{"id":3656,"date":"2022-02-28T15:58:56","date_gmt":"2022-02-28T23:58:56","guid":{"rendered":"http:\/\/malat-coursesite.royalroads.ca\/lrnt521\/?page_id=578"},"modified":"2022-02-28T15:58:57","modified_gmt":"2022-02-28T23:58:57","slug":"learning-outcomes","status":"publish","type":"page","link":"https:\/\/commons.royalroads.ca\/cals603\/assessment\/learning-outcomes\/","title":{"rendered":"Learning Outcomes"},"content":{"rendered":"\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Learning Outcome<\/th>\nAssessment Criteria<\/th>\n<\/tr>\n<\/thead>\n
Competency 1: Climate Adaptation and Resilience Literacy<\/strong><\/th>\n<\/tr>\n
1.2<\/td>\n Use evidence-informed climate adaptation strategies to develop or select feasible solutions, recommendations, and action plans<\/td>\n\n
    \n
  • Locate reliable sources of evidence for climate adaptation strategies<\/li>\n
  • Assess reliability and validity of the evidence informing strategies<\/li>\n
  • Compare and contrast relevant merits of a range of adaptation strategies<\/li>\n
  • Apply strategies to inform and evaluate solutions, recommendations, and\/or action plans<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
1.3<\/td>\n Examine the role of reconciliation as a component of climate adaptation and low carbon resiliency<\/td>\n\n
    \n
  • Describe the purpose and history of reconciliation<\/li>\n
  • Describe and apply the process by which worldviews and subjectivity guide perspectives on science and social issues<\/li>\n
  • Identify reliable and accurate sources for Indigenous climate adaptation and resilience knowledge and concepts<\/li>\n
  • Establish a working model of the relationship between reconciliation and resilience<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Competency 2: Critical, Creative, and Transdisciplinary Thinking<\/strong><\/th>\n<\/tr>\n
2.3<\/td>\nIntegrate contributions (ideas and actions) from multiple disciplines to generate new ideas and concepts and to support recommendations, strategies, and solutions<\/td>\n\n
    \n
  • Shows evidence of contributions from multiple disciplines<\/li>\n
  • Integrates evidence to generate new ideas and concepts<\/li>\n
  • Articulates the relationship between different ideas and constructs<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2.4<\/td>\n Apply transdisciplinary thinking to complex climate-related problems and issues<\/td>\n\n
    \n
  • Applies a systems-thinking perspective and assesses evidence of where this approach has been successful <\/li>\n
  • Explores and identifies relationships between different disciplinary perspectives or understanding relevant to the issue or problem or question<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Competency 4: Adaptive
\nLeadership<\/strong><\/th>\n<\/tr>\n
4.3<\/td>\nFacilitate multi- and trans-disciplinary discussions and collaboration<\/td>\n\n
    \n
  • Demonstrates knowledge and practice of group dynamics and facilitation<\/li>\n
  • Redirects conflict into productive problem solving<\/li>\n
  • Seeks to understand multiple and alternative perspectives<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Competency 5: Communication and Knowledge Mobilization<\/th>\n<\/tr>\n
5.2<\/td>\nDemonstrate competence in translating and mobilizing climate adaptation knowledge for use by multiple stakeholder groups<\/td>\n\n
    \n
  • Creates and adapts materials in creative ways to accommodate various needs, competencies, expectations, and cultural values <\/li>\n
  • Identifies and addresses multiple audiences<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Competency 6: Change Making Orientation<\/th>\n<\/tr>\n
6.3<\/td>\nApply lateral, creative, and future thinking to the field of climate adaptation<\/td>\n\n