LFS 100 002 (Wednesday) Syllabus Fall 2021 PDF

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The Faculty of Land and Food Systems

LFS 100: Introduction to Land, Food and Community LFS 100 002 (Wednesday) Syllabus: Fall 2021 INSTRUCTOR: Dr. Candice Rideout

EMAIL: [email protected] (include LFS 100 in your subject line)

First, some words of welcome: Welcome to UBC, to LFS, and to LFS 100! We are so very glad that you are here. Congratulations on all of your hard work, hard decisions, sacrifices, risks, hope, and perseverance... all of the things you have done and overcome to reach this new opportunity. This next stage of your education (and life!) is filled with potential. We all look forward to sharing the term with you as you embark on this new journey. There are undoubtedly some unusual challenges associated with starting your undergraduate degree in the midst of a global pandemic... but one of the key things I hope you will learn this term is that you can do hard things. We hope LFS 100 will help you navigate the oftenrocky transition to university and help you build a foundation that will serve you well in all your courses this term, this year, and well into the future. Welcome! LFS 100 COURSE DESCRIPTION: Orientation to the programs, learning environment and core values of the Faculty of Land and Food Systems; career programs; survey of professional opportunities and requirements. CLASS FORMAT: Our class will take place online using Canvas and Zoom, with a combination of synchronous (i.e., “live”) and asynchronous (i.e., “do it when you can”) activities. You will have a total of 12 LFS 100 classes this term (on Wednesdays from September 8 to December 1; there is no class on Wednesday, November 10, due to the Midterm Break). In each of those 12 weeks, there will also be a brief online asynchronous Learning Module to complete in Canvas which will include a combination of videos, readings, and short learning activities. The amount of time required to complete each week’s online Learning Module will vary somewhat, but it will typically take between 30-60 minutes. SYNCHRONOUS CLASS TIME: Our live class sessions will take place in Zoom during our scheduled class time on Wednesdays (11:00 AM–11:50 AM). Our classes will be interactive and include brief conversations, presentations, discussions, and time to work together with small groups of classmates (in breakout rooms). Eight classes (classes 3–10) will include time for working with your small group on your group project. Use that time well, and you can complete your group project during those sessions! The full-class portions of synchronous classes will be recordered for students to review after class, if needed. LEARNING OUTCOMES: We have four key Learning Outcomes in this class. Two will help establish your foundation of knowledge in food systems issues and develop your capacity as a critical thinker: 1. Explain the concept of ‘food systems’ and give examples of how food systems are related to the environment, human health, education, economics, politics, and social issues. 2. Critically evaluate current and projected impacts of particular elements of food systems on climate, health, economics, and/or social justice issues. ... And two will support your success as a learner at university and in other areas of your life: 3. Identify and implement useful strategies for academic, personal, and professional growth. 4. Become part of (and contribute to) a strong community of learners, to support your growth and development as a university student in first year and beyond.

REQUIRED LEARNING MATERIALS: You will need a device and internet connection in order to access course materials in Canvas and attend synchronous class sessions in Zoom. You will be working with a small group of classmates on your group project during eight of our synchronous class sessions and it would be useful for your device to have a working webcam and microphone, to facilitate your interaction with your teammates during these small group working sessions. There is no textbook for LFS 100. However, there are two required readings available at no charge via Canvas. DROP- IN OFFICE HOURS (VIA ZOOM): We look forward to connecting with you live via Zoom during any of our optional drop-in office hours. No appointment is needed, just click on the appropriate Zoom link to attend (Zoom links can be found in the Zoom tab in the left sidebar menu in Canvas). Take advantage of these office hour times! You can come to any office hours to discuss questions you have about the course, your group project, the experience of being a first-year student... anything related to your work in LFS 100! Starting in the second week of class, our weekly office hours are: • Mondays from 8:00 – 9:00 PM with Lucy (one of our TAs; Lucy is in her Dietetics internship this year) • Tuesdays from 1:30 PM – 2:30 PM with Candice (Dr. Rideout, the course instructor) • Wednesdays from 3:00 PM – 4:00 PM with Jason (one of our TAs; Jason is a 3rd-year GRS student) • Thursdays from 2:00 – 3:00 PM with Lizzie (one of our TAs; Lizzie is a 4th-yr Dietetics student)

IF YOU NEED TO CONTACT US OUTSIDE OF CLASS/OFFICE HOURS: Email me at [email protected] and include LFS 100 in your subject line (make you subject line as clear and informative as possible!). You are welcome to address me (by email and in live interactions on Zoom) as either Dr. Rideout or Candice. ASSESSMENTS: How will your final grade in LFS 100 be determined? Item

Due Date

Value (% of Final Grade)

1. Individual Learning Activities Weekly • Complete a small individual learning activity in each week’s online Learning Module (12 activities in total) 2. Discussion Board Contributions • Participate in each week’s online Discussion by making two posts: Weekly i) a brief but substantive post in response to the discussion question, and ii) a response to a classmate’s post 3. Group Project: One Thing People Should Know About our Food System • • •

Group Ground Rules Mid-point check-in Final submission

30%

30%

Sept 29 Oct 20

5% 5%

Nov 26

30%

40%

1. A) Individual Learning Activities – Weekly Learning Activity in Learning Module: For each of our 12 weeks with classes this term, there will be an online Learning Module to review and complete in Canvas. Each Learning Module will contain brief activities in each of four areas (Watch This, Read This, Do This, Think About This), including a specific learning activity that needs to be submitted by the end of the week

(i.e., before the next class; see the specific deadlines given for each activity in Canvas). Learning activities will include things like reflection questions or prompts to complete a particular task and then reflect on its impact. Your scores on your top 10 Individual Learning Activities will be included in the calculation of your final grade, each of those activities will be valued at 3% (for a total of 30% of your final grade). Note: This provides some leeway, in case you miss an activity due to illness or other commitments; up to two activities can be omitted without affecting your grade in this area. 2. Discussion Board Contributions: The class will be organized into Discussion Groups (~6-7 students per group). These groups will be created randomly, so you will have the opportunity to meet and interact with a diverse group of LFS 100 classmates. Each week’s Learning Module will include a prompt for that week’s discussion. These discussions will help you learn more about key topics in LFS 100, get to know some of your classmates a little bit better, and learn from each other’s ideas, perspectives, and experiences. To earn full points for Discussion Board Contributions, you need to i) make a substantive original contribution to the discussion (a brief post, typically 3–4 sentences, that clearly addresses the discussion prompt and explains your perspective) and ii) thoughtfully respond to one of your classmate’s contributions using the “3 Cs and a Q” approach... offer a compliment, make a comment, make a connection to something else, and pose a question). Your posts will not be graded per se; provided you have made the two main posts each week (a relevant and thoughtful initial contribution and an appropriate response to a classmate’s post using 3 Cs and a Q), you will get full marks for Discussion Board Contributions for that week. (Part-marks will be given, as warranted; e.g., if you made an initial contribution to the discussion but did not respond to a classmate’s post, you would receive half the marks for that week.) Your top 10 scores for Discussion Board Contributions will be used to calculate your grade in this area. That means that you may miss up to two weeks of Discussion Board Contributions, if needed, without affecting your grade in this area. Your score will be based on your top 10 weeks (3% per week for those 10 weeks; 30% of your final grade). 3. Group Project – One Thing People Should Know About our Food System: You will complete this group project with a small group of classmates (~5 students per group). These groups will be created randomly for the most part – but you may choose to sign up for a group with similar interests (e.g., people who are thinking of majoring in the same undergraduate program that you are considering majoring in), if desired. Groups will be formed before our third live class and you will have the opportunity to work in your small groups (in breakout rooms) for a portion of eight of our live classes (~30 minutes each class). It is expected that, if you use that time wisely, you can complete the majority of the group project during those class sessions. All group members are expected to attend and contribute to these sessions; if you are unable to attend live class sessions due to a schedule conflict, you will be placed in a group of students in a similar situation and need to arrange alternative times to meet to complete the project. Your work on the group project is worth 40% of your final grade: submission of your Group Ground Rules (by 11:59 PM on Sept 29) and a Mid-Point Check-in (completed by 11:59 PM on Oct 20) are each worth 5%, and submission of your final group project (by 11:59 PM on Nov 26) is worth 30%. Each group will submit one jointly-created project (consisting of a mini-poster, explanatory paragraph, and completed Statement of Contributions document; see full instructions in Canvas) and will receive one final score for the project (i.e., each group member will receive the same score).

COURSE SCHEDULE: An outline of the term is provided below (please see Canvas for more information). Week 1 2 3

Class Sept 8 Sept 15 Sept 22

4

Sept 29

5

Oct 6

6

Oct 13

7

Oct 20

8

Oct 27

9

Nov 3

10

Nov 17

11

Nov 24

12

Dec 1

Theme Welcome! You can do hard things The wisdom in A PIE

Highlights of our Synchronous Class Session • Course overview and welcome • In conversation with... Dean Rickey Yada • In conversation with... Dr. Candice Rideout and Rob Kim, LFS Career Strategist • Group project working session #1 Tuum Est: It is yours • In conversation with... Dr. Andrew Riseman (Sustainable Agriculture and Environment) • Group project working session #2 Start from where you • In conversation with... Dr. Gail Hammond (Food, Nutrition are and Health) • Group project working session #3 The obstacle is the path • In conversation with... Dr. Dan Weary and Dr. Alexandra Protopopova (Animal Welfare) • Group project working session #4 Do the right thing • In conversation with... Dr. Azita Madadi Noei (Food Science) • Group project working session #5 Nothing works unless • In conversation with... Dr. Jim Vercammen (Food and you do Resource Economics) • Group project working session #6 Assess and adjust • In conversation with... people from the Dietetics program • Group project working session #7 Note: There is no LFS 100 class on November 10 (Midterm Break) Don’t let perfect be the • In conversation with... Dr. Les Lavkulich and Roxana Quinde enemy of good (Global Resource Systems) • Group project working session #8 Celebrate the journey • Reflecting on your learning, sharing group projects • Rob Kim, LFS Career Strategist: Moving forward with courage You’re on your way • Preparing for your final exams (peer-assisted study session)

CLASS POLICIES REGARDING GRADED WORK: Please take note of these important class policies: 1. Late submissions: Plan to submit your work on time! However, if you are unable to do so due to unexpected extenuating circumstances (e.g., illness), contact Candice by email to advise her of your situation before the due date and determine whether an adjusted deadline is possible. If you are unable to submit your work on time for another reason, late submissions will be accepted for Individual Learning Activities, Discussion Board Contributions, and the Group Project for up to one week (7 days) following the due date, after which point they will no longer be accepted. A 10% late penalty will be applied to all late submissions (i.e., submissions made after the relevant deadline, but within one week of it). Note: For Individual Learning Activities and Discussion Board Contributions, your top 10 weeks will be included in the calculation of your final grade; therefore, you can miss (i.e., not submit) up to two weeks without impact on your final grade.

2. Missed assessments: If Individual Learning Activities, Discussion Board Contributions, or the elements of the Group Project are not submitted within one week of their due date (and an extension was not provided through consultation with Candice), they will receive a score of 0. 3. Re-grading of marked work: The teaching team takes extraordinary care to ensure that all students’ work is marked fairly and according to the criteria provided in the rubrics. In the very unusual circumstance that you think a graded item should be re-evaluated, we are willing to regrade it. Depending on the particular circumstances, it may be re-graded by the teaching assistant who marked it initially, or it may be re-graded by Candice. A request for re-grading should be made by email (to Candice; [email protected]) within one week of receiving the graded item. The reason for requesting a re-evaluation of the item must be given. When an item is re-evaluated, the score assigned to it may be higher, lower, or the same – and the score resulting from the re-grade will be considered the final score for that item. UNIVERSITY POLICIES: Policies and Resources to Support Student Success UBC provides resources to support student learning and to maintain healthy lifestyles but recognizes that sometimes crises arise and so there are additional resources to access. UBC values respect for the person and ideas of all members of the academic community. Harassment and discrimination are not tolerated nor is suppression of academic freedom. UBC provides appropriate accommodation for students with disabilities and for religious and cultural observances. UBC values academic honesty and students are expected to acknowledge the ideas generated by others and to uphold the highest academic standards in all of their actions. Details of the policies and how to access support are available here A NOTE ABOUT ACADEMIC INTEGRITY: Academic honesty is a core value of scholarship. Please remember the importance of academic integrity (more information available here) and the University’s regulations regarding academic misconduct and plagiarism, including disciplinary measures (excerpted below and available here). Students are responsible for informing themselves of the guidelines of acceptable and non-acceptable conduct for graded assignments established by their instructors for specific courses and of the examples of academic misconduct set out below. Academic misconduct that is subject to disciplinary measures includes, but is not limited to, engaging in, attempting to engage in, or assisting others to engage, in any of the actions described below. 1. Cheating, which may include, but is not limited to: I. falsification of any material subject to academic evaluation, including research data; II. use of or participation in unauthorized collaborative work; III. use or possession in an examination of any materials (including devices) other than those permitted by the examiner; IV. use, possession, or facilitation of unauthorized means to complete an examination (e.g., receiving unauthorized assistance from another person, or providing that assistance); and V. dishonest practices that breach rules governing examinations or submissions for academic evaluation 2. Plagiarism, which is intellectual theft, occurs where an individual submits or presents the oral or written work of another person as his or her own. Scholarship quite properly rests upon examining and referring to the thoughts and writings of others. However, when another person's words (i.e. phrases, sentences, or paragraphs), ideas, or entire works are used, the author must be acknowledged in the text, in footnotes, in endnotes, or in another

accepted form of academic citation. Where direct quotations are made, they must be clearly delineated (for example, within quotation marks or separately indented). Failure to provide proper attribution is plagiarism because it represents someone else's work as one's own. Plagiarism should not occur in submitted drafts or final works. A student who seeks assistance from a tutor or other scholastic aids must ensure that the work submitted is the student's own. Students are responsible for ensuring that any work submitted does not constitute plagiarism. Students who are in any doubt as to what constitutes plagiarism should consult their instructor before handing in any assignments. 3. Submitting the same, or substantially the same, essay, presentation, or assignment more than once (whether the earlier submission was at this or another institution) unless prior approval has been obtained from the instructor(s) to whom the assignment is to be submitted.

In other words... Be sure to do your own work! Discuss course work with friends and learn from and with each other as you complete group in-class activities and the group project; however, be sure to do all individual activities independently. Properly cite your sources in your written work; resources are available here through the UBC Library to help you learn how to do this appropriately.

Copyright All materials of this course (lecture slides, learning activities, assessments, etc.) are the intellectual property of the Course Instructor or licensed to be used in this course by the copyright owner. Redistribution of these materials by any means without permission of the copyright holder(s) constitutes a breach of copyright and may lead to academic discipline.

Photo on first page: Sushobhan Badhai, CC-0...