Assignment 2: Personal Theory of Change (Individual) – CALS601

Overview

Drawing on the resources provided, you will produce a personal theory of change. Outputs of this work will include a diagram of your personal theory of change (ToC) and a short description that provides the rationale for your ToC, theoretical and practice-based evidence supporting your ToC, and one concrete example of how this ToC would be applied to a climate action challenge.

Instructions

Step 1. Complete the Required Readings for this unit.

Step 2. Using the Theory of Change template and guidance document produced by the Development Impact and You Toolkit, develop your personal theory of change. To do this you will need to consider the change/changes you hope to make as a climate action leader. Again, as with Assignment 1, this can draw on the work you did in CALS 505 (Assignment 4: Climate Adaptation Change Leadership Action Plan) or other change leadership aspirations. A theory of change can help to make these aspirational actions concrete and specific, and coherent. It invites you to consider your short- and long term vision of the change you want to accomplish as a climate action leader. Although we are all trying to generate and co-generate actions and solutions to address the root causes and impacts of climate change, for a theory of change to be helpful, it requires focusing in on a specific aspect or dimension of that very large, complex problem. What drives your passion? Where do you see yourself having the most impact? In what context do you want to work?

Use the template to rough out the elements of your ToC and then build a short narrative that helps explain the information in the template headings and answers. You should include the template table in your paper. Remember to address key assumptions in each step. (approx. 1000-1200 words). The narrative should adhere to APA formatting guidelines; the table does not have to.

Assessment Criteria

The following assessment criteria apply to all assignments:

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.

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 ofthe paper.	In-depth discussion & elaboration in most sectionsof 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 materialobtained 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 materialobtained 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”