- Assignment – 10%
- Reaction Paper – 10%
- Mid-Term Exam – 20%
- Reflective Piece – 10%
- Research Project – 40%
- Symposium – 10%
Participation in all class discussions/debates and attendance for all site visits is mandatory. Students are expected to prepare for each class by doing the necessary reading and reflection, in addition to regularly checking notices on the VULA website. All assignments must be submitted via Turnitin on the VULA platform and with a signed Plagiarism Declaration.
The University of Cape Town late assignment policy will apply and is as follows: All Assignments late by one day will receive a 5% penalty. For every day late thereafter 2% will be deducted and no assignments will be accepted later than 6 days after the deadline (this includes weekends).
Community based care.
This is a group assignment and it is linked to your fieldtrip to the Genadendal rural community. Community health care workers (home-based carers) have emerged as an important cadre of health care workers extending primary health care from the health care facilities to the homes in communities. During your fieldtrip, you will be introduced to the home-based care givers and experience their work in the rural community of Genadendal. Part of this programme and assignment will include an analysis of this model of health care, roles, challenges and sustainability of community-based care. More details about this assignment will be posted to Vula.
Due Date: This is to be submitted one week after the field trip.
REACTION PAPER (10%)
Two pages (800-1000 words). Each student presents one relevant paper ahead of a class session. This paper represents your contribution in class, i.e. through presentation and debate. A reaction paper is a response to writers to one or more texts you read. Having selected your theme(s) and readings to present on, you should come to class ready to answer questions from the class, the audience. You should also bring a list of questions (arising from the reading/paper) or issues they find peculiar and intriguing.
After the presentation students should document their work on the presentation in light of comments by the audience. You should demonstrate that the audience’s comments have been addressed in the final hand-in.
Due Date: Varies, depending on paper presented.
MIDTERM EXAMINATION (20%)
Four structured question requiring essay-type answers will be set for students to demonstrate understanding of theories, concepts and approaches to health and community development. The exam questions will also require students to apply concepts and approaches to practical situations and case studies as well as drawing from the fieldtrips experienced in the course. You will be examined on selected content covered in the course. The exam will be 1.5 hours.
Exam Date:Session 6
REFLECTIVE PIECE (10%)
This reflective piece constitutes a 3-4 page reflection of what you experienced, your expectations and your key learnings on the following three aspects of the course:
- Field Trips
- Research Project
Due Date: This is to be submitted on the day of the symposium.
Framework for Reflective Piece
Pre-conception/perceptions prior to arrival in Cape Town - Reflect on your personal conceptions (or misconceptions), what was known/understood concerning South Africa’s social, economic, political and cultural dynamics/context prior to arrival and how this (by the end of the course) would have been confirmed, reinforced, contradicted or furthered by your experience during the service-learning, field trips and research project.
Challenges and positive experiences, and lessons learned - Reflect on your personal experiences (the ‘highs’ and ‘lows’). This should highlight and explain why these are ‘highs’ and ‘lows’. You should explain lessons learnt from your challenges, successes and/or failures in your learning journey as it relates to the service-learning, fieldtrips and research project. These reflections should include your encounters with community(s), stakeholders as well and how you feel about the whole learning journey.
Engaged scholarship and individual skills development - Reflect on the theoretical and analytical concepts learnt in class, and how useful you think these theories and concepts were in making sense of what was happening in your service-learning, fieldwork and research project. You should also reflect on your research competence. What research, academic, social, and technical skills were you able to capitalize on? Reflect also on your experience of team/ stakeholder dynamics during your service-learning, fieldtrips and research project.
Recommendations - In light of the above, reflect on what you did best and give advice on how other students can benefit from your experience. Coupled with this, please consider areas you could improve upon.
RESEARCH PROJECT (40%)
This multi-component student research project combines your service-learning with your research. Your research project must consider an element of health and community development in South Africa tied to their service learning projects and material covered in lectures and fieldtrips. You will be expected to put forward a research question, devise a methodology to test their theory, describe their results and draw conclusions giving their view of the implications of their findings for health and community development in South Africa.
In groups, students will work on their individual projects together, putting together a preliminary “Presentation of Research Topic,” outlining the (1) Research Problem (aims) (2) Methodology (3) Literature Review (draft) (4) Timelines for Conducting Research. This initial presentation will not be marked and graded, but it will enable students to get feedback from the lecturer and comments from other students in the course. Students are also encouraged to consult with the lecturer throughout the research process. The presentation and continuous consultations with the lecturer enables each research project to be tracked, and completed on time. Students will have seven hours (7 hours) of supervision, consultations and feedback with the lecturer regarding their service-learning and research papers.
Due Date: This is to be submitted and presented on the day of the symposium.
Final Research Paper (70% of research project) (15 pages) (Font – Times New Roman 12; 1.5 line spacing) to support your movie clip (see below) must be submitted shortly after the symposium. The purpose of this document is to provide a hardcopy document which summarises your research project. This research report should include your Methodology and Literature Review either inserted directly, or revised in order to improve the flow of this final report.
- Introduction (background to the topic as well as context)
- Research Aims (which includes project aim, and rationale for project choice, as well as supporting academic framework)
- Methodology (outlining planning process, challenges dealt with, participation with local community, data collection and analysis)
- Findings and Discussion (outlining what ultimately was achieved, and where you took the initiative and/or went beyond the call of "duty".
- Recommendations and Conclusion (describing what still needs to be done, and how the next student could take the project to the next level).
- Appendices (additional information that will be useful for the student picking up this project in the following semester). Refer to Appendix C for the Research Paper marking rubric.
A Documentary/video (30% of research project) must be a “stand alone” version of your research paper. This 3 minute movie clip should demonstrate your research project, as well as reflect your collective learning in this course, and will draw on what you have learnt in class as well as what you have seen on field trips and have experienced in your service learning work.
The movie clip will be marked during the Symposium, based on elements of the project that should be clearly discernible from watching the video. As such, it will be marked in a manner more or less similar to your research paper, i.e. with additional considerations, namely:
- Research project content (introduction and project aim clearly articulated; methodology demonstrated; evidence of how academic literature been integrated into the project design)
- Research project implementation (Evidence of forward planning; engaged with local community; thought out of the box - showed initiative; illustrated how challenges were dealt with).
- Video production (Visuals align with content; Sound appropriate for content, adds to video message, not distracting; content communicated through video production).
- Personal presentation and questions and answer session (Responding to questions showed satisfactory grasp of content and awareness methodology; Body language and appearance shows confidence in presenting, makes eye contact with audience, no distracting body movements.
The symposium presents an opportunity for all IES Abroad students to come together to learn more about each other’s research project and service-learning during the semester. Structure your presentation bearing in mind that the course combines your service-learning with your research project. Generally students will undertake service learning and research work in teams, and will present their research in the same teams. Each team will get 20 minutes to do a short power point presentation. Each team member should present, so it is up to the team to allocate sections of the presentation amongst group members.
If individual students undertake research and service-learning, then each student will be allocated 5 minutes to do a short power point presentation.
Students will be given an opportunity to present the 3 minute documentary/video clip, and there are 2 additional minutes, for questions and responses. Marks will be allocated for your documentary/video, as well your response to questions from the audience. You are encouraged to be creative in putting together the presentation. Credit will be given to students who present their work holistically using literature, developing an academic argument and with innovation.