Assessment 1 – Positioning Paper (15%)
The students’ first assignment will reflect on their individual social location and relationship to the community that they are working with through their service learning position. Students will identify the factors that have contributed to the development of their individual perspective and social status, learn about the population that they are seeking to support through their service learning position, and identify what they bring to the position and what they will take from the experience. Students will write a 1000 word essay which will respond to the following questions:
- Where do I come from?
- What is my ancestry and family background?
- What advantages and/or disadvantages do I have as a result of my upbringing and my social status based on my race, ethnicity, gender, socioeconomic status, age, ability, sexual orientation, and religion?
- Where am I going?
- What is the demographic makeup of the community that my service learning position supports?
- What cultural norms and practices will I need to respect?
- What are my intentions?
- What will I contribute to this community through my service learning position?
- What will I take from this experience?
Assessment 2 – Photovoice Posts Journal Entries & Presentation (15%)
Throughout the course, students will take photos reflecting viewpoints or encounters that they see in their personal and professional lives that highlight issues of equity, health, globalization, and privilege. The objective of the assignment is to get students to continuously reflect upon how these issues permeate their everyday life. Each week, at least two photos will be posted in the Global Health Photovoice App (described below) by each student and tagged with hashtags related to issues discussed in the course. Students will sign up for one week in which to give a 10 minute presentation that connects at least two of their photos to the themes of the course, including the readings for that week. This presentation will be used to stimulate a 15 minute group discussion that the student will facilitate in their regular weekly online discussion group.
Assessment 3 – Progress Evaluation Reflections (30%)
In this assignment, students will describe and reflect upon a progress evaluation with their service learning position supervisor. Once every five weeks, students will meet with their position supervisor to assess their progress in the position and audio record this conversation. Prior to the conversation, both the supervisor and the student will fill out an open-ended written evaluation responding to the following questions in relation to the responsibilities and expectations agreed upon at the outset of the service learning position:
- How is the student meeting or exceeding expectations?
- How could the student improve further?
- What resources, support systems and/or behaviours could expand the impact of the students’ strengths and/or help the student improve their effectiveness?
During the progress evaluation conversation, the student and the supervisor will review and discuss the self-evaluation and the supervisor evaluation. The student will then write a 500-word reflection paper considering their progress, identified strengths and areas for improvement. This will include concrete steps for how to amplify their strengths and improve their effectiveness in helping the community organization in the remainder of the position or (for the final reflection) in their subsequent global health practice. As this process will take place once every five weeks, there will be two progress evaluation reflections, each worth 15% for a total of 30%. The audio recording of the conversation will be shared with the course instructor, but only the reflection paper will be graded.
Assessment 4 – Philosophy of Practice Paper (30%)
For the final course assignment, students will describe their ‘philosophy of practice’ that they have crafted throughout the duration of the course. A philosophy of practice describes the values, beliefs, practices, and behaviours that characterize their approach to service delivery in global health research, clinical work, advocacy, or program and project design and implementation. It should draw upon reputable academic sources from within and outside of the course syllabus to describe one or two theories or perspectives on globalization, equity and development that resonate with them personally and/or professionally and explain its practical relevance based on their service learning experience. It should also describe the methods of reflexive inquiry they have undertaken throughout the course and explain how it has shaped their philosophy of practice. Papers should be 2000 words in length. Students will share a brief summary of their philosophy of practice in their online group discussions during the last two weeks of the course.
Assessment 5 – Online Group Participation (10%)
Students will be evaluated on the level of their participation in their online group discussions. This will encompass the number of group discussions in which they participate, the level of activity with which they contribute to the discussion and the degree to which they demonstrate familiarity with the assigned readings. Students who are uncomfortable speaking publicly or are otherwise constrained in their ability to participate in the group discussions should talk to the course instructor to identify an alternative method of participation and reflection that would complement their participation in the online group discussions. Otherwise, attendance in discussion groups is mandatory, and missing more than three discussion groups will result in the course being considered incomplete.