Course:LFS350/Final Project Report

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Overview

  • 15% of Final Mark
  • There is a 1500 word limit for the final paper, not including tables, figures, critical reflections, appendices or references.
  • The final report is a public document to be returned to your community partner(s) and available for next year's community of learners through the course website. Be tactful and respectful with your language in all parts of your report. Ensure your writing is clear and accessible to a wide audience.
  • You are encouraged to include images in the report (make sure they are of good quality, i.e. > 1MB)
  • Use APA style for in-text citations and reference section
  • Here is an example of the style of writing to which your group should aspire.

Learning Objectives

1. Critically analyze connections between food, health, and the environment within food security discourse.

  • Evaluate the contributions of different food-related academic disciplines to addressing food security issues
  • Integrate disciplinary and systems approaches to understanding food security issues

2. Propose, implement and evaluate a community-based food systems project with an interdisciplinary team.

  • Articulate community values and objectives within broader food system theories
  • Apply the principles of Asset-Based Community Development and Food Justice to address a community food security issue
  • Propose and implement a course of action to address a community food security issue
  • Evaluate project outcomes to demonstrate effectiveness of collective actions

3. Interact professionally with project team members and community stakeholders

  • Develop and disseminate knowledge that is useful to key stakeholders through oral and written communication
  • Reflect on and assess personal experiences gained through participating in a collaborative community-based project.

Instructions

  • Remember, you have already composed much of this report in your project proposal. We recommend beginning with reviewing material there.

Introduction

By the end of the introduction, the reader should know exactly what your group is trying to achieve in this report.

  • Background and context, with respect to your community partner or setting and other research in the field.
  • Significance - why does your project matter?
  • Project objective(s) - what are they and what do you expect to learn?
  • Inquiry question(s) - must be related to your objective(s), clearly stated as a question.

Methods

  • Data collection approach
  • Analysis
  • Ethical considerations

Results

  • Results should flow from your project question(s) and subsequent methods.
  • Consider both process and content. What did you discover through your different efforts at data collection (e.g. through interviews, surveys, observations, etc)?
  • Use graphs, tables and diagrams (they do not contribute to word count)
  • Raw data can be included in the appendix, if relevant (must be referred to in the body of the report).

Discussion

  • What is the significance and relationship of your data to your project objective(s) and question(s)?
  • Use course readings and related peer-reviewed articles from your introduction to help frame your discussion, highlighting the significance of your findings within the broader context of food system issues discussed throughout this course.
  • Discuss the meaning and interpretation of your findings.
  • What connections can be made amidst the results?
  • In light of your results, are there limitations of your methods? What would you do differently to modify or improve your design?

Conclusion

  • Briefly, what has your project shown?
  • How has it added to what is known about the topic?
  • Are there any unanswered questions?
  • Where should we go from here?

Critical Reflections

  • Complete one statement from each member (use Student 1, Student 2, etc. instead of your names), and each statement between 200 to 250 words (does not contribute to overall word count).
  • Critically and thoughtfully reflect on your CBEL project, group work and flexible learning experiences (flexible learning includes e-lectures, the time that was allocated to work with your community partners instead of plenary and tutorial meetings, and use of on-line platforms to report your project progress and final report).