Assignment 1: Short Term Leadership Development Goals (Individual; Due Jan 8th, 2023) – CALS601

Overview

The objective of this assignment is to reflect on and refine, deepen, extend your Climate Action & Resilience Leadership Individual Development Plan (IDP) from CALS 505. In that course you reflected on personal values, areas of strength and growth, and how you intend to approach enacting change as a climate action leader. You developed an IDP that we now ask you to return to and reflect on. To support this reflection you will be drawing on leadership theories and concepts focused specifically on climate action. Remember that the leadership development you have designed, doesn’t have an endpoint – it is a process. As you engage in CALS 691: Portfolio Practitioner course, for example, you will again revisit the plan when you explore values and purpose for climate action, collective leadership etc.. And these reflections may further inform and potentially transform this IDP plan

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

Instructions

(1) Complete the Climate Adaptation Competency Framework: complete the CACF self-assessment. This survey tool has been customized for use in MACAL and a hyperlink to it will be supplied following the Seminar in Unit 1.

(2) Reflect on your Individualized competency profile: the profile generated by completing the survey will include spider graphs for each individual competency, and an overarching spider graph for each domain. These 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. The profiles will be generated by the program office and sent to each of you individually following your completion of the survey. We encourage you to complete the survey by no later than early-October to give yourself time for reflection on the results and a consideration of how your individualized profile informs your leadership development plan (IDP) as it was developed CALS 505.

Specifically, we are asking you to reflect on your competency self-assessment profile and identify two or more competencies 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 as part of your research, if you are completing a Thesis, or as part of your portfolio learning if you are completing the course-based pathway.

(3) Identify and articulate 2 Learning and Professional Development Goals: 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 theoretical and practice-based discussions and frameworks for climate action leadership (i.e., the readings) using academic citation practices.

2a) Invite Peer Feedback: Share this work with at least one peer to get their feedback on the goal and the actions. Do they have any ideas about the goal itself, 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.

2b) Invite Network feedback – optional: As part of refining your goal you may also consider posting your goals on your blog and request feedback from your network. Remembering that part of open learning (the pedagogical approach in this program) is transparency of learning. We are learners in this space of climate action, and sharing the learning journey and asking for feedback/feedforward from your network both strengthens your network and models this kind of lifelong learning approach to climate action and climate action leadership.

(3) Refine and Incorporate this work in your IDP: Consider the feedback you have received, and refine your goals and actions. Craft this as a section to be added to your IDP as developed during CALS 505, under the heading “MACAL Year 2 Leadership Development Goals.” The output of this assignment should be no longer that 1200 words, exclusive of references, using APA formatting. You will submit your revised IDP with this section included. Assessment is based only on this section, not the entire plan.

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”