Changemaker campus presentation students Nov 2013
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University of Northampton Changemaker Certificate Ashoka social change social justice innovation entrepreneurship employability
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Changemaker Campus Presentation for Students nov 2014
The document introduces the Changemaker Certificate program, which aims to help students stand out from the large number of graduates each year by developing skills to spot and address social problems. It defines a Changemaker as someone who can identify a social issue and take action to solve it. The certificate involves understanding oneself and social issues, solving problems through innovation, planning ventures to create social change, and communicating those ventures. Students can earn bronze, silver, or gold levels by learning and taking action alongside their degrees. The program aims to increase skills like communication, teamwork, and leadership that employers seek.
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Changemaker Campus Presentation for Students nov 2014
The document introduces the Changemaker Certificate program, which aims to help students stand out from the large number of graduates each year by developing skills to spot and address social problems. It defines a Changemaker as someone who can identify a social issue and take action to solve it. The certificate involves understanding oneself and social issues, solving problems through innovation, planning ventures to create social change, and communicating those ventures. Students can earn bronze, silver, or gold levels by learning and taking action alongside their degrees. The program aims to increase skills like communication, teamwork, and leadership that employers seek.
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2) It then discusses steps for conducting research interviews and a survey about student food poverty for a class project. This includes contracting with interview subjects, developing interview questions, and planning to collect survey responses and conduct practice interviews with classmates.
3) The document provides guidance on interviewing best practices and emphasizes the importance of care, consent, and follow-up for interview subjects. It also discusses working collaboratively in groups to plan collecting surveys and practicing interviews for their research
Fdn016 week 2 working definition final
This document provides a systems thinking approach to developing a working definition of student food poverty. It defines student food poverty as dysfunctions (e.g. financial, skills, insecurity) within the system of student food provision. This system aims to keep students fit and healthy and involves shops, supermarkets, fast food outlets, and delivery services. The purpose is to improve educational outcomes by involving students, parents, caterers, and shopkeepers in processes like buying, preparing, and cooking food within boundaries of campus, halls, student housing, and home. This working definition considers student food poverty in a complex systems context rather than isolated factors.
Fdn016a week 2 working definition
The document provides a working definition of student food poverty from a systems thinking perspective. It defines student food poverty as dysfunctions (such as financial issues, lack of skills or security) within the system of student food provision. This system aims to keep students fit and healthy through parts like shops, supermarkets and fast food outlets. The outcomes should be improving educational attainment by involving people like friends, parents and caterers through processes of buying, cooking and preparing food, within boundaries like campus, halls or student housing. The working definition is complex but aims to provide a thorough and useful framing of student food poverty as a systems issue.
Fdn016a week 1 we have a problem
This document provides an introduction and overview to the FDN016 module on social problem solving. It outlines the structure and expectations of the module. Students will investigate the social problem of "student food poverty" through 5 phases: identifying the problem, planning an investigation, collecting evidence, analyzing the evidence, and proposing a solution. Assessment will include journals documenting the investigation and a presentation. The tutor, Tim Curtis, is introduced and contact details are provided. Overall, the module will guide students through exploring an undefined social issue using a structured problem-solving process.
Final week rich pictures social venture canvas
This document provides an overview and recap of the key concepts covered in the FDN016 Last Class module, including systems thinking, tackling supercomplex problems, the hidden rules of university, and Changemaker skills. It discusses using rich pictures and systems diagrams to demonstrate the complexity of a problem situation and the relationships between key root causes and factors. Examples of good, less detailed, and more advanced systems diagrams are shown. The document then introduces the Social Venture Canvas as a tool to develop ideas and solutions. It provides examples of Northampton students who have used this tool before closing with reminders about module deadlines and evaluations.
Fdn016 term 2 week 6 systems thinking to solutions
This document discusses systems thinking and mapping. It encourages watching a film on systems thinking while drawing a systems thinking diagram to engage in active learning. Systems thinking allows us to map all aspects of a problem situation without oversimplifying, and identify root causes versus symptoms. An example systems map is provided related to student food poverty based on literature reviews, surveys, interviews and observations. Participants are instructed to map out everything they know about student food poverty using these sources and techniques, drawing and redrawing diagrams to separate root causes from symptoms. Interventions can then be identified to address dysfunctions.
Fdn016 term 2 week 6 systems thinking to solutions
Systems thinking allows mapping all aspects of a problem without oversimplifying to develop a rich understanding. This includes identifying the differences between surface symptoms and underlying root causes. The document discusses using systems thinking and mapping to thoroughly understand the current state of knowledge regarding overuse of bottled water due to anxiety about tap water quality and perceptions of bottled water being purer. It also outlines initial plans to address this through a tap water versus bottled water taste test competition on campus involving student pledges.
Fdn016 term 2 week 4 interview analysis final
This document discusses analysing text data in qualitative research. It provides information on computer assisted qualitative data analysis software (CAQDAS), grounded theory, coding text data, and lessons learned from analysing interview responses about preferences for drinking bottled water versus tap water. Key points include the importance of cleaning and preparing text data before coding, identifying concepts and ideas through first and second level coding, observing the progression of ideas in the text, and noticing that students are anxious about tap water cleanliness and unaware of drinking water standards.
Fdn016 term 2 Week 4 interview analysis
This document provides instructions for coding qualitative text data using grounded theory. It discusses conducting first and second level coding to identify key ideas and concepts across a text. Students are asked to code interview transcripts about time and breakfast, looking for quotes related to the idea of 'time'. They are also asked to code quotes about water from the interviews by coloring similar ideas. The homework assigns analyzing responses to one interview question from multiple students to identify common themes and outliers.
Fdn016 term 2 week 4 interview analysis
This document provides instructions for analyzing text related to time and meals from student interviews. It directs students to:
1. Code all interview text related to 'time' and breakfast.
2. Compare coding with other students and collect all time-related quotes.
3. Note observations about what the qualitative data suggests and what does not fit.
It then provides sections of text from interviews to code related to time and meals, and water preferences to also code. Homework involves analyzing responses to one interview question from 10-15 students.
Term 2 week 3 data analysis
This document provides an overview of a data analysis exercise for students. It includes objectives of introducing basic data analysis skills without proving conclusions, ensuring statistically significant sample sizes, and using basic spreadsheet functions and statistical tests. It then outlines plans to analyze previously collected student food survey data using Excel functions like median, mode, average, and count to make observations about the full population. Questions are provided to guide analysis, including whether results are representative and data is reliable. Comparisons will be made between halls students and home students, and first and second year students.
Fdn016 term 2 week 1 and 2
This document outlines the schedule and activities for Term 2 Weeks 1 and 2 of a course. It includes recapping and introducing complex systems analysis. Students are asked to complete a project recap checklist, identify personal risks to managing their work, and do surveys and interviews. Rich picture mapping exercises are described as a way to represent problems holistically using nodes, links, boundaries, and perspectives. Students map out the system of making toast and identify potential interventions. Comparing individual and composite rich pictures can incorporate different experiences and perspectives.
Fdn016 week 9 interview design & test #2
This document outlines an activity where students will practice interviewing skills by interviewing a classmate roleplaying as an 18-year old student experiencing food poverty.
The class will be divided into groups to interview the student, with each group designing 3 questions. They will practice contracting into and out of the interview, asking follow up questions, and recording the interview.
Afterwards, the whole class will discuss which interview questions worked well and propose 3 common questions for future interviews on this topic across all classes. The goals are to learn interviewing best practices like caring for the interviewee and obtaining informed consent.
Fdn016 week 4 & 5 defining food poverty 2019
This document provides an overview of course content for FDN016 Weeks 4-5. It discusses defining student food poverty and signing into a Google register. It introduces systems thinking concepts like root definitions, hard and soft systems, and developing a working definition of student food poverty from a systems perspective. Students are asked to find definitions of student food poverty from different sources and compare them. They then create their own definition or express it using systems terminology involving parts, boundaries, processes and people. The document emphasizes applying soft systems methodology to conceptualize the student food system and its purpose, outcomes, and dysfunctions related to food poverty.
Fdn016 week 9 interview design & test #2
The document outlines instructions for a class activity where students will conduct a mock interview. Students have one hour to self-organize into groups and design 3 semi-structured interview questions to ask an 18-year old student character about student food poverty. Two students will interview the character for up to 5 minutes while audio recording. In the second hour, the class will discuss which questions worked well and propose 3 common questions for a wider investigation.
FDN016 Week 8 survey design and test
This document provides guidance and instructions for students regarding a survey design project. It discusses:
1. Completing the first draft of Journal B tasks by the end of the year.
2. Designing a 3-5 question survey in small groups, testing it on another group, and analyzing the results to learn from the experience.
3. Collecting both quantitative and qualitative data through surveys and interviews to understand the experiences of students regarding "food poverty" from a range of perspectives.
FDN016 Week 7 planning
This document provides an overview of the tasks and schedule for students in the FDN016 module over the next 4 weeks. It includes:
1) A planning challenge activity where students must arrange transport for a 6am trip from their homes to Luton airport.
2) A reminder of upcoming tasks like designing surveys, interviews, and empathy maps.
3) A suggestion to "projectise" one's life by scheduling studies, work, home responsibilities, and social activities to fit within 100 hours per week using a provided spreadsheet planning tool.
4) Instructions for the Journal B Task B5 activity which involves using the planning tool to schedule expectations for all home degree modules along with FDN016 over
FDN016 Defining food poverty 2019 final version
This document provides an overview of course content for FDN016 Weeks 4-5. It discusses defining student food poverty and signing into a Google register. It introduces systems thinking concepts like root definitions, hard and soft systems, and developing a working definition of student food poverty from a systems perspective. Students are asked to find definitions of student food poverty from different sources and compare them. They then create their own definition or express it using systems terminology involving parts, boundaries, processes and people. The document emphasizes applying soft systems methodology to conceptualize the student food system and its purpose, outcomes, and dysfunctions related to food poverty.
FDN016 Week 4 and 5 defining food poverty 2019
This document discusses student food poverty and soft systems methodology. It begins with a discussion of how Google search results can be biased and how the system NELSON aims to provide neutral searches. It then prompts the reader to develop a working definition of "student food poverty" and considers it an "unknown problem situation." It introduces concepts from soft systems methodology like root definitions, cognitive blind spots, and managing "messes" rather than solving problems. The document provides guidance on developing a root definition and modeling a purposeful system using parts, boundaries, processes and people. It includes an activity to find definitions of food poverty from different sources and compare them. Finally, it prompts developing a model of a functioning "student food system" at a
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Fdn016 term 2 week 6 systems thinking to solutions
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Changemaker campus presentation students Nov 2013
- 1. Be a CHANGEMAKER Introducing the University of Northampton Changemaker Certificate
- 2. • More than 300,000 students graduate each year in the UK • We want you to be more than just a ‘good’ graduate • We want you to stand out from the crowd! We stand out because we are CHANGEMAKERS!
- 4. Maybe you don’t realise it, but….. You are already Changing the World Changemaker Manifesto 1. 2. 3. 4. 5. 6. I have a responsibility to make positive changes in society I have the power and resources (tangible and intangible) to make a difference I take initiative to bring about innovative change, local and systemic I work with others to maximise impact, working in groups and networks I know and live authentically according to my values I practice empathy; by entering, by a willed use of the imagination, another person's world without judgment
- 5. Have you spotted a social problem? What can I do about it?
- 6. From poverty to pollution…. Some problems seem just too big to tackle Be a CHANGEMAKER What if it’s not just me? What if there is a group of us, making changes? What if there is a lot of us? What if the whole UNIVERSITY was making changes?
- 7. You are not alone Jamie Oliver’s Fifteen Foundation gives job opportunities & training to young people, raising their confidence to become world class chefs
- 8. One Water send 100% of their profit to Africa to fund water projects
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- 11. • • • • Environmental Sustainability Changemakers Student Switch Off + Green House Award Scheme Sustainable Business Ethics Social Enterprise Loan Fund • Student Sustainability Fund Grants • Change ME campaign
- 12. CHANGEMAKER CAMPUS VALUES empathy + initiative + team work + innovation + transformation = positive social change
- 13. NETpositive • Explore social, environmental & financial issues • Measure your starting point • Develop an action plan http://northampton.net-positive.org
- 14. Changemaker Certificate 7 Units, Bronze, Silver, Gold (UG) & Platinum (PG) 1. 2. 3. 4. 5. 6. 7. Understanding social change, innovation & entrepreneurship, Understanding me- my, empathy, my personal assets, skills and resources and my innovation orientation Understanding society, communities and social problems- through voluntary action, scientific research, employment or experience Solving problems- through innovation, ideation and decision-making skills Venture planning- either business, product planning, event creation, performance or media campaigning to achieve mainstreaming Starting and sustaining the venture- financing, governance and selling the venture idea Communicating the venture- marketing and media, personal and organisational branding Start anytime. Learn & act alongside your degree. Peer review. Increase employability
- 15. Starting to be a Changemaker • Sign up to the Changemaker Resource Centre www.northampton.ac.uk/changemaker • Create your Net-Positive Student profile • Register for the Changemaker Certificate