCH101, students will be able to:

1. apply theory critically to analyse community engagement

2. evaluate the impact of their own community engagement experiences

3. demonstrate an understanding of the Principles of Protection, Partnership, and Participation of the Treaty of Waitangi with regard to community engagement in New Zealand

4. use a self-reflective approach to devising, developing, and presenting personally relevant assessment products

Timetable Note

26 Feb - Intro to course and each other
5 March – Lyttleton - Project Lyttelton service project & Session with Adam Mcgrath of The Eastern at the Wunderbar-
12 March – CBD - Gap Filler & Imagination Station Lego Play Centre, Quake City Museum
19 March  - Riccarton West Neighbourhood - Community Garden service project, Session with Sgt. Steve Jones (NZ Police) and community leaders
26 March – Sumner - Sumner Community Hub service project, Session with Darren Wright (Fire Brigade & CERA Advisory Group), Bryan L’Estrange (Container Art), and Marnie Kent (Sumner Community Hub)
Contact-UC, TBC
2 April - Design Thinking Workshop for CERA Advisory Group Project

Mid Semester Break (CERA Advisory Group Project)

29/30 April - CERA Advisory Group Project in the field-Gap Filler Facilitation with Sumner School students
6/7 May - CERA Advisory Group Project in the field-Gap Filler with Te Waka Unua students
13/14 May - CERA Advisory Group Project Presentations-Gap Filler with Rawhiti students
21 May - Phillipstown Data collection project
28 May - Design Thinking Workshop for Healing Proposal
4 June - UC Staff Club, Healing Proposal Presentations

Course Coordinator / Lecturer

Billy O'Steen

Lecturer

Chris Jansen

Associate Professor of Community Engagement
Director, UC Community Engagement Hub
Email: billy.osteen@canterbury.ac.nz
Phone: +64 3 364 2851, 027 956 9511

Assessment

Assessment Due Date Percentage  Description
Participation in Sessions & Completion of Weekly Articulated Learning Statements 33% This assessment task is worth 33% of your final grade and will occur weekly throughout the course. It includes being physically and mentally present and engaged at all sessions, both in and out of the classroom. It also includes the completion of brief, structured Articulated Learning Statements after each session.
Completion of CERA Advisory Group Project 33% This assessment task is worth 33% of your final grade and is due at the end of Week 9 with a presentation of findings to the CERA Advisory Group (including Earthquake Recovery Minister Gerry Brownlee and Christchurch Mayor Lianne Dalziel). It will involve designing, implementing, and presenting the findings from collecting data from specific “youth” groups in Christchurch about what they want the city to look like. This task will be completed by groups of 3-5 students and your grade will be derived from input from the CERA Advisory Group, UC teaching team, your other student team members, and your self-assessment. Specific marking criteria will be determined with your input during the project design process (i.e., what does success of your project look like?).
Healing Proposal 34% The Proposal Recognize that you have the same power and potential to affect and influence your community as the guest speakers we will meet and others we have read about (i.e., Sam Johnson of the Student Volunteer Army, Coralie Winn of Gap Filler, and Steve Jones of the NZ Police among others). This assignment is an opportunity for you to think critically and laterally about how you might do so. Please come up with a feasible proposal that aims to positively affect and influence a specific community and reflects your own personal and academic interests. This can be the Riccarton Neighbourhood, Christchurch, UC, New Zealand, your hometown, a primary school, wherever. This proposal will be presented in two separate but related parts as described below. The intention is for you to approach the task from two different perspectives and to hopefully arrive at a better solution because of it.


Proposal Brief
Part 1 (17%) - Part 1 will be a creative/artistic/symbolic representation of your proposal that uses the same dimensions of an A4 sheet of paper as its base (this is so you have some limits and don’t try to create a massive piece!). It can be three-dimensional, visual, musical, etc. It should be a product that is derived from considering this task in a lateral, creative, out-of-the-box manner, and should be linked to your Part 2.  Present this representation in a format that is relevant to you and would help you “sell” your proposal to potential community partners.  
Part 2 (17%) - Part 2 will be your story/presentation that serves to explain and complement Part 1. You can think of these two parts as an exhibit in an art gallery whereby each helps to complete the picture of the other. This part must answer the 5 questions below and can be submitted as speaker's notes, Powerpoint slides, an essay, a report, bullet point answers, etc.
This part must explicitly answer the 5 questions below:
1. How is this an innovative idea (i.e, it hasn't been done in this way or in this place before) with a clearly articulated objective/goal? (4%)
2. How is this idea connected to your local knowledge of the area (3%)
3. How has this idea been influenced by external inspiration (i.e., CHCH101 course experiences - readings, speakers, activities; your life experiences, your studies, travels, etc.)? (3%)
4. What are the practicalities of implementing this idea (timeframe, use of existing local assets, cost in money, labour, and materials; etc.)?  (3%)
5. What is the long-term sustainability of this idea? How will you know if it succeeds? How will you measure its effectiveness?  (4%)
Part 2 should be around 1,000 words. You can use tables, charts, diagrams, bullet points, etc. where possible and appropriate.

Textbooks / Resources

The learning resources for CHCH101 will include contemporary research and popular media articles and excerpts from the following texts. All learning resources are provided online at no cost.

http://www.education.canterbury.ac.nz/graphics/cis/chch101.jpg

Notes

Partner Organisations:

CHCH101 students have done their community service with the following Partner Organisations:

• Addington Action
• Canterbury Earthquake Recovery Authority
• Christchurch City Council
• Gap Filler
• Greening the Rubble
• New Zealand Police Neighbourhood Policing Team
• North Beach Community Childcare Centre
• Papanui Rotary
• Riccarton West Neighbourhood
• Student Volunteer Army
• Sumner Community Hub
• UC Sustainability
• Volunteer Army Foundation

Student Endorsements:

The CHCH101 course was a great way for me to hear a variety of perspectives on what came out of the earthquakes and where the city needs to go and to challenge me to think about what I learned from staying the city after the earthquakes.I just want to thank you for a great course. I have thoroughly enjoyed it and am very glad I took the opportunity to re-examine some of my values and beliefs. Thanks for the thought provoking sessions and the detailed feedback on my assignments. I am sure this course will serve me in many ways in the future.I just want to thank you for a great course. I have thoroughly enjoyed it and am very glad I took the opportunity to re-examine some of my values and beliefs. Thanks for the thought provoking sessions and the detailed feedback on my assignments. I am sure this course will serve me in many ways in the future.

I am now motivated to start up a Student Volunteer Army back at my home university (study abroad student).

The CHCH101 course was a great way for me to hear a variety of perspectives on what came out of the earthquakes and where the city needs to go and to challenge me to think about what I learned from staying the city after the earthquakes.

Indicative Fees

Domestic fee $697.00

International fee $2,913.00

* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.

Limited Entry Course

Maximum enrolment is 500

For further information see School of Educational Studies and Leadership .

All CHCH101 Occurrences

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