2. Field Notes (due to Instructor by December 8th – worth 30% of your final grade)
You will keep an up-to-date field notebook. It is here that you should record your day’s activities (paying close attention to dates, times, and locations) and include sketches, maps, and references to photographs. Be sure to consult your readings, your GEOG 2P10 (or equivalent) notes and any other material that might help you keep effective field notes BEFORE WE DEPART. In short, you should be producing a document that outlines what you have done throughout each day and what you have observed. It is never a bad idea to stop periodically in order to summarize or organize your work. You should also use your field book as a field diary. This allows you to record your insights, thoughts, and interpretations, and to incorporate these into your day’s work. Remember: that great idea you had – if you do not record it – you’ll forget it. Your field book is particularly important as it will comprise the data you need for your final paper. Failure to submit your field book at this time will result in a grade of zero being awarded for this piece of work.
3. Essay (due to instructor by December 8th – worth 40% of your final grade)
Students will be expected to write a paper of about twelve pages in which they review the literature on the role experiential learning in Geography. This paper must highlight arguments, theoretical assumptions, supporting evidence, and conclusions. Students are expected to consult at least ten sources on experiential learning. In addition, students must use their field notes to provide concrete examples of how their experiences in Vancouver contributed to their understanding of particular geographic problems. Thus, for example, students may use their experiences or observations of subsidized housing to contribute to their understanding of gentrification and race issues in Vancouver. Or, as another example, they may discuss how their experiences or observations of CRAB park help them to engage their understanding of public space. Failure to submit your field book at this time will result in a grade of zero being awarded for this piece of work.
Read the outline
GEOG/TOUR 3Q93 – Vancouver (Online) Field Course
Fall 2020
Instructor:
Mike Ripmeester
mripmeester@brocku.ca
MC C331
905.688.5550 x.4416
Course Communication:
Email policy
You should use your Brock email account in order to ensure delivery and a response.
• Emails sent from non-Brock accounts, such as hotmail, yahoo, gmail, etc. may be identified as
spam and not delivered. Furthermore, it is impossible to determine whether the emails
received from these non-Brock accounts are coming from the person they claim to represent.
• All email messages must include ‘GEOG 3Q93’ in the subject line of your email.
• You can also use the “Chat Room” function on Sakai. I shall check it every few days. I can
answer questions here, if you wish. Students can also use it to contact each other.
Description:
GEOG/TOUR 3Q93 concentrates on Vancouver as a major metropolitan area. Topics will
include: Vancouver’s Historical, Economic, Social and Cultural Geographies
Vancouver is one of the great Canadian cities. The chief objective of this course is to
expose students to the intricate, conflicting, and contradictory geographies of a major
city. The course will emphasize lectures, virtual tours, and online and online assignments
through which students will engage geographical theories, concepts and ideas. More, it
should enhance students’ ability to recognize Geography’s influence on planning and
social policy.
Course Objectives:
Specific Learning Outcomes include: Increasing depth and breadth of geographical
knowledge through information gathering and critical thinking and analytical skills; to
apply geographical knowledge and scholarly literature in a particular research setting; to
communicate information and arguments; and, to increase professional capacity through
the exercise of personal responsibility, the ability to make decisions in a field based
course, and the ability to work with others. See the full degree level expectations for the
Faculty of Social Sciences See the full degree level expectations for Brock University:
(https://brocku.ca/vp-academic/wp-content/uploads/sites/65/Brock-Undergraduate-DegreeLevel-Expectations-1.pdf).
Course Regulations:
The following regulations are described in the University Calendar. It is your responsibility to read
the calendar and adhere to all regulations outlined therein:
Undergrad Calendar: Table of Contents – https://brocku.ca/webcal/current/undergrad/
Undergrad Calendar: Geography Program –
https://brocku.ca/webcal/2020/undergrad/getm.html
1. Academic Misconduct
Because academic integrity is vital to the well-being of the university community, Brock University
takes academic conduct very seriously. Academic misconduct includes plagiarism, which involves
presenting the words and ideas of another person as if they were your own, and other forms of
cheating, such as using crib notes during a test or fabricating data or using other’s data as if it
were your own for a lab assignment or copying field notes. The penalties for academic
misconduct can be very severe. A grade of zero may be given for the assignment or even the
course, and a second offense may result in suspension from the University. Students are urged to
read the section of the Brock University 2020-21 Undergraduate Calendar that pertains to
academic misconduct (https://brocku.ca/webcal/2020/undergrad/areg.html#sec67). The
Calendar defines academic misconduct as (this list is not comprehensive)
Examinations and Tests : Impersonation of a candidate in an examination or test; Copying
information from another student; Use of unauthorized material; etc.
Laboratories: Copying a laboratory report or allowing someone else to copy one’s report; Using
another student’s data unless specifically allowed by the instructor; Using direct quotations or
sections of paraphrased material in a lab report without acknowledgment; Faking or falsifying
laboratory data, etc.
Essays, Assignments, Theses and Dissertations: Submission of an essay, thesis or dissertation
written in whole or in part by someone else as one’s own; Preparing an essay, thesis, dissertation
or assignment for submission by another student; Copying an essay, thesis, dissertation or
assignment, or allowing one’s essay, thesis or assignment to be copied by someone else; Using
direct quotations or large sections of paraphrased material without acknowledgment; The buying
or selling of, or contracting for, term papers, theses, computer programs or other assignments;
The submission of the same piece of work in more than one course without the permission of the
Instructors; Submitting whole or part of a computer program or code with or without
modifications or obfuscation as one’s own, etc.
False or Misleading Representation: Failure to disclose prior academic records required for
admission decisions or other academic purposes; Obtaining medical or other certificates under
false or misleading pretenses ; Altering documents or certificates, including but not restricted to,
health claims, tests, and examinations; Submitting false credentials for any purpose; Forging or
falsifying Brock University documents, including but not restricted to hard copy or electronic
2. Academic Accommodation
The University is committed to fostering an inclusive and supportive environment for all students
and will adhere to the Human Rights principles that ensure respect for dignity, individualized
accommodation, inclusion and full participation. The University provides a wide range of
resources to assist students, as follows:
a) If you require academic accommodation because of a disability or an ongoing health or mental
health condition, please contact Student Accessibility Services at askSAS@brocku.ca or 905 688
5550 ext. 3240.
b) If you require academic accommodation because of an incapacitating medical condition, you
must, as soon as practicable, inform your instructor(s) of your inability to complete your
academic work. You must also submit a Brock University Student Medical Certificate (found at
https://brocku.ca/registrar/toolkit/forms). The University may, at its discretion, request more
detailed documentation in certain cases. If you are unable to write a scheduled examination due
to an incapacitating medical condition, you must follow the process set out in the Faculty
Handbook III:9.4.1.
c) If you are experiencing mental health concerns, contact the Student Wellness and Accessibility
Centre. Good2Talk is a service specifically for post-secondary students, available 24/7, 365 days a
year, and provides anonymous assistance: http://www.good2talk.ca/ or call 1-866-925-5454. For
information on wellness, coping and resiliency, visit: http://brockmentalhealth.ca/mental-wellbeing/.
d) If you require academic accommodation on religious grounds, you should make a formal,
written request to your instructor(s) for alternative dates and/or means of satisfying
requirements. Such requests should be made during the first two weeks of any given academic
term, or as soon as possible after a need for accommodation is known to exist.
e) If you have been affected by sexual violence, the Human Rights & Equity Office offers support,
information, reasonable accommodations, and resources through the Sexual Violence Support &
Education Coordinator. For information on sexual violence, visit Brock’s Sexual Assault and
Harassment Policy or contact the Sexual Violence Support & Response Coordinator at
humanrights@brocku.ca or 905 688 5550 ext. 4387.
f) If you feel you have experienced discrimination or harassment on any of the above grounds,
including racial, gender or other forms of discrimination, contact the Human Rights and Equity
Office at humanrights@brocku.ca.
https://brocku.ca/vp-academic/forms-and-other-resources/
3. Intellectual Property
All slides, presentations, handouts, tests, exams, and other course materials created by the
instructor and guest lecturers in this course are their respective intellectual property. A student
who publicly posts or sells an instructor’s work, without the instructor’s express consent, may be
charged with misconduct under Brock’s Academic Integrity Policy and/or Code of Conduct, and
may also face adverse legal consequences for infringement of intellectual property rights.
4. Important Dates
Students are encouraged to review other important university deadlines and dates posted on the
Brock University https://brocku.ca/important-dates#fall-winter.
Occasion
Session
Stakeholder/Type
Date
Residence
move in day
Fall
2020
Residence
TBC
Labour Day
Fall
2020
Holiday/University Closure
September 7,
2020
First day of
classes (Fall
2020)
Fall
2020
Undergraduate
September 9,
2020
First day of
Fall/Winter
session (D1, D2
Undergraduate)
Fall
2020
Undergraduate
September 9,
2020
Fall 2020
tuition due (All
students
excluding
International
ISP cohort)
Fall
2020
Finance
September 9,
2020
Last day for
registration web
registration
closes (D1 and
D2)
Fall
2020
Undergraduate; Registration
September 22,
2020
Thanksgiving
Fall
2020
Holiday/University Closure
October 12, 2020
Last day to
withdraw from
a Fall (D2)
course (without
academic
penalty / no
grade)
Fall
2020
Undergraduate; Withdrawal
November 2,
2020
Fall
Convocation
Fall
2020
Convocation
TBC
Reading Week
(no classes)
Fall
2020
Reading Week
October 13-16,
2020
Fall Preview
day
Fall
2020
Campus Event
TBC
Last day of
lectures (D2)
Fall
2020
Undergraduate
December 8, 2020
Snow/Reading
days
Fall
2020
Undergraduate
December 9, 2020
Examinations
begin
Fall
2020
Examinations
December 10,
2020
Examinations
end
Fall
2020
Examinations
December 22,
2020
6. Course Grading
As this is a lecture/seminar/field course you are responsible for viewing weekly lectures,
completing weekly assignments, and writing a final term paper).
The assignments will be outlined in more detail on Sakai.
.
Course grades are designed to be in line with the University’s guide lines for evaluating student
performance (https://brocku.ca/webcal/2020/undergrad/areg.html#sec60).
Grading Guidelines
A (90 to 100)
Reserved for students where work is of outstanding quality that provides clear evidence
of a rare talent for the subject and of an original and/or incisive mind.
A (80 to 89)
Awarded for excellent, accurate work in which evidence of a certain flair for and
comprehension of the subject is clearly perceptible.
B (70 to 79)
Indicates competent work that shows a sound grasp of the course goals without being
distinguished.
C (60 to 69)
Represents work of adequate quality which suffers from incompleteness or inaccuracy.
D (50 to 59)
Given where the minimum requirements of a course are barely satisfied.
F (49 or lower)
Means that the minimum requirements have not been met and no credit has been given
for the course.
IN (Incomplete)
Temporary grade granted only in exceptional circumstances to a student who has been
unable to complete some part of the term work in a course. Final grade must be
submitted within 56 days of the last day of the exam period.
Written Work
1. Lesson Assignments (to be completed within one week of opening) – worth 30% of
your final grade)
Lesson Assignments will be found on the Sakai site for this course. Each assignment will
carry its own instructions. During the in the field Vancouver course, students went off
and worked on little projects during our daily outings. This was part of the seminar
component of the course. You obviously can’t do that. In their place, I designed these
assignments in order to try get you to think about the material we are seeing; they are
your way of going off and doing a little research and then reporting on it. Because this
course is asynchronous, we won’t be able to have discussions around these topics. You
will be writing for me only. Consider these assignments then as in lieu of
seminar/participation marks.
2. Field Notes (due to Instructor by December 8th – worth 30% of your final grade)
You will keep an up-to-date field notebook. It is here that you should record your day’s
activities (paying close attention to dates, times, and locations) and include sketches,
maps, and references to photographs. Be sure to consult your readings, your GEOG 2P10
(or equivalent) notes and any other material that might help you keep effective field
notes BEFORE WE DEPART. In short, you should be producing a document that outlines
what you have done throughout each day and what you have observed. It is never a bad
idea to stop periodically in order to summarize or organize your work. You should also
use your field book as a field diary. This allows you to record your insights, thoughts, and
interpretations, and to incorporate these into your day’s work. Remember: that great
idea you had – if you do not record it – you’ll forget it. Your field book is particularly
important as it will comprise the data you need for your final paper. Failure to submit
your field book at this time will result in a grade of zero being awarded for this piece of
work.
3. Essay (due to instructor by December 8th – worth 40% of your final grade)
Students will be expected to write a paper of about twelve pages in which they review
the literature on the role experiential learning in Geography. This paper must highlight
arguments, theoretical assumptions, supporting evidence, and conclusions. Students are
expected to consult at least ten sources on experiential learning. In addition, students
must use their field notes to provide concrete examples of how their experiences in
Vancouver contributed to their understanding of particular geographic problems. Thus,
for example, students may use their experiences or observations of subsidized housing to
contribute to their understanding of gentrification and race issues in Vancouver. Or, as
another example, they may discuss how their experiences or observations of CRAB park
help them to engage their understanding of public space. Failure to submit your field
book at this time will result in a grade of zero being awarded for this piece of work.
Grade Breakdown
Marks
30%
30%
40%
Assignments
Essay
Paper
Due
Within seven days of opening
December 8th
December 8th
I shall begin to release lectures on Wednesday, September 9th. I shall release one per
week. At the same time, I shall open the assignment associated with the lecture.
Lesson Number
and Topic
1. Introduction
2. Physical
Realm
Readings
None
Slaymaker, O., M. Bovis, M. North, T.R. Oke, and J. Ryder,
“The Primordial Environment,” In G. Wynne and T.R. Oke
(eds.) Vancouver and its Region (Vancouver: UBC Press,
1992): 17-37.
City of Vancouver, Hazards that Could Affect our City
(https://vancouver.ca/home-property-development/preparefor-other-disasters.aspx, Accessed April 4, 2020)
Assignment
None
See Sakai
3. First Nations
4. European
Exploration
5. Staple Trades
6. Downtown
Eastside
Clifford, James. “Four Northwest Coast Museums: Travel
Reflections.” Routes: Travel and Translation in the Late
Twentieth Century. (Cambridge: Harvard University Press,
1997) ch. 5.
Harris, Cole. “Social Power and Cultural Change in PreColonial British Columbia.” BC Studies, no. 115 (September
22, 1997): 45-82.
Library and Archives Canada, Mapping the North-West
(https://www.bac-lac.gc.ca/eng/discover/explorationsettlement/pathfinders-passageways/Pages/mappingnorthwest.aspx). Read Mackenzie, Fraser, Thompson sections
only).
Library and Archives Canada, The Pacific Coast
(https://www.bac-lac.gc.ca/eng/discover/explorationsettlement/pathfinders-passageways/Pages/pacificcoast.aspx).
Harris, Cole. “The Making of the Lower Mainland,” The
Resettlement of British Columbia: Essays on Colonialism and
Geographical Change (Vancouver, BC: UBC Press, 1997): 68103.
Watkins, Melville H. “A Staple Theory of Economic
Growth.” The Canadian Journal of Economics and Political
Science / Revue Canadienne D’Economique Et De Science
Politique 29, no. 2 (1963): 141-58.
Burnett, Katherine. “Commodifying Poverty: Gentrification
and Consumption in Vancouver’s Downtown
Eastside.” Urban Geography 35.2 (2014): 157–176.
See Sakai
See Sakai
See Sakai
See Sakai
Wideman, Trevor J, and Jeffrey R Masuda. “Toponymic
Assemblages, Resistance, and the Politics of Planning in
Vancouver, Canada.” Environment and Planning C: Politics
and Space 36, no. 3 (May 2018): 383–402.
7. Gastown and
the Port
Li, Jing, Danièle Moore, and Suzanne Smythe. “Voices from
the ‘Heart’: Understanding a Community-Engaged Festival in
Vancouver’s Downtown Eastside.” Journal of Contemporary
Ethnography 47, no. 4 (August 2018): 399–425.
Ananian, Priscilla, and Ariane Perras. “Living in Old Montreal:
Residents’ Perceptions of the Effects of Urban Development
and Tourism Development on Local Amenities.” Canadian
Geographer 62, no. 4 (December 1, 2018): 535–550.
Hall, Peter V. “Port-city governance: Vancouver Case Study.”
In Port-city governance, Parte 2: Comentarios sobre
experiencias internacionales, La Havre: AIVP, (2010):209–23.
See Sakai
8.Downtown
9 False Creek
10 Kitsilano
http://www.aivp.org/ SEFACIL_portcity_governance/16_caps8_port-city_govern
ance_the_case_of_vancouver_hall.pdf.
Kemp, Roger, and Carl Stephani. “Revitalizing America’s
Downtowns in the 21st Century.” Municipal World 121, no. 5
(May 1, 2011): 26–28.
The Value of Investing in Canadian Downtowns : Case
Studies. Toronto, Ontario: Canadian Urban Institute, 2013.
Ley, David. “Styles of the Times: Liberal and NeoConservative Landscapes in Inner Vancouver, 1968–
1986.” Journal of Historical Geography 13, no. 1 (1987): 40–
56.
Peck, Jamie, Elliot Siemiatycki, and Elvin Wyly. “Vancouver’s
Suburban Involution.” City 18, no. 4-5 (September 3, 2014):
386–415.
Boudreau, Michael. “Hippies, Yippies, the Counterculture,
and the Gastown Riot in in Vancouver, 1968-1971.” BC
Studies, no. 197 (April 1, 2018): 39–207.
Macdonald, A. and S. Chai. “The effects of gentrification on
artists in two Vancouver neighbourhoods.” Western
Geography 17/18/19 (2007, 2008, 2009): 61-77.
11 More
Mitchell, Katharyne. “Conflicting Geographies of Democracy
Neighbourhoods and the Public Sphere in Vancouver BC.” Transactions of the
Institute of British Geographers 22, no. 2 (January 1, 1997):
162–179.
12 Asia in
Vancouver
Scarrow, Howard A. “The Impact of at-Large Elections: Vote
Dilution or Choice Dilution?” Electoral Studies 18, no. 4
(1999): 557–567.
Soules, Matthew. “Back to Front: Laneway Housing in
Vancouver Is Fast Becoming a Viable Means to Increased
Densification in the City’s Subruban
Neighbourhoods.” Canadian Architect 56, no. 11 (November
1, 2011): 29-31.
Anderson, Kay J. “The Idea of Chinatown: The Power of Place
and Institutional Practice in the Making of a Racial
Category.” Annals of the Association of American
Geographers 77, no. 4 (December 1, 1987): 580–598.
Shieh, Leslie, Jessica Chen, Laura Tate, and Brettany Shannon.
“Chinatown, Not Coffeetown: Authenticity and Placemaking
in Vancouver’s Chinatown.” In Planning for authentiCITIES,
1:36–56. 1st ed. Routledge, 2018.
See Sakai
See Sakai
See Sakai
See Sakai
See Sakai
13 Edge Cities
Wideman, Trevor James, and Jeffrey R. Masuda. “Assembling
‘Japantown’? A Critical Toponymy of Urban Dispossession in
Vancouver, Canada.” Urban Geography 39, no. 4 (April 21,
2018): 493–518.
Jones, Craig E., and David Ley. “Transit‐oriented
Development and Gentrification Along Metro Vancouver’s
Low‐income SkyTrain Corridor.” Canadian Geographer / Le
Géographe Canadien 60, no. 1 (March 2016): 9–22.
Turcotte, Martin, and Mireille Vézina. “Migration from
Central to Surrounding Municipalities in Toronto, Montréal
and Vancouver.” Canadian Social Trends, no. 90 (December
1, 2010): 3–24.
Pottie-Sherman, Yolande. “Authenticity with a Bang:
Exploring Suburban Culture and Migration through the New
Phenomenon of the Richmond Night Market.” Urban
Studies. 52.3 (2015): 538–554.
See Sakai