Assignment 1: Short Term Leadership Development Goals (Individual) – CALS601

Overview

The objective of this assignment is to reflect on and refine, deepen, extend your reflections on personal values, areas of strength and growth, and how you intend to approach enacting change as a climate action leader. This work will inform Assignment 2: The Climate Action Leadership and Resilience Development Plan (IDP)

For this assignment, you will be using the Climate Action Competency Framework V2 to identify specific areas of growth and professional development to frame some of your learning over the course of this next year.

Instructions

(1) Review the Climate Action Competency Framework (CACF V.2) – Google doc

(2) Go to the CACF V.2 survey for MACAL and complete the self-assessment of the first two domains in the CACF V.2 = Working Together and Climate Action Leadership. This will require having two windows or tabs open so that you can toggle between the CACF pages which include descriptions of the competencies and performance criteria, and the survey which lets you rate your level of proficiency in each of the competencies. All questions are required, and once you have completed and submitted the survey, you will receive a copy of your responses at the email address you put into the form. We will not be reviewing the responses, but will review to make sure that each of you have completed the survey. The responses generated are there to prompt your reflection only.

Survey Link: https://forms.gle/iydFpqSYoZUCbRtA8

(2) Reflect on your Individualized competency responses: the responses generated by completing the survey are designed to give you a sense of where you have existing strengths, and areas in which you you may wish to develop further competency in these two critical areas of climate action leadership. In the CACF V2, the domain Working Together is an essential or foundational domain that supports all the other areas.

Specifically, we are asking you to reflect on your competency self-assessment profile and identify two or more competencies in these domains that you wish to become more proficient in, and for which you can action a development plan for this year. This might inform some of the work you do in your courses whether you are doing a thesis, or the portfolio with/without internship track, or in your professional life.

(3) Identify and articulate 2 Learning and Professional Development Goals: Using the LDRP TEMPLATE(or equivalent), identify and articulate 2 learning development goals you wish to accomplish this year, each of which links to one or more of the specific competencies you have identified. The articulation of goals should follow the SMART (specific, measurable, achievable, relevant, and time bound) approach. When considering relevance, consider how this goal relates to your overall plan and your vision of yourself as a climate action leader and to the identified competency or competencies. When considering ‘achievable’ consider and describe what specific actions or pathways you will take to accomplish this goal.

Your choices in addition to being personal relevant and achievable, should also draw on and be supported by recognized by the discussions and readings to date.

2) Invite Peer Feedback: Share this work with at least one peer to get their feedback on the goals and the actions. Do they have any ideas about the goals or how to accomplish it? *each of you should be ready to act as a feed forward peer reviewer to at least one of your peers.

(3) Refine and Submit: Consider the feedback you have received, and refine your goals and actions. This assignment is submitted as a stand alone assignment, but you will use this same template when doing Assignment 2 – The Leadership Development and Resilience Plan which will include other longer term goals and some thoughts on how you can support your ongoing resilience in a challenging field of work (i.e., climate action). Whether you use the table or equivalent, the output of Assignment 1 should be no longer that 1200 words.

Assessment Criteria

Meets all competency-based assignment outcomes.
Integration of evidence: assertions are backed up with evidence.
Structure: is clear, compelling, and flows in a logical sequence.
Format: is formatted and referenced according to current version of APA

The course is graded on a Credit Granted (CR) basis. Students must pass every assignment in order to pass the course. Competency-based Assignment Outcomes will guide the assessment. Passing grades are associated with demonstrating proficiency in, and self-reflection on the identified competencies.

For details see rubric below.

Grading mode: P/F

Submit: to Assignment 1 dropbox in Moodle.

Marking Rubric:

	Expert A+	Proficient A- to A	Apprentice B+	Novice B- to B
Integration of Knowledge	The paper/report demonstrates a comprehensive understanding and application of concepts learned in this course (program). Concepts are integrated with well supported and articulated student insights. Conclusions and remarks demonstrate an analysis and synthesis of ideas and are well supported.	The paper/report demonstrates a good understanding and application of concepts learned in the course (program). A blend of concepts and student insights. Concepts are integrated combined with some student insights. Conclusions and remarks demonstrate an analysis and synthesis of ideas but are not always supported.	The paper demonstrates, to a certain extent, an understanding of concepts learned in the course (program), and a limited application of those concepts. Some student insights are integrated but this could be strengthened. Conclusions are not always well supported.	The paper does not demonstrate an understanding of the concepts learned in the course (program) and there is little evidence of the application of those concepts.
Structure	Consistent and masterful demonstration of academic paraphrasing, quotations, and summaries to support the argument(s) while still allowing the authors voice and sense making to be at the forefront.	Mostly consistent demonstration of academic paraphrasing, quotations, and summaries to support the argument(s) being made while still allowing the authors voice and sense making to be at the forefront.	Inconsistent demonstration of academic paraphrasing, quotations, and summaries to support the argument(s) being made and/or overuse such that the authors voice and sense making are not at the forefront.	Lack and/or inconsistent demonstration of academic paraphrasing, quotations, and summaries to support the argument(s) being made; and the authors voice and sense making is absent.
Topic Focus	The topic is focused appropriately for the scope of this assignment. A thesis statement provides direction for the paper, either by statement of a position or hypothesis.	The topic is focused appropriately for the scope of this assignment. A thesis statement is either absent or needs further crafting to provide direction for the paper, either by statement of a position or hypothesis.	The topic is too broad for the scope of this assignment and lacks a clear thesis statement.	The topic is not clearly defined or focused.
Depth of Discussion	In-depth and sophisticated discussion & elaboration in all sections of the paper.	In-depth discussion & elaboration in most sections of the paper.	The student has omitted pertinent content from the course, runs on excessively in areas. There is an over-reliance on quotations from others and these outweigh the student’s ideas/position.	Cursory discussion in all the sections of the paper or brief discussion in only a few sections.
Cohesiveness	Ideas and sections in the paper flow from one to the next in a coherent way, with an appropriate use of headings and subheadings. The writing demonstrates an understanding and synthesis of the concepts/information from different sources.	There is a general flow to the paper but also some instances of disjointedness. Headings and subheadings are used but not sufficiently. The writing demonstrates an understanding of the relationship among material obtained from all sources; synthesis could be strengthened.	The paper lacks flow – disjointedness is apparent. The paper sometimes ties together information from all sources, but inconsistently. Paper doesn’t demonstrate an understanding of the relationship among or synthesis of material obtained from all sources.	Paper lacks a coherent flow and appears to be created from and/or focusing on disparate issues. Information is not clearly connected, and headings are either absent or insufficient. Writing doesn’t demonstrate a clear understanding of the relationships between ideas.
Spelling & Grammar	No spelling &/or grammar mistakes.	Minimal spelling &/or grammar mistakes.	Noticeable spelling & grammar mistakes.	Unacceptable number of spelling and/or grammar mistakes.
Sources	Student draws on a wide range of sources exceeding assignment guidelines drawing on peer-review journal articles or scholarly books and relevant grey literature to support the claims and arguments made in the document. All web sites utilized are authoritative.	Student draws on a range of sources as per assignment guidelines, drawing on peer-review journal articles or scholarly books and relevant grey literature to support the claims and arguments made in the document. All web sites utilized are authoritative.	Student draws on a limited range of sources to support the claims and arguments made in the document. Not all web sites utilized are authoritative.	Student fails to draw on sufficient resources to support the claims and arguments made in the document. Not all sources or web sites are authoritative.
APA/Citations	Paper reflects latest APA style guidelines. Cites all data obtained from other sources and does so according to APA guidelines.	Paper reflects latest APA style guidelines with some mistakes or omissions. Cites most data obtained from other sources and does so according to APA guidelines.	Paper reflects an inconsistent use of APA style guidelines. Fails to cite a number of data obtained from other sources. And citation style is either inconsistent or incorrect.	Does not cite sources and/or does not use APA citation style.

NB* Graduate work means that 0-69% = Fail

Adapted from: Whalen, S. “Rubric from Contemporary Health Issues Research Paper”