STUDY MANUAL COMMUNITY-BASED PROJECT MODULE JCP 201, 202, 203

UNIVERSITY OF PRETORIA STUDY MANUAL COMMUNITY-BASED PROJECT MODULE JCP 201, 202, 203 compiled by Dr Martina Jordaan LAST DATE REVISED January 2014 Copyright reserved

2 Community-Based Project Module: JCP 201, 202, 203 Table of contents Organisational component 1. General premise and educational approach.. 4 2. Lecturers, venues and consulting hours... 4 3. Study material and purchases... 6 4. Learning activities... 7 4.1 Contact time and learning hours... 7 4.2 Lectures... 7 4.3 Projects... 8 4.4 Objectives and outcomes... 9 5. Assessment... 10 5.1 Assessment policy and approach... 10 5.2 Assessment opportunities... 11 5.3 Calculation of the final mark... 12 6. Compulsory orientation sessions... 13 6.1 Sessions... 13 6.2 Assessment criteria for the compulsory orientation sessions... 13 6.3 Compliance with the JCP guidelines... 13 7. Project proposal... 14 7.1 Headings for the project proposal... 15 8. Project fieldwork 15 8.1 Assessment criteria for the project fieldwork... 15 9. Gender assignment.. 16 10. HIV/Aids in the workplace 17 11. Project presentation... 17 11.1 Headings for the project presentation... 17 11.2 Assessment criteria for the project presentation. 17 _ 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 12. Project report in the form of a wiki... 19 12.1 Headings for the project report... 19 13. YouTube video.. 20 13.1 Assessment criteria for the YouTube video.. 21 14. Liability, insurance, ethics and disciplinary action.. 22 15. Grievance procedure and academic honesty... 22 3 Study component 1. Module specifications..23 1.1 Purpose statement...23 1.2 Learning presumed to be in place...23 1.3 Articulation with other modules in the programme...23 1.4 Critical cross-field outcomes...24 2. Module structure...25 3. Study themes and units 26 3.1 Specific outcomes...26 3.2 Assessment criteria...26 3.3 Embedded knowledge...27 3.4 Self-study activities...27 3.5 Assignments...27 2014 University of Pretoria

4 Community-Based Project Module: JCP 201, 202, 203 Organisational component 1. GENERAL PREMISE AND EDUCATIONAL APPROACH Significance of this module Instructions for using the study guide Educational approach This project-orientated module is a form of applied learning that is directed at specific community needs and integrated with all undergraduate academic programmes offered by the Faculty of Engineering, Built Environment and Information Technology. This study guide indicates: what is expected of students; the process that has to be followed to complete this module successfully; and assessment criteria. It also contains basic information on this module. This module is offered on an open-ended and projectorientated basis and the module will be approached as a form of experiential learning. Students will receive basic guidelines for running a project in the community, after which they will do hands-on fieldwork. The lessons learnt from this endeavour will be reported to the faculty in the form of a report and a presentation. 2. LECTURERS, VENUES AND CONSULTING HOURS ClickUP will be used for the administration of this module. Registered students will be informed about the compulsory attendance class on ClickUP. To complete the module successfully the following is expected from you: Students will have to attend a compulsory generic orientation session with regard to this module. During the contact session the guidelines and steps to complete the module successfully will be discussed. Registered students will be informed via ClickUP as well as during the contact session about possible projects. 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 5 Students have to agree on or before 31 March 2014 to comply with the JCP guidelines. If a student does not agree to comply with the JCP guidelines, a number of assignments will be locked to the student and he or she will not be able to do these assignments. A student or a group of students who want to work together as a group will have to make an appointment with the lecturer on ClickUP. During the session the project will be discussed and loaded on ClickUP. The wiki link will be created on ClickUP. It is compulsory for the whole team to attend the project proposal session. The project presentation session must take place at least two months after the completion of the project. 10% of the final mark will be deducted for each month thereafter, e.g. where a project has been completed by the end of June the presentation must be done by September. A student must be identified as the leader. He/she will be the link between the lecturer and the group. The contact information of the student must be provided to the lecturer during the project proposal session. Students may identify their own projects, continue with existing projects or the lecturer will assist them with identifying new projects. After the project proposal session, students have to do the assignment on the project proposal on ClickUP. Students may not start with their fieldwork before they discussed the project with the lecturer. If necessary the community will be contacted during the project proposal session. Students may identify a student that already passed JCP as a mentor to assist them with the project. In the case where a mentor assists students with the project, the community will assess the group for 20% and the mentor for 20%. The average of these two marks will be used for the community assessment mark. During the presentation session, students have to submit a hard copy of the supervisor's assessment and of the log hours. No marks for the community assessment will be uploaded if the log hours form is not submitted. In the case where a group does not include a mentor, the community assessment will amount to 20%. During the execution of the project, various assignments will have to be completed on ClickUP. The report in the form of a wiki as well as a YouTube video on the project will be assessed during the project presentation session. 2014 University of Pretoria

6 Community-Based Project Module: JCP 201, 202, 203 In the case where a group had a mentor, the assessment of the mentor should also be submitted. The mentor also has to attend the project presentation to claim the honorarium from the JCP office. Module coordinator Name Dr Martina Jordaan Office hours Room number and building IT Building Level 5 Room 82.3 Monday Friday 08:00 09:00 or Telephone number E-mail address 012 420 3187 martina@up.ac.za Students who wish to see the lecturer must make an appointment via e-mail. An email will be answered within 48 hours. Feedback will be given as regularly as possible on ClickUP. Lecturer Mrs Nita Mennega IT Building Level 5 Room 7.3 012 420 nita.mennega@up.ac.za Location of the notice board Announcements on ClickUP 3. STUDY MATERIAL 3.1 TEXT BOOK No specific textbooks are prescribed for this module. 3.2 FUNDING Each project s funding will be discuss during the project proposal session. Each project will be assessed to determine the funds necessary No more than R450 per students is available. This include the transport cost and where applicable the rental of the University cars. A detailed explanation how to access the funding is available in the JCPguidelines. 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 4. LEARNING ACTIVITIES 7 4.1 Contact time and learning hours The eight-credit module (80 hours) is compulsory and will be included in the curricula of all undergraduate programmes offered at the Faculty of Engineering, Built Environment and Information Technology. This module carries a weighting of eight credits, indicating that on average a student should spend 80 hours to master the required skills (including time for preparation to the community project and presentation). This means that you should devote an average of five hours a week to this module for approximately 16 weeks. 4.2 Lectures Community-based learning is a relatively new field of learning. It is a form of experiential learning that is aimed at the accomplishment of tasks that meet genuine human needs and at the same time, serve as an educational and learning tool that allows the student to acquire a number of important life skills. It should not be confused with other types of well-known experiential learning activities, such as typical professional experiential training projects and periods, or with charity-orientated community service projects, where the only objective is the provision of a service and the only beneficiary is the service recipient. 2014 University of Pretoria

8 Community-Based Project Module: JCP 201, 202, 203 The breakdown of the 80-hour module is as follows: Compulsory orientation sessions One face-to-face session One PowerPoint session on ClickUP Project proposal in office of the lecturer Face-to-face session Minimum compulsory hours for community work Preparation for the project Assignments on ClickUP Preparation for the presentation of the project Presentation YouTube video Wiki report Presentation 5 hours 1 hour Each students must work at least 40 to 70, depending on the project (This does not include transport time) 10 to 20 hours, depending on the project 2 to 4 hours 10 to 15 hours 1 hour 4.3 Projects The module is offered on an open-ended and project-orientated basis and students will be required to choose from existing projects or to submit topics in the form of a proposal for evaluation and approval. Students will have the option to attempt the module in any one of their undergraduate years of study and they must register for the module in the year of their choice, but preferably not during the first or final year of their undergraduate studies. Depending on the specific nature of the project, it may be attempted in the course of a semester, during vacations, or both. Projects may be carried out by individual students or in teams. The team projects are subject to the condition that a distinct task is allocated to each of the team members and that each of the team members will be assessed individually. Multidisciplinary project teams, that is, project teams consisting of 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 team members from across the various schools and departments in the faculty, are encouraged. 9 4.4 Objectives and outcomes The following should be helpful in determining the objectives and learning outcomes of the intended community-based learning module offered by this faculty: Definition by the American Association for Higher Education 1 : Service-learning [i.e. community-based learning] means a method under which students learn and develop through thoughtfully organised service that is conducted in and meets the needs of a community and is coordinated with an institution of higher education, and with the community; helps foster civic responsibility; is integrated into and enhances the academic curriculum of the students enrolled; and includes structured time for students to reflect on the service experience. Excerpts from an article by Prof Tim Stanton of Stanford University: I serve you in order that I may learn from you. You accept my service in order that you may teach me. and A good service-learning programme helps participants to see (ask) their (service) questions in the larger context of issues of social justice and social policy rather than in the context of charity. For example, service learning should not just enable students to volunteer in soup kitchens. It should also ask them to reflect on why people are hungry. It is proposed that the objectives and learning outcomes of this module be phrased as follows: The main objectives of this module are as follows: 1 http://www.aahe.org 2014 University of Pretoria

10 Community-Based Project Module: JCP 201, 202, 203 To carry out a project related to community service and aimed at achieving a beneficial impact on a chosen section of society, preferably, but not exclusively, by engaging with a section of society that is different from the student s own social background To develop an awareness of personal, social and cultural values, an attitude that shows a willingness to serve, and a deep understanding of social issues To develop important multidisciplinary and life skills, such as communication, and interpersonal and leadership skills The main learning outcomes of the module are as follows: To demonstrate that learning outcomes relevant to the project and selected from the list below have been achieved, depending on the nature of the project chosen by the student (most of these outcomes should be addressed): The ability to achieve a deep and broad understanding of the social issues relevant to the project The ability to communicate effectively with the community at large The ability to communicate effectively through writing and presentations The ability to perform leadership functions The ability to work effectively in a multidisciplinary environment and to perform critical functions 5. ASSESSMENT 5.1 Assessment policy and approach During the assessment of a student s project work, the mark allocation should be based on what the student has learned, that is, on the extent to which the above learning outcomes have been achieved. Therefore, marks are allocated for the quality of learning and not for the quality or quantity of service. Assessment will include all or most of the following components: Approval of the JCP-guidelines (ClickUP). Only after the student indicated that he/she complies with the JCP guidelines, a number of assignments will be opened. 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 11 An assignment on the project information after the project proposal An assignment on the study manual An assignment on the first contact sessions An assignment on the second contact session that will be available as a PowerPoint on ClickUP An assignment on gender awareness An assignment on HIV/Aids in the workplace An assignment on professional etiquette An assignments on ClickUP reflecting on the experience of the student On-site assessment by a community leader and/or a mentor Confirmation of the hours spent on site Presentation of the outcomes of the project supported by a PowerPoint slide show A video loaded on YouTube A report in the form of a wiki on ClickUP 5.2 Assessment opportunities The following documentation is expected from the student as well as the group: Per group: Discuss possible project with lecturer Individual: Assignment on project information (ClickUP) Individual: Assignment on study manual (ClickUP) Individual: Assignments on contact sessions (ClickUPl) Individual: Reflection (ClickUP) Per group: Log hours (Bring as hard copy to presentation session) Per group: Fieldwork assessment by: o a supervisor in the community (hard copy) and/or mentor assessment (Bring as hard copy to presentation session) Per group: Report in the form of a wiki (loaded onto ClickUP) Per group: Youtube video Individual: Gender assignment (ClickUP) Individual: HIV/Aids in the workplace (ClickUP) Per group: Presentation (face-to-face in office of lecturer) (This will be discussed in detail at the orientation session and on ClickUP.) 2014 University of Pretoria

12 Community-Based Project Module: JCP 201, 202, 203 5.3 Calculation of the final mark The final mark will be calculated as follows: Assignment Mark Last date Assignment on first compulsory contact session Individual 2% 31 March 2014 Assignment on study manual Individual 2% 31 March 2014 Assignment on second contact session in the for of a Microsoft PowerPoint on ClickUP Individual 2% 17 October 2014 Assignment on project plan Individual 10% 4 July 2014 On-site assessment Community assessment or/and Group 20% 4 November 2014 Mentor 20% Hours worked (Log statement) (must be submitted to receive the 20%) Reflection Individual 3% 17 October 2014 Report in the form of a wiki (please refer to criteria of report) Presentation (please refer to criteria of presentation) YouTube video (3 to 5 minutes) uploaded and YouTube (Hyperlinked on the wiki) Group 16% 4 November 2014 Group 20% 4 November 2014 Group 16% 4 November 2014 Gender assignment Individual 3% 17 October 2014 HIV/Aids in the workplace Individual 3% 17 October 2014 Professional etiquette Individual 3% 17 October 104 TOTAL 100% To pass this module, the candidate must achieve a pass of 50% or more in the final mark. The wiki and presentation are compulsory for passing this module. No supplementary or special exams are available. 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 13 6. COMPULSORY ORIENTATION SESSION One session at the beginning of the year in the Aula. One session on ClickUP as n PowerPoint 6.1 Session The compulsory first contact sessions Each student has to attend one of the following sessions: Monday, 17 February : Afrikaans session - 17:45 to 20:30 in die Aula or Wednesday, 19 February : English session -17:45 to 20:30 in the Aula or Thursday, 20 February : English session 17:45 to 20:30 in the Aula or Tuesday: 25 February : Afrikaans session - 17:45 to 20:30 in the Aula or Saturday, 1 March : English session 09:00 12:00 in the Aula 6.2 Online second session An online second session will be available on ClickUP from 17 March 2014. 6.3 Assessment criteria for the compulsory orientation sessions An assignment has to be completed on ClickUP after attending the compulsory contact session. An assignment has to be completed on ClickUP after reading the online contact session. 2014 University of Pretoria

14 Community-Based Project Module: JCP 201, 202, 203 6.4 Compliance with the JCP guidelines Before you can access the assessments the following assignments Gender assignment HIV/Aids in the workplace Professional etiquette on Click UP, you have to agree to comply with the JCP guidelines. Please note that you will only be able to agree to comply with the guidelines until 31 March 2014. After that date, the assessments will be locked and you will not be able to do them. 7. PROJECT PROPOSAL Students may do a project on their own (one student per project), but groups of not more than five members may also do a project as a group (five students per project). Project must comply to the following criteria: It may not promote a specific religion; It may not be promote a specific political party; The student may not earn money while doing the project; The project may not be benefit a profit organisation; The project may not be a Rag project. However it may be an extension of an existing Rag project; A student must first discuss the project with the lecturer before he/she may commence with the project; and A student may not do the field work before registering for the module. Examples of projects that have not been approved: Renovations of a RDP house/house for a private individual. Website for a religious organisation or political party. Fundraising projects that includes blanket drives. Renovations on a church/mosque/temple. Handing out of food for the poor. Informal projects not connected to a specific organisation and/or institution and/or where there is no community member or mentor to supervise. 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 15 After the contact sessions, the group leader has to book a project proposal session on ClickUP. The following will be discussed during the project proposal session: The project. If a group (or an individual) has not yet identified a project, the lecturer will assist in identifying a project. The wiki link will be loaded onto ClickUP. The steps for completing the project, wiki and YouTube video. The budget for the project. All the members of the group have to attend this project proposal session. 7.1 Assignment on the project proposal After this discussion of the project, an assignment must be completed on ClickUP. Each student has to do this assignment after the project proposal session. 8. PROJECT FIELDWORK Students will be required to do at least 40 hours of fieldwork on site. They have to keep track of their log hours on a standardised form provided by the lecture (also available on ClickUP). These log hours have to be verified by a community member on site. The community and/or the mentor also has to assess the fieldwork of the student/s. The log hour copy and community assessment copy must be submitted during the project presentation session (available on ClickUP as well as after the contact session). Please note: The time to travel back and forth from the project, does not count for the 40 hours. 8.1 Assessment criteria for the project fieldwork Students will be assessed by all or some of the following individuals: Community member(s) involved in the project, and/or A mentor. The assessment tool is available after the contact session as well as on ClickUP. 2014 University of Pretoria

16 Community-Based Project Module: JCP 201, 202, 203 The criteria for the community members assessment of the fieldwork is as follows: 1 Conscientiousness Could you depend on the students 1 to do the project? 2 Time management Were the students on time? 1 Did they complete the project on the completion date they had initially indicated? 3 Preparation Did the students prepare in 1 advance for the project? 4 Involvement Did they discuss the outcomes of 2 the project with the community members? 5 Commitment Were the students committed to 2 completing the project? 6 Taking responsibility Did the students take responsibility 2 for their project? 7 Leadership Were they able to implement the 1 project themselves? (If a student worked alone not applicable / add mark to assessment criteria no 13) 8 Teamwork Did the members of the group work 1 together as a team? 9 Did the student(s) learn from Did the students learn from their 1 mistakes? mistakes? 10 Flexibility Could the students adapt to 1 circumstances to complete the project? 11 Planning and organising Did the students plan and organise 2 the project sensibly? 12 Attitude Was the students attitude positive? 2 13 Meaningful service Did the outcomes of the project 3 address the needs of your institution? TOTAL 20 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 17 A hard copy of the assessment of the community must be submitted with the log statement. Where the log statement is not submitted the marks will be fortified. A student may not pass where a community fails a student on his/her field work. 9. GENDER ASSIGNMENT The assignment on gender awareness will be done in cooperation with the Institute for Women s and Gender Studies. Detailed guidelines for the completion of the assignment will be provided at the first contact session. The assignment will be available on ClickUP. 10. HIV/AIDS IN THE WORKPLACE The assignment on HIV/Aids in the workplace will be done in cooperation with the Centre for the Study of Aids. Guidelines for completing the assignment will be provided at the contact session. The assignment will be available on ClickUP. 11. PROJECT PRESENTATION It is compulsory to do a project presentation to pass the module. The presentation represents 20% of the total mark. All members of the group have to attend the presentation session. If a peer was involved in the project, he or she also has to attend the session to claim the honorarium. The group leader has to book for a session on ClickUP. 11.1 Headings for the project presentation The headings for the presentation are as follows: The project Members in the project Background to the project Execution of the project Lessons learnt 2014 University of Pretoria

18 Community-Based Project Module: JCP 201, 202, 203 Possible impact of the project Way forward with regard to the project 11.2 Assessment criteria for the project presentation The criteria for assessing the presentations are as follows: Content Mark Clarity of presentation 2 Is it clear what the actual problem (A students will fail where the was that the group addressed? student changed the project Did the fieldwork comply with the criteria of the module? Was the identified project without informing the lecturer or did not comply to the criteria of the module) executed? Explanation of project (please use 8 these headings) The Project The project s name Students names and student numbers Background of the project o Why did you decide on this project? o Where did the project take place? o Project layout o Steps how the project was executed o Lessons learnt o Possible impact of the project o Way forward o Possible suggestions with regard to the future of the project Budget 2 (Where a budget has been received. Break down of the 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 19 expenses must be added as hard copy) (Where no budget has been received: Mark added to explanation mark ) PowerPoint of at least 5 slides with 8 headings as indicated in the (If these criteria are not explanation of the project complied with, no marks will be At least five photographs allocated to presentation) showing the student(s) at work TOTAL 20 2014 University of Pretoria

20 Community-Based Project Module: JCP 201, 202, 203 12. PROJECT REPORT IN THE FORM OF A WIKI This report represents 16% of the final mark. During the project proposal session, a link to the wiki will be created on ClickUP. The wiki must be uploaded on the ClickUP. The wiki must be completed before the final presentation. The YouTube video hyperlink must be added on the wiki. 12.1 Headings for the report in the form of a wiki The headings for and assessment of the project report (in the form of a wiki on ClickUP) are as follows: Headings Contents Marks Project details Title of project Group name; Group members: names, student numbers, programme (electrical, electronic, computers) and, where applicable, team roles or individual contributions Contact details of the institution Tel, Postal address, physical address What did we Brief description of the communitybased do? learning project Where did we Identification of the community do the project? developmental need that was addressed When did we Planning do the project? Feedback on the successful completion of the project 2 2 2 2 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 21 Headings Contents Marks The project Project outcomes Feedback from community of completion of project 6 Photographs Hyperlink to YouTube video (Link must be private until marked and approved) Lessons learnt and way forward Own summary supported by evidence from logbook and/or journal and/or any other evidence: o indicating knowledge and skills acquired by doing the project; and 2 o including personal comments of individual group members on the project and the experience. Photographs At least five photographs of student(s) at work in the community. Student has to appear on the photograph. If these criteria are not complied with, no marks will be allocated for the wiki 16 13. YOUTUBE VIDEO The YouTube video represents 16% of the final mark. During the project proposal session it will be explained how to upload the YouTube video. The video must be at least between 3 to 5 minutes. The hyperlink must be added on the wiki report. No marks will be allocated if the video does not comply to following criteria. 2014 University of Pretoria

22 Community-Based Project Module: JCP 201, 202, 203 13.1 Assessment criteria for the YouTube video The assessment criteria for the YouTube video will be as follows: Criteria Mark Following must show on video: 4 Name of project Number of project Year: 2014 Names of students If applicable - acknowledgement of sponsors: Indication where project took place 1 Video shows execution of project by students (Needs to 5 show different interventions on different dates and not a single intervention) Process: Meeting with community Execution of project: Planning/buying of material Students must show how they worked and what they did All the students in the group s faces must show No faces of vulnerable children Final outcome Reflection on their experience. Each students must give 2 short feedback. Thank you to sponsors and community to be willing to 1 accommodate you Look and Excellent 3 3 feel Very good 2 Good 1 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 23 Poor 0 Total 16 The permission letter from the community must be submitted as a hard copy. The YouTube must first be loaded as private and may only be made public after it has been assessed and approved. The YouTube must be saved as: JCP 2014 Group??, Name of project The following must reflect in the description of the YouTube: This was a project of the Community-Based Project of the Faculty Engineering, Built Environment and Information Technology of the University of Pretoria. Also indicate where you worked and what you learnt. 14. LIABILITY, INSURANCE, ETHICS AND DISCIPLINARY ACTION As students of the University of Pretoria, you will represent the University in the communities where you execute your projects, and you must adhere to the basic and applicable ethical codes of conduct. Please note the following: Under very specific circumstances the University could be liable for possible injury to students during the execution of their projects, for which comprehensive insurance coverage is in place. Disciplinary action against students, in the event of their possible misconduct during the execution of their projects, will be taken in accordance with certain specific stipulations laid down under the General Regulations of the University. 15. GRIEVANCE PROCEDURE AND ACADEMIC HONESTY Under no circumstances may students submit any work that has been copied from (or is clearly identical to or adapted from) the work of another candidate or group. This is applicable to the final presentation. Should a candidate or group 2014 University of Pretoria

24 Community-Based Project Module: JCP 201, 202, 203 submit a report identical to that of another candidate or group, both groups could be subjected to a disciplinary hearing, resulting in suspension from the University of Pretoria. 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 25 Study component 1. MODULE SPECIFICATIONS 1.1 Purpose statement Community-based learning is a form of experiential learning aimed at the accomplishment of tasks that meet genuine human needs and, at the same time, serve as an educational and learning tool that enables the student to acquire a number of important life skills. It should not be confused with other types of wellknown experiential learning activities, such as typical professional experiential training projects and periods, or with charity-orientated community service projects, where the only objective is the provision of a service and the only beneficiary is the service recipient. 1.2 Learning presumed to be in place The module is offered on an open-ended and project-oriented basis and the aim is to enhance, develop and improve soft skills that students already have. 1.3 Articulation with other modules in the programme This module links closely with the following learning fields and/or areas: Project Management Life Skills Sociology Development Studies Anthropology Communication Skills Management Skills 2014 University of Pretoria

26 Community-Based Project Module: JCP 201, 202, 203 1.4 Critical cross-field outcomes The following critical cross-field outcomes or life skills, which are of a generic nature, support the module: Identifying and solving problems by using critical and creative thinking Working effectively with others as a member of a team, group, organisation or community Organising and managing oneself and one s activities responsibly and effectively Collecting, analysing, organising and critically evaluating information Communicating effectively, using visual, mathematical and/or language skills in the modes of oral and/or written persuasion Using science and technology responsibly, effectively and critically, showing responsibility towards the environment and the health of others Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation Contributing to the full personal development of each learner and the social and economic development of society at large by making it the underlying intention of any programme of learning to make an individual aware of the importance of: o reflecting on and exploring a variety of strategies to learn more effectively; o participating as responsible citizens in the lives of local, national and global communities; o being culturally and aesthetically sensitive across a range of social contexts; o exploring education and career opportunities; and o developing entrepreneurial opportunities. 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 27 2. MODULE STRUCTURE Information on the study themes and study units, method of instruction, notional hours and contact sessions: Study theme and study units Identifying project and project proposal Method of instruction Notional hours Contact sessions ClickUP during the 13 hours - contact sessions Class discussions Generic orientation session Preparation for community involvement Fieldwork Reporting on fieldwork Final report Presentation of report Individual meetings with students Contact session group work Class discussion Preparing for the fieldwork On-site guidance by project leader, community members and project coordinator Reporting via ClickUP Sessions with coordinator Guidance by lecturer how to upload wiki Hands-on guidance by project leader 7 hours - 40 to 70 hours, depending on the project 5 hours 10 hours - Two sessions 5 hours Presentation - Feedback from project leader, community members and/or project coordinator 2014 University of Pretoria

28 Community-Based Project Module: JCP 201, 202, 203 3. STUDY THEMES AND UNITS 3.1 Specific outcomes For the student: Enriches student learning of course material and brings books to life and life to books. Engages students in active learning that demonstrates the relevance and importance of academic work for their life experience and career choices. Increases awareness of current societal issues as they relate to academic areas of interest. Broadens perspectives of diversity issues and enhances critical thinking skills. Improves interpersonal skills, which are increasingly viewed as important skills in achieving success in professional and personal spheres. Develops civic responsibility through active community development. For the community: Provides substantial human resources to meet educational, human, safety and environmental needs of local communities. Allows the energy and enthusiasm of students to contribute to meeting needs. Fosters an ethic of service and civic participation in students who will be tomorrow s volunteers and civic leaders. Creates potential for additional partnerships and collaboration with the campus. For the faculty and institution: Enriches and enlivens teaching and learning. Builds reciprocal partnerships with the local community. Creates new areas for research and scholarship and increases opportunities for professional recognition and reward. Extends campus resources to the community. 3.2 Assessment criteria Please refer to the organisational component in the study guide. 2014 University of Pretoria

Community-Based Project Module: JCP 201, 202, 203 29 3.3 Embedded knowledge The module is offered on an open-ended and project-orientated basis. The projects will be carried out by individual students or in teams. The team projects are subject to the condition that a distinct task is allocated to each of the team members and that each of the team members be assessed individually. Multidisciplinary project teams, that is, project teams consisting of team members from across the various schools and departments in the faculty, will be encouraged. This statement captures and reflects the basic knowledge, skills and understanding that form the foundation of the current programme (the building blocks ). The student will thus know what knowledge and skills he or she should have mastered previously for successful attainment of the outcomes of this module. 3.4 Self-study activities For more information on this learning area, consult the addresses of the applicable web pages on ClickUP. A list of books and articles and links to websites are also available on ClickUP and in the hand out. 3.5 Assignments Please refer to the organisational component in the study guide. Please note: This module adheres to the requirements (of soft skills) of the Engineering Council of South Africa (ECSA), produces the required outcomes and was accredited in 2012. 2014 University of Pretoria