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Global Village: action-based research on Sustainable Development Goals
Cursusdoel
After completing this course students are able to:
1. understand the different phases and methods used in the practical implementation of action research
2. carry out action research about real life problems through community-engaged learning
3. understand the complex and dynamic features of real-life problems in coping with them
4. collaborate and appreciate working in an interdisciplinary team
5. Work in co-creation with community partners and stakeholders towards advancement of the societal issue in light of the SDG’s.
6. Demonstrate critical reflective skills (1st, 2nd, 3rd person) as an action researcher, in written, oral and other forms.
Relationship between assessment and learning goals:
| Description of assignment | Assesses which learning goals? |
|
1 to 3,5 1 to 4,6 1 to 5 2,4,5 |
Vakinhoudelijk
Community Engaged Research
Within the society of Utrecht-Oost, students’ own neighbourhood, several issues are dealt with in daily life: What is the impact on traffic measures on my social safety, my health and environmental effects? Housing is expensive, so where can students live? How does spatial planning or tourism affect the liveability or the local economy? These challenges are multidimensional and intertwined. As such that they relate to several of the single Sustainable Development Goals (SDG’s) as set by the UN (https://sustainabledevelopment.un.org/?menu=1300). Important SDG’s that relate to the issues in Utrecht-Oost are: good health and well-being (3), quality of education (4), decent work and economic growth (8), sustainable cities (11) and innovation and infrastructure (9).
The complexity and dynamics of the societal challenges that communities face, local or global require a multi-faceted approach. In this course students will work on these challenges through community engaged learning. This includes a combination of two ways of working:
1) Action research, which is a learning by doing approach. where theory and practice are combined. It brings about different methods, types of knowledge, skills, an inquiring attitude in continuous cycles of action and reflection. The, in depth, reflections (1st ,2nd, 3rd pers.) not only focuses on the state of the problem, but also leads to a deeper insight and understanding of you as an individual, your values, believes and assumptions as well as those of your team members and community partners. This is vital to the goal of making meaningful contributions to solve these challenges.
2) Students work in teams in co-creation with a community partner who faces a challenge. Students will learn about and experience the difficulties that it brings to work in this setting. The trajectory of the process and the exact outcome is not known at the start of the course. Although this can bring challenge to the students, it mainly offers learning opportunities that will be covered by the action research approach, and by practicing skills such as interdisciplinary cooperation, engaging with and collaboration with stakeholders, reflect on oneself in relation to one’s environment, deal with notice of status and power, engaging in cultural differences.
The first two weeks is devoted to connect to one another and to immerse oneself in the neighbourhood in which the local partners work. They bring in the problem they want to inquire/resolve after which small, diverse teams are formed. In the following weeks the teams and local partner work in co-creation through a series of continuous action research cycles, that consists of identifying a problem, planning and carry out the action, and evaluate on the effect of the action and new state of knowledge, while reflecting throughout the steps. The groups will be offered intensive guidance by the teachers/coaches, such as to discuss progress, plans, give new perspectives/info and literature. However, students are expected to be active as well to e.g. search for literature, do fieldwork, contact organisations or new stakeholders. Action learning sets are held, which is a learning method to obtain new information, keep an open view on and sharpen the direction of the project. The teams will also present their ideas and results to relevant stakeholders. A final reflective interview will take place between the team, teachers/coaches, community partner and relevant stakeholders to bring the project further.
Werkvormen
Toetsing
Class participation
Verplicht | Weging 10% | ECTS 0,75
Group product
Verplicht | Weging 25% | ECTS 1,88
Group project
Verplicht | Weging 40% | ECTS 3
Reflection
Verplicht | Weging 25% | ECTS 1,88
*midterm FEEDBACK*
Niet verplicht
Ingangseisen en voorkennis
Ingangseisen
Je moet minimaal 90 punten van het bachelor programma hebben behaald
En je moet minimaal 15 punten voor categorie 2 (Bachelor Verdiepend) hebben behaald
Voorkennis
UCU students: as stated above. Students enrolled in other UU programs can join: contact the course coordinator first.
Voertalen
- Engels
Competenties
-
Interdisciplinariteit
-
Community based learning / community based research
-
Onderzoeksvaardigheden
-
Samenwerken
Cursusmomenten
Gerelateerde studies
Tentamens
Er is geen tentamenrooster beschikbaar voor deze cursus
Verplicht materiaal
| Materiaal | Omschrijving |
|---|---|
| BOEK | David Coghlan “ Doing action research in your own organization”; 5th ed; 2019; ISBN: 9781526458827 |
Aanbevolen materiaal
Er is geen informatie over de aanbevolen literatuur bekend
Opmerkingen
Counts as elective only, not towards any major. Capstone - Community Engaged Research.
Coördinator
| dr. G.S.A.T. van Rossum | G.S.A.T.vanRossum@uu.nl |
Docenten
| dr. G.S.A.T. van Rossum | G.S.A.T.vanRossum@uu.nl |
Inschrijving
Naar OSIRIS-inschrijvingen
Permanente link naar de cursuspagina
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