CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING GLOBA.docx

CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
GLOBAL CITIZENSHIP & EQUITY PROGRAMS
Student Manual · 2011
2
TABLE OF CONTENTS
THE SIGNATURE LEARNING EXPERIENCE: GLOBAL
CITIZENSHIP & EQUITY 3
GCE LEARNING OUTCOMES 3
WHAT IS GLOBAL CITIZENSHIP & EQUITY 3
HOW WILL A GCE PORTFOLIO BENEFIT ME? 4

WHAT IS A GCE PORTFOLIO? 4
ELECTRONIC PORTFOLIO 5
GCE PORTFOLIO DEVELOPMENT PROCESS 5
WHAT IS AN ARTIFACT? 5
Possible Artifacts 5
HOW DO I WRITE A REFLECTION FOR MY GCE
PORTFOLIO? 5
Things to Consider for Reflection 6
SUMMATIVE REFLECTIONS 6
ROLE OF MY GCE PORTFOLIO LEARNING ADVISOR
6
ASSESSMENT OF PORTFOLIO 7
GCE PORTFOLIO CHECKLIST 7
GCE PORTFOLIO RESOURCES 7
REFERENCES 8

APPENDIX A – STUDENT OUTCOMES TRACKING SHEET
9
APPENDIX B – SUMMATIVE QUESTIONS AND
REFLECTIVE EXAMPLES 13
3
THE SIGNATURE LEARNING EXPERIENCE:
GLOBAL CITIZENSHIP & EQUITY
The Signature Learning Experience (SLE) reflects Centennial
College’s commitment to an educational process that
focuses on global citizenship, social justice and equity. The
SLE is a unique educational experience. It is a promise
made to students that you will learn something valuable for
your career success and possibly participate in
transforming lives and communities through this learning.
As a student you will have opportunities through classroom
and co-curricular activities to participate in meaningful
projects that will help you gain an understanding of global
citizenship, social justice and equity issues. You will

document your growth in learning through assignments
and reflections that will result in the development of an
artifact. This collection of artifacts will make up your Global
Citizenship & Equity Portfolio.
You will create a portfolio that will address Centennial’s
Global Citizenship & Equity (GCE) learning outcomes. In
programs where a portfolio is already a requirement, you
will simply add the selected pieces related to global
citizenship, social justice and equity to your existing
portfolio. Upon completion of your GCE Portfolio, you will
receive a Statement of Recognition acknowledging
Centennial’s Signature Learning Experience: Global
Citizenship & Equity.
GCE LEARNING OUTCOMES
The overall goals of the GCE Portfolio requires you to
develop global citizenship and equity knowledge, skills and
experiences as it relates to sustainability of resources,
individual and community identities, critical social analysis,
and enhanced personal and social responsibility. These are
the learning outcomes that you will address when selecting
artifacts for inclusion in your GCE Portfolio.
Artifacts should contain answers to at least one of the six
areas of GCE learning outlined below:
1. How did you examine one’s roles and responsibilities
as a global citizen in personal and professional life?
2. How did you examine beliefs, values and behaviours

that form individual and community identities and the
basis for respectful relationships?
3. Demonstrate how you analyzed issues of equity at the
personal, professional and global level.
4. Demonstrate how you analyzed the use of the world’s
resources to achieve sustainability and equitable
distribution at the personal, professional and global
level.
5. Identify and challenge unjust practices in local and
global systems.
6. Demonstrate how one’s actions support personal and
social responsibility at the local, national or global
level.
WHAT IS GLOBAL CITIZENSHIP & EQUITY?
Centennial learners are citizens in the global sense through
recognition that we must all be aware of our use of
resources and find ways to live together in sustainable
ways.
We must be able to reflect on the many identities that
contribute to our whole being, which form who we are as
individuals, as members of communities, in our roles and
responsibilities and in our place in the world.

When we see that others are being treated with injustice,
we know that we are responsible for trying to ensure that
others are treated justly and provided with equitable
opportunities as fellow citizens of the world.
We think critically about what we do and say, and make
sure that our actions are inclusive, to bring about
transformational changes in lives and communities for
personal, career and societal benefits.
The term citizenship has both legal and social meanings. In
a legal sense, it is that set of rights and responsibilities
granted to a people in recognition of their attachment to a
particular country. In a social sense, it refers to the
participation of people in their community as they fulfill
and debate their rights and responsibilities i. Citizenship is
when you belong to a community and understand your
rights and responsibilities as a member of that community ii.
Global Citizenship is an increasing awareness that our lives
are connected to the lives of people across the world, that
we are members of a global community with rights and
responsibilities to do our part to ensure sustainability of
resources, social justice and equity for all are achieved
locally and globally.
To be a Global Citizen requires action. As participatory
action, Global Citizenship can refer to the responsibility to
reduce inequality, avoid doing actions that could harm
individuals or communal well-being and take steps to
protect and become more conscious of sustaining our
environment. Global Citizenship means valuing the earth
and every living thing’s right to live on it, in addition to
acting upon our responsibilities both to each other and to
our global community. Once you understand the term and

continuously engage in the learning of Global Citizenship it
will become a new way of thinking and behaving rooted in
a belief that you can make a difference.
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A Global Citizen is someone who:
• is aware of the world and has a sense of their own
role as a global citizen;
• respects and values diversity;
• has an understanding of how the world works
economically, politically, socially, culturally,
technologically and environmentally;
• is actively involved in issues of social justice;
• participates in and contributes to the community at a
range of levels from local to global;
• realizes the importance of reaffirming or developing a
sense of identity and self-esteem;
• addresses inequality within and outside school;
• has a willingness to learn from the experiences of
others around the world;
• is willing to act to make the world a more sustainable

place;
• takes responsibility for their actions iii;
• becomes aware of our use of resources and finds
ways to live together in sustainable ways;
• is able to reflect on the many identities that
contribute to our whole being, that form who we are
as individuals, as members of our communities and in
our roles and responsibilities in the world
Equity is not separate from the concept of Global
Citizenship; both terms mean allowing everyone to have an
equal opportunity to achieve and have access to what our
world has to offer in addition to basic human rights. Equity
in action means to ensure there are equitable
opportunities and benefits for all and recognizes that to be
treated equitably some people may need more or different
supports.
For example, a student with a learning disability may
require more time to complete an exam or assignment.
This action is not unfair but equitable because it addresses
the barrier to achieving success that a learning disability
can have on a student.
Therefore equity is not treating everyone the same but is
broader, in that it is an understanding that includes how we
can respond to all differences accordingly and fostering a
barrier-free environment where individuals all over the
world benefit equally.

Understanding and learning GCE through the development
of a portfolio will allow you to display your ability to think
globally and consider issues from a variety of perspectives.
HOW WILL A GCE PORTFOLIO BENEFIT
ME?
Employers today are very interested in aspects of diversity
that lead to greater innovation and efficiency within the
workplace. Understanding the concepts of GCE will allow
you to develop respectful working relationships, which
works to foster productivity. Employers are looking to hire
and maintain staff that can demonstrate problem solving
skills, conflict resolution and ethical behaviours within the
context of social, cultural and racial diversity. iv Additional
benefits of a GCE Portfolio are:
• A greater sense of confidence
• Enhanced leadership abilities
• A developed global consciousness
• A competitiveness over other college graduates
• Improved writing, interpersonal, critical thinking,
problem solving and communications skills
• The ability to work cooperatively with people of
diverse backgrounds and beliefs
• Positive relationship building skills
Portfolio learning allows you to track your personal and
professional growth and development over time. A
portfolio is a self-management tool that will help you to

identify your strengths and track accomplishments.
Therefore, as a Centennial graduate who has completed
and fulfilled the requirements of a GCE Portfolio you have
significantly enhanced the skills necessary to succeed in a
global environment with an increased level of self-
confidence. This is a significant benefit to you and your
journey of learning.
WHAT IS A GCE PORTFOLIO?
The development of a portfolio is a process of documenting
your learning. Each artifact selected for your portfolio
should demonstrate your growth and understanding of
GCE. The development of a portfolio is “the process of
becoming critically aware of how and why our assumptions
have come to constrain the way we perceive, understand
and feel about our world.” v
The documenting of how you have changed or altered your
way of thinking to make you more inclusive, less
discriminating, open, capable of change and reflective so
that you can work to develop beliefs that incorporate
aspects of GCE is this process. The focus of a portfolio in
GCE is to understand how we learn to negotiate and act on
our own purposes, feelings and meanings – to gain greater
control over our lives as socially responsible, clear-thinking
decision makers. vi
A portfolio is a collection of artifacts organized in a variety

of formats (for example a binder, CD/DVD or website).
Developing the GCE Portfolio requires you to develop
artifacts that will include a reflection that documents the
process of understanding and learning about these
concepts.
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You are required to complete and submit a total of SIX
artifacts for your program. Your artifacts must address
at least ONE of the SIX GCE learning outcomes. However
one artifact may address several learning outcomes.
In addition to an artifact you are required to submit a
reflection that details your understanding of GCE. How
to write a reflection in detail is outlined in the following
section.
In Summary, a GCE Portfolio is:
• A demonstration of the process of your learning and
understanding of GCE
• A collection of purposefully selected materials that
support your learning and growth in GCE
• A critical self-reflection of yourself and the world

ELECTRONIC PORTFOLIOS
An electronic portfolio means having artifacts and
reflections formatted using computer technology. You may
use various computer programs to develop artifacts for the
GCE Portfolio. In summary, an electronic portfolio:
• Can be saved as a web site or on a CD/DVD
• Can contain the same information as a paper archive
portfolio and can include audio/video
• Can be created in an interactive manner
• Demonstrates not only organizational skills but also
computer skills
• Can be accessed from anywhere there is a computer
However, you must consider the following questions before
thinking about completing the GCE Portfolio electronically:
• Do you have the computer skills to create and
maintain an e-portfolio?
• Centennial College does not provide students with
free web site hosting therefore have you considered
the costs for hosting a website?
• Will you be concerned about your personal
information being accessible to anyone on the web?
• Are there items on the web site that you would not
want people to copy or have access to make changes

to? This means your work would have to be saved as
PDF or other file protected formats.
As previously mentioned, if you are required to complete a
portfolio for your program, you do not need to maintain
two portfolios. Simply add your artifacts that speak to GCE
to the program/career portfolio.
GCE PORTFOLIO DEVELOPMENT PROCESS
The GCE Portfolio is a visual representation of your GCE
experiences, knowledge, strengths, abilities, skills, qualities
and learning. It will represent your potential as an
individual/employee who is aware of one’s personal and
social responsibilities in an inter-connected world.
Artifacts included in the GCE Portfolio will provide evidence
that you have met the GCE learning outcomes. These
artifacts will emerge from assignments, projects and/or
activities that you complete as part of your academic
course work as well as co-curricular activities and other life
experiences during your program of study.
You will be introduced to portfolio development and given
an initial portfolio “shell” assignment during a designated
course in the first semester of your program. Once you are
introduced to the GCE Portfolio process, the following are
the steps you will need to take to complete your GCE
Portfolio:
• You will add your artifacts to this portfolio “shell” as

you progress through the program.
• The GCE Portfolio Learning Advisor is introduced to
you at the beginning of the program
• You add a GCE artifact from coursework and
accompanying reflection to the portfolio
• You can add optional additional artifacts and
reflections arising from coursework, co-curricular
activities, etc.
• You may meet with the GCE Portfolio Learning
Advisor for guidance
• You may track the inclusion of artifacts on the GCE
Portfolio Student Outcomes Tracking Form
SAMPLE OF THE GCE PORTFOLIO STUDENT OUTCOMES
TRACKING FORM IN APPENDIX A
WHAT IS AN ARTIFACT?
An artifact is an item that you have selected to include for
the GCE Portfolio that will document your growth in
learning. The artifact will demonstrate your skills,
knowledge and experiences in the areas outlined in the
GCE learning outcomes. These items can be classroom
assignments, participation in co-curricular activities and
other items approved by your GCE Portfolio Learning
Advisor.

Possible Artifacts
• Reflections
• Research Papers/Assignments/Presentations
• Poetry/Music/Art Forms
• Actions/Activities/Involvements that may be through
volunteer activities, religious organizations, student
clubs and/or other events on or off campus.
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GCE Portfolio Learning Advisor contact information:
Yasmin Razack (Manager) 416 289-5000 ext. 3397
Julia Satov 416 289-5000 ext. 3364
Ann-Marie Fisher-Herdsman 416 289-5000 ext. 3365
Gabriel Bedard 416 289-5000 ext. 2432
HOW DO I WRITE A REFLECTION FOR MY
GCE PORTFOLIO
A reflection is the written part of your GCE Portfolio that is
submitted with your artifact. Your written piece should
outline a process of describing, defining, explaining,
predicting, arguing and critiquing an assignment or
experience in which you have participated. A reflection is a

written response to the artifact you have selected to
submit for your GCE Portfolio. Your reflection should make
sense of the artifact by demonstrating both the significance
of the artifact selected and how it represents your growth
in learning.
Reflections written for the GCE Portfolio will be assessed
on your ability to demonstrate the following criteria:
• Make connections to global citizenship?
• Analyze what you have learned so far in your program
and how this affects your previous knowledge and
beliefs?
• Ensure accurate and proper use of grammar and
spelling?
Each artifact submitted for the GCE Portfolio is required to
have a reflection accompanying it. This reflection has you
reflect on the dimensions of GCE and/or your GCE
experiences in doing the activity. The reflection should
discuss the artifact by demonstrating both the significance
of the artifact selected and how it represents growth in
learning.
Things to Consider for Reflections
• Write about your reactions, feelings and thoughts
regarding the artifact and how it relates to the GCE
learning outcomes.
• Your reflection is assessed on your analysis and the
conclusions you draw from your experiences.

• Your reflection will demonstrate personal and critical
analysis of your interactions with the development of
the artifacts and/or participation in co-curricular
activities.
• In your reflection, examine the experience and relate
it to perhaps your own previous life experiences,
other courses you have taken, your understanding of
how the information and experiences impact you,
your community and globally.
• What are the questions that this artifact leaves you
with? Are there differences/similarities between your
past experiences and what you are learning?
• Examine the GCE learning outcomes and identify
which of the learning outcomes you have achieved
through completing this artifact and reflection.
• A reflection could also be an auditory reflection in the
form of a video or other audio-visual formats. These
reflections need to be included in the portfolio.
SAMPLE OF A REFLECTIVE PIECE IN APPENDIX B
SUMMATIVE REFLECTIONS
In addition to including artifacts and reflections, you will
create a Summative Reflection for the portfolio at the end
of your program or last semester. The Summative is an

opportunity for you to discuss on paper, in art, in prose or
in digital media what the GCE Portfolio has done for you. It
allows growth by examining, understanding, questioning
and challenging existing knowledge in education, in life and
in work.
Below are some sample summative reflection statements
to get you started. You can complete these statements
with your own personal experiences. After examining your
completed statements, as well as your reflections, you will
be better able to write about what your own personal
journey or learning has been while engaging in Centennial
College’s Signature Learning Experience and developing the
GCE Portfolio. It should be written in first person. This
should be written in full sentences, paragraphs and have an
opening, body and conclusion to the reflection. Grammar
and spelling should be checked for accuracy. Below are the
three recommended question to guide you through the
writing of your Summative reflective piece:
• How has the development of the GCE Portfolio
influenced my values, beliefs and/or actions?
• How will I demonstrate global citizenship as a
Centennial College graduate?
• What skills have I acquired from the development of
the GCE Portfolio that will benefit me in the
workforce, in an interview, in a career?
SAMPLE OF SUMMATIVE QUESTIONS AND SUMMATIVE
REFLECTIVE PIECE IN APPENDIX B

ROLE OF MY GCE PORTFOLIO LEARNING
ADVISOR
You will be introduced to a GCE Portfolio Learning Advisor
in the first semester of your program during one of your
classes. It is your responsibility to meet with your GCE
Portfolio Learning Advisor each semester. Meetings can
take place in-person, by email or phone as appropriate and
agreed upon by your GCE Portfolio Learning Advisor.
At the meeting, you are to share your updated GCE
Portfolio with the Advisor and clarify any questions or
concerns you may have. Each semester, you are to include
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format in which to contain and organize your artifacts.
portfolio (e.g. tabbed dividers).
or more of the GCE learning outcomes.
ction at the end of your program

reflecting on your overall learning and growth in the
area of GCE.
one to two additional artifact(s) and a reflection about the
selected piece in your portfolio.
The GCE Portfolio Learning Advisor may support you in the
following ways:
• Clarify questions regarding GCE Portfolio
requirements, format options, artifacts, process and
assessment for successful completion.
• Provide ongoing support about artifacts you have
selected for your GCE Portfolio that will demonstrate
global citizenship, social justice and equity
knowledge, skills and experiences.
• Direct you to useful on and off campus resources you
may not be aware of.
ASSESSMENT OF PORTFOLIO
All artifacts that are academic assignments will have been
assessed by the faculty member who assigned them. They
will not be assessed by the GCE Portfolio Learning Advisor.
• All artifacts included in the portfolio must have a
reflection describing how the artifact demonstrates
connection to the GCE learning outcome(s); unless
these were part of the original assignment and

previously evaluated by faculty.
• If an artifact is included that was not assigned by a
faculty member but was done independently or as a
co-curricular activity, it also requires a reflection.
• At least one artifact that addresses at least one of the
learning outcomes should be added to the portfolio
every semester.
If another kind of portfolio is a requirement of the
student’s program the GCE artifacts can be incorporated
into the one portfolio – these are evaluated by the faculty.
GCE PORTFOLIO CHECKLIST
The following is a checklist of the required elements of your
GCE Portfolio:
GCE PORTFOLIO RESOURCES
This student manual has been produced to help you
understand the requirements of the GCE Portfolio.
However, there are various supports at Centennial College
that can assist you as you develop your artifacts and
portfolio.

Centre for Organizational Teaching and Learning
(COLT)
Peer Collaborative Learning Circles are small groups that
will be made available to you in order to discuss and
debate different aspects of GCE as well as the process of
GCE Portfolio development. This will be offered once a
semester in order to first introduce the concepts and
requirements of the GCE Portfolio; other discussions will
follow that will include topics that connect the concepts of
GCE to learning of the program in which you are currently
enrolled.
GCE Co-Curricular Initiatives
Co-curricular GCE activities for students will also be offered
through COLT. Attendance at these events is voluntary and
can result in an artifact for inclusion in the GCE Portfolio.
Several other areas and programs in the college, such as
the Office of Equity, Centennial College Student Association
Incorporated (CCSAI) and the First Generation Project, will
organize events and activities that may have a GCE
connection. Reflections on participation in these activities
can also be used as additional artifacts for inclusion in the
GCE Portfolio.
Libraries
The college libraries have purchased a large quantity of
books and other media resources related to GCE. They also
have a selection of books about portfolio development and
librarians are available and willing to help student, staff and
faculty source relevant materials. There are small meeting
rooms for students to use and also areas for viewing media.

Cooperative Education & Employment Resources
Although focused on portfolios for career use, Student
Employment Advisors are available to meet with students
individually and can assist them with common portfolio
issues such as organization, appearance, and general
portfolio development. They also have a sample portfolio
that they can look at for reference. However, the GCE
Portfolio Learning Advisor should be your primary contact
for help with selecting GCE artifacts, reflections and
meeting the GCE learning outcomes.
The Cooperative Education & Employment Resources
department provides a web based tool free to all
Centennial students for development of an online portfolio.
Visit centennialcollege.optimalresume.ca
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REFERENCES
i http://syllabus.boardofstudies.nsw.edu.au/go/7-
10/hsie/history/glossary
ii http://www-
ilomirror.cornell.edu/public/english/protection/migrant/ilmdb/il
mterms.htm

iii Oxfam,1997 – www.oxfam.com
iv Ibid
v Mezirow, J. (1991). Transformative Dimensions of Adult
Learning. San Francisco, CA: Jossey -Bass.
vi Mezirow, J. (2000). Learning to think like an adult: Core
concepts of transformation theory. In J. Mezirow & Associates
(Eds.),
Learning as transformation: Critical perspectives on a theory in
progress (pp. 3-34). San Francisco, CA: Jossey-Bass.
9
APPENDIX A - STUDENT OUTCOMES TRACKING SHEET
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GLOBAL CITIZENSHIP & EQUITY PORTFOLIO
STUDENT OUTCOMES TRACKING FORM
Global Citizenship & Equity Learning Outcome

Develop global citizenship and equity knowledge, skills, and
experiences as they relate to sustainability of resources,
individual and
community identities and critical social analysis, and enhanced
personal and social responsibility.
MEASURABLE OUTCOMES
1. Identify one’s roles and responsibilities as a global citizen in
2. Identify beliefs, values and behaviours that form individual
and community identities and the basis for
respectful relationships.
3. Analyze issues of equity at the personal, professional, and
4. Analyze the use of the world’s resources to achieve
sustainability and equitable distribution at the personal,
professional, and global level
5. Identify and challenge unjust practices in local and global
6. Support how one’s actions support personal and social
Measurable Criteria
• Identify equity issues in a given topic

• Make connections to global citizenship
• Analyze topics from multiple perspectives
• Make decisions and recommendations for action
Instructions:
• Add one artifact per semester from the program courses (not
GNED 500) that address one or more of the above learning
outcomes
and complete the chart below.
• Indicate which learning outcomes have been addressed by
writing its corresponding number in the appropriate column.
• As you include an artifact addressing the learning outcomes
above check the box next to it.
• All of the 6 measurable learning outcomes must be addressed
by the end of your program (all 6 boxes checked off).
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SEMESTER 1 ARTIFACT:
Topic/Activity/Event Learning Outcome Course Reflection
Included Advisor’s Comments

SEMESTER 5 ARTIFACT (IF APPLICABLE):
12
SEMESTER 6 ARTIFACT (IF APPLICABLE):

EXTRA-CURRICULAR ARTIFACT (OPTIONAL):
13
APPENDIX B - SUMMATIVE QUESTIONS AND
REFLECTIVE EXAMPLES
14
COURSE NAME
SEMESTER
Topic: GCE PORTFOLIO SUMMATIVE *
Assignment Type: Individual Submission
Due Date:

Please answer the following questions in the medium of your
choice (written, video, audio, website, etc.)
in order to complete the final component of the GCE Portfolio.
1. How has the development of the GCE Portfolio influenced
my values, beliefs and/or actions?
2. How will I demonstrate global citizenship as a Centennial
College graduate?
3. What skills have I acquired from the development of the GCE
Portfolio that will benefit me in the workforce,
in an interview, in a career?
Upon receipt of your completed submission, you will receive a
Statement of Recognition acknowledging
Centennial’s Signature Learning Experience: Global Citizenship
& Equity. This will be presented to you at your
graduation.
*In order for students to receive a notation on their transcript
and a Statement of Recognition for their GCE Portfolio, a
summative reflection must be completed in this course in
addition to having the GCE artifacts that integrate all 6 GCE
learning outcomes in their GCE Portfolio.

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SAMPLE REFLECTION ON AN ACADEMIC ASSIGNMENT
PRACTICES FOR PROFITABILITY
Practices for Profitability is a research paper that was created
for an assignment for
Business Management. We were to examine three companies
and analyze how
these companies manage their businesses so that they are
competitive in the market
and still maintain their profitability. This paper was written
using only secondary
research. I did my analysis on a manufacturing firm, a personal
services company and
a major retail company.
During our classes in Business Management we examined
human resources,
production planning, international trade, cost analysis and
marketing as well as
many other areas associated with operating a business.
I knew from the newspapers and TV that the rate of full time

employment has been
down and that there has been a trend for companies to hire a
larger percent of part
time workers instead. We talked about the practice of employing
part time
employees and that it is cheaper to hire a few part timers rather
than one full timer.
This is one way that companies try to maintain their profit
levels.
I couldn’t believe though when I did my research on the three
companies that all of
them use part time staff. That didn’t seem like such a problem
until I found out that
the part time staff that do the same job as a full time staff
person, only for a shorter
period of time, get paid on average 20% less. They also don’t
have any benefits such
as medical coverage or paid sick days. They do get the
mandatory vacation pay that
is added to every pay but only at the 2%, no matter how long
they have worked for
the company. In one of the companies, 23% of the staff is from
a temporary agency
and 8% of those temp staff had been with the same company
through the agency for
over one year. Most of those staff work the afternoon shift
rather than days. They
also get notified sometimes that they are not required for work
the same day that
they are scheduled.
I really have difficulty with these practices and feel that it is
unjust that employers
differentiate between workers and that they are not treated
fairly. They should all

get fair pay for equal work. It makes me think about women and
men being paid
differently for the same job. Maybe that is an area I should
investigate further to see
if there really is equality now.
With all this new information and seeing the reality of hiring
practices of companies I
think it is going to be very important for me to thoroughly
research companies that I
think I want to work for before I send them a resume.
Introduction to the
assignment/task
Prior and new
learning
Identification of
equity issue and
potentially unjust
practice examined
from alternate
perspective
Questions
remaining
Connection to Global
Citizenship and Equity
learning outcome (#5
- Identify and
challenge unjust
practices in local and
global systems)

The impact of learning
on personal or
professional life
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SAMPLE SUMMATIVE REFLECTION – LISA
After going through the Signature Learning experience journey,
I have grown to have a better
understanding about many things in the world. I have realized
that I am more alert to things
going on around me, and that I think before I do certain things.
Whenever I buy something for example, I double think what it
is that I am buying and where
it may have come from. This course has also helped me
understand the importance of other
peoples’ opinions. I always listened to what other people had to
say, however I would never
really think about where it is that they may be coming from.
One way I didn’t change is that I still question other people’s
positions. Not in a bad
way, I just question people on where they stand and want them
to back up their
position. I feel I have maintained this because it is important to
me to stand up for

what I believe in, and that other people do the same. It is just a
way of debating
I suppose. I do not intentionally insult them in anyway; I just
ask questions about how they
justify their position.
One area that I would like to do more personal work on is doing
research on sweat shops. I
want to do my best to prevent buying anything that was not
made by fair trade, as well as
educate others in what I have learned. I have already started
doing so.
When I learn more about Guantanamo Bay, which I previously
was not even aware of, I plan
to write a petition and educate other people I know about the
situation while encouraging
them to take some sort of action as well. Two things I want to
learn more about is
Guantanamo Bay, and once again, sweat shops. I will do this by
watching movies and
documentaries on the subjects as well as do research in the
library.
I learned in class that some Budweiser beer is made in
sweatshops but when I told this too
friends and family, everyone told me that this was untrue
because there is a brewery in
Toronto. I plan to call the beer company and ask where all their
beer is made.
Taking this course has helped me work more effectively with
other people in a huge way.
When I first came into this class, I was terrified of public
speaking. However, now I
am a lot more comfortable speaking in front of large groups of

people. This will help
me in the workplace. Also, when I speak to people individually,
I am more open to
their opinions and actually trying to understand where it is that
they are coming
from. This helps me with my personal life because I can have a
mature conversation
with another individual and empathize where they are coming
from. I am definitely more
open to other people’s views and ideas.
The Signature Learning Experience has been a fun and
educating journey. I have learned
many things, but more importantly, I have learned to learn, and
that, in my opinion, is the
best lesson you could ever be taught.
Introduction
What did not
change What changed
Transferable
skills
Goals for change
Conclusion
GC&E Assignment W15 – Food and Water Page 1 of 2
BUSN 119 Fundamentals of Business - Winter 2015

Global Citizenship & Equity Assignment
Food and Water – 40 Marks = 10%
Professor Kerri Shields, [email protected]
DUE DATE: March 15, 2015 in eCentennial Dropbox
Late submission deduction of 20% per day late
Overview:
For this assignment you will research topics pertaining to
sustainability. You will analyze the
use of the world’s resources to achieve sustainability and
equitable distribution at the personal,
professional, and global level. Your professor will grade your
submission based on evidence of
thoroughness, attention to detail, deep thought or careful
consideration given to the questions
asked, connections made from self to world, and reflection (to
think, ponder, or meditate).
Formatting & Spelling (10 marks):
Organize your assignment in an MsWord professional report.
This format includes:

– “Sustainability,”
your name and student
number, professor’s name, and date submitted)
ody of the report (which is organized by headings and
subheadings and includes in-
text citations where needed)
–
you require at least SIX
sources of information (four have been provided for you at the
bottom of these
instructions to help get your research started)
Your assignment should be about 5 pages in length (including
the title page, TOC, and
References page).
Refer to Centennial’s LRC website for APA formatting
guidelines at
http://library.centennialcollege.ca/library/researchhelp/
Criteria (30 marks):
Discuss why the relationship between water and agriculture has

to change. This topic pertains to
how society can help secure the global water and food supplies
for future generations. Use the
following topics to focus your research and address each topic
within your report.
1. Three Issues: Current and possible future global issues
occurring with regards to food
and water supply. Discuss THREE issues. Why are these issues
of high importance to
us? (6 marks)
http://library.centennialcollege.ca/library/researchhelp/
GC&E Assignment W15 – Food and Water Page 2 of 2
2. Possible
Solution
s: Proposed or possible solutions to these issues. Discuss why
these
solutions are or are not viable in your opinion. (6 marks)

3. Equity Across Countries: Will these issues and solutions
affect everyone globally in an
equal manner? Will certain people benefit? If so, who, why?
Can everyone benefit?
(3 marks)
4. Opinions and Suggestions: Are you concerned about the
global issue of securing the
food and water supply? Why or why not? Are there any
suggestions you would make to
improve these solutions or offer other solutions? If not, why
not? (2 marks)
5. Individual Support: How can you, as an individual support or
contribute to securing
water and food supplies for future generations? (3 marks)
6. Government Support: How does the Canadian government
support or contribute to

securing water and food supplies for future generations? Do we
need government
regulation to ensure companies move toward more sustainable
practices? Should the
government’s role in sustainability be the same in each country
around the world? Why
or why not? (5 marks)
7. Societal Support: How can society (groups, countries, or as a
whole) contribute to
securing water and food supplies for future generations? (5
marks)
Websites to help start your research:
Clancy, Heather (September 2014). 13 companies sowing
solutions for food resilience.
GreenBiz. Retrieved from

http://www.greenbiz.com/blog/2014/09/02/big-data-food-
resilience
Neale, Christopher (October 2014). 8 ways Big Data helps
improve global water and food
security. GreenBiz. Retrieved from
http://www.greenbiz.com/blog/2014/10/22/8-ways-big-data-
helps-improve-global-water-and-food-security
Gassert, Francis (November 2013). Why the relationship
between water and agriculture needs
to change. GreenBiz. Retrieved from
http://www.greenbiz.com/blog/2013/11/05/why-
relationship-between-water-and-agriculture-needs-change
Brown, Lester (July 2013). The real threat to our future is peak
water. theguardian.

http://www.theguardian.com/global-
development/2013/jul/06/water-supplies-shrinking-threat-to-
food
http://www.greenbiz.com/blog/2014/09/02/big-data-food-
resilience
http://www.greenbiz.com/blog/2013/11/05/why-relationship-
between-water-and-agriculture-needs-change
http://www.greenbiz.com/blog/2013/11/05/why-relationship-
between-water-and-agriculture-needs-change
food
food

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