The Climate Action Leadership Development & Resilience Plan (LDP) provides a compelling guide to facilitate the attainment of your climate action change leadership goals and aspirations. You are being asked to generate an LDP which will address your key development goals and how you plan to get there. These goals should include your short-term leadership development goals (Assignment 1) and some goals related to your ongoing development and resilience.
Please review the reading by Ungar prior to completing this assignment.
You will identify key elements of your LDP through:
- Ongoing reflection (see reflective journal assignment)
- Readings
- Classroom learning activities
- Dialogue with your classmates
- Reflection on your career progression to date
- Identify desired areas of professional capacity development in the area of climate adaptation and change leadership
Requirements:
Document your plan using the template which is provided. Consult the course schedule for the due date for this assignment.
Assessment will be based on completeness of template; behavioural specificity of activities, tangible evidence of achievement indicators.
The assignment is to be uploaded to Dropbox by the due date in the activities schedule.
Assessment Criteria:
In this assignment, you are expected to:
- Discern and describe your personal leadership style, strengths, and limitations (learning outcome 4.1);
- Recognize your own multiple identities, experiences, and biases and how these affect own ability to lead (learning outcome 4.2);
- Monitor and reflect on self-awareness, self-confidence, and perseverance to improve professional practice and policies. (learning outcome 6.1).
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.
Grading mode: P/F
Submit: Assignment 2 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”