You can navigate to specific sections of this syllabus page by using the following links.
I am a Lecturer at UBC and have been teaching in the professional Master of Land and Water Systems program since its inception in 2013. I have conducted research in watersheds across Canada, trying to better understand the ever-complex (and sometimes elusive) dynamics of cumulative effects assessment. I have a keen interest in different perspectives and approaches to land and water management to address environmental problems; I believe that we must all take the time to listen, ask questions, and learn from alternative points of view. I also believe that if we are to truly manage our water resources more sustainably, we have to take a closer look at what’s happening on the land and better understand those interactions. Through communication and meaningful collaborations, we can strengthen connections between the people who interact with these systems and find a management process that works.
I was born and raised in the Greater Vancouver area, where I live with my husband and two kids.
By the end of this course, learners will:
Practice their skills, through the application of critical thinking and assessment, to prepare and deliver professional communications of complex information in a collaborative team environment effectively and credibly, supported by digital technologies compatible with audience preferences.
More specifically, students should be able to:
- Identify a target audience and assess their information needs.
- Describe different communication formats/delivery used by professionals and their purpose.
- Evaluate professional communications by applying critical thinking and analysis to published communications and information.
- Discuss ethical considerations of professionals and their communications.
- Develop and deliver professional communications in a credible, academically rigorous and effective manner.
- Work collaboratively in a team environment.
- Develop competence in the application of digital technologies to enhance professional communications.
Here is a summary of the four invitations to practice that will be assessed in this course, and there is a detailed description for each of these available in the course Canvas page. My overall approach to assessment is: to focus on demonstrating that you are working with the concepts in ways that matter to you and the challenge you are working on; to give you lots of choice; to focus my interactions with your work on developmental feedback (rather than assessment); and to build systems for your reflective practices.
This course has 5 main invitations. For full details on each of the assignments, please visit the links below.
"Click on the title(s) below to reveal more information about the topic"
Flexible Deadline Policy:
- Most assignments have a flexible deadline, where you can submit within a window of a few days on Canvas.
- This flexibility helps manage deadlines from multiple courses and handle other responsibilities or unexpected illness.
Submission Details:
- Canvas due date is the END date of the submission window.
- Assignment instructions specify the entire submission period.
- For instance, the Five-Part Argument assignment can be submitted between Feb. 13-19, with the END due date on Feb. 19.
TurnItIn:
- TurnItIn is a tool to help review your written work. After you've submitted an assignment, you can view a Similarity Report generated by TurnItIn, which checks for duplication of material from other sources and potential plagiarism. You can then make any necessary corrections to avoid plagiarism, which could lead to mark reductions, assignment failure, or a formal report (see ‘Academic Integrity’).
- Please note that any corrections must be made and re-submitted BEFORE the END date, so be sure not to leave it until the last minute!
- For more information on viewing and understanding TurnItIn Similarity Reports, please visit the links below:
Early Submission Bonus:
- Submit assignments early (first day or two of the window) to earn bonus marks, which can enhance your final grade calculation.
Late Submission Policy:
- Submitting after the END date incurs late marks.
Communication with Instructor:
- Reach out to the instructor before the END date for any questions or concerns regarding assignment submissions.
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General Schedule of Course Themes*
(May be subject to change)
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Week
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Theme
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1
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Introduction and Communicating Science
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2
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Professional Roles and Credibility
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3
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Interpreting Communications: Objectivity, Values, and Culture in the GenAI Era
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4
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Critical Thinking and Review of Professional Communications
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5
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Introduction to Argument and Purpose in Professional Communication Formats
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6
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Strategies for Writing Effective Arguments and Exploring the Role of Narrative
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7
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READING BREAK (No Classes)
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8
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Team Project Introduction and Role Development
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9
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Elements of Digital Storytelling and Communicating Effectively with Visuals
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10
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Crafting a Communication Strategy and Team Project "Pitch" Presentations
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11
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Using Videos for Compelling Communication and Team Project Integration
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12
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Online Communication: Social Media, Copyright, and Creative Commons Licensing
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13-14
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Team Project Final Presentations
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Class Format
Each class will consist of a lecture, class discussion/activity, small group work period or tutorial. See the schedule below for more details. This course uses the Canvas Learning Management System (canvas.ubc.ca) to support in-class activities. You will find lecture slides, readings, and assignment instructions here. You will also be expected to participate in online discussions and submit assignments via Canvas.
Guest speakers will be incorporated to complement the depth and appropriate breadth of the subject matter and current developments in communication strategies. There will be some hands-on tutorial sessions to facilitate learning of digital media tools, thus you will need a computer.
Communication & Collaboration
The success of this course is, to a very large extent, our shared responsibility; this entails the willingness to do collective work and engage in critical dialogues with others. The conversation or disagreement can of course be passionate, but it has to stay respectful and responsible to the other person's ideas and sensitivities. Articulating ideas, listening and being attentive to difference is the goal. We all bring our own experiences and knowledge to the classroom. With this diverse wealth of perspectives, I look forward to being part of a learning community with you where we can all contribute and grow together.
Life Happens
Please do not worry if you find you must miss a class. All course materials will be available to students via Canvas. Students will be notified of any important information and/or preparation activities expected of them. All assignments are posted and submitted via Canvas.
Make a connection early in the term with another student or group of students in the class. You can help each other by sharing notes. You can also email me if you have a question.
IMPORTANT: If you are feeling unwell, please DO NOT come to class. This is to protect the health and safety of all students, staff and faculty at UBC. Be professional, and notify me before the scheduled class if you are unable to attend (julie.wilson@ubc.ca).
Technology in the Classroom
Research has shown that being interrupted by a cell phone ringing or vibrating disrupts attention for more than ten minutes. Therefore, I request that you turn off both the ringer and vibration functions during class.
Artificial Intelligence
Always check with your instructor before using AI tools for your course work. In this course we will collaboratively develop guidelines for the use of GenAI in class assignments. It is crucial to verify the authenticity of information and cross-check references generated by these tools, as they can produce unreliable or inaccurate results. Familiarize yourself with the ethical issues and risks related to these tools when deciding whether to use them.
Copyright
All materials of this course (course handouts, lecture slides, recordings, assessments, course readings, etc.) are the intellectual property of the Course Instructor or licensed to be used in this course by the copyright owner. Redistribution of these materials by any means without permission of the copyright holder(s) constitutes a breach of copyright and may lead to academic discipline.
Please make sure you are familiar with the academic policies and procedures. Expand each section below to see the details.
UBC embraces equity and diversity as integral to our academic mission. We encourage and support participation of the widest range of perspectives in our exploration and exchange of knowledge and ideas. An essential component of academic excellence is a truly open and diverse community that actively fosters the inclusion of voices that have been underrepresented or excluded. Thus, UBC is committed to fostering a living, learning, and working environment to which all can contribute and within which all can thrive.
An environment that fosters equity inspires innovation in teaching, research, scholarship, and service. It enhances wide-reaching opportunities for mentoring. Its diverse communities and varied experience and expertise will make it a welcoming destination for the best and brightest faculty, staff, and students.
Whether you’re a student from an equity-deserving group or an ally advocating for equity and inclusion, UBC has a variety of programs and resources to support all students.
Pronouns are an important part of who we are. When someone is referred to with the wrong pronoun, it can make them feel disrespected, invalidated, dismissed, and/or alienated. Using someone’s correct pronouns validates their identity, helps make them feel like they belong, and signals that you can be a supportive contact on campus.
If you have any challenges accessing materials that will impact your success in this course, UBC’s Centre for Accessibility can support your needs by providing appropriate accommodations to support you.
Web: UBC's Centre for Accessibility
Email: accessibility@ubc.ca
The University provides reasonable and appropriate accommodation for a student who must be absent from classes (including lectures, discussions, tutorials, laboratories, clinical placements, etc.) and scheduled examinations in order to participate in observances of significance in keeping with the practices of the student’s own sincerely-held religious beliefs and/or the cultural traditions of First Nations, Métis, and Inuit students.
Please discuss any intended absences for religious observances with your instructor in advance.
Many circumstances in life can lead to a missed discussion session (illness, work-related travel, etc.). Please let the instructor know as soon as you can if you will have to miss a discussion session. In most cases, students will be expected to complete a make-up assignment. Excessive absences may result in a lower or incomplete final grade.
UBC is founded on honesty, civility, and integrity. As members of this UBC, all students are expected to know, understand, and follow the codes of conduct regarding academic integrity. At the most basic level, this means submitting only original work done by you and acknowledging all sources of information or ideas and attributing them to others as required. This also means you should not cheat, copy, or mislead others about what is your work.
Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and more serious consequences may apply if the matter is referred to the President’s Advisory Committee on Student Discipline. Careful records are kept in order to monitor and prevent recurrences. For more see UBC's Academic Integrity for Students.
All Discussion posts and Assignments must be written in your own words. All submissions will be scanned for plagiarism using TurnItIn. When submitting your work, it is recommended that students run a similarity report to review your writing.
Some of the learning technologies used for this course collect data to support the improvement of teaching and learning. This includes the collection of data related to overall class progress to provide personalized feedback, engagement in discussion forums to support the fostering of community within the course, and how resources are being accessed to support improvements to the course design. To learn more about learning analytics at the Faculty of Education and at UBC, visit What is Learning Analytics?.
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The Course Summary section below lists important assignment due dates. Please note that this Course Summary will be updated automatically during the semester as information is added or changed.