Building Community Resilience in a Changing Climate Designed & Facilitated by: Marian Turniawan
Online Sep 14 - Nov 6, 2026
Building Community Resilience in a Changing Climate Designed & Facilitated by: Marian Turniawan, Program Teaching Staff email: mturniaw@stfx.ca website: www.coady.stfx.ca
Contents
Meet Your Facilitator!
p. 4
Course Description
p. 5
Learning Outcomes
p. 6
Course Outputs
p. 7
Delivery: Format, Time, Equipment
p. 8
Course Schedule & Topics
p. 10
Assessment Details
p. 11
Policies
p. 18
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Meet your facilitator! Welcome! I'm Marian, the Coady facilitator for the online Building Community Resilience in a Changing Climate course. I was born and raised in Mi'kma'ki, 11 kilometers outside of Nalikitquniejk (known colonially as the town of Antigonish, in Nova Scotia, Canada), which is also the home of Coady Institute. After 15 years of living in different parts of the world, I returned to Antigonish with my husband, Taylor, who immigrated to Canada from the USA. My work at Coady supports (re)building adaptive and resilient communities in the context of climate and environmental change, grounded in nurturing human and more-than-human relationships. I begin with an understanding that bringing together many ways of knowing and being facilitates creativity, widening the lens of possibility for cultivating a world in which all can lead dignified and meaningful lives that work in reciprocity with Mother Earth. Through Coady, I support learning in various spaces – facilitating online and in-person courses, workshops, and research/knowledge building activities – with partners and community members in Nova Scotia and globally.
Outside of Coady, I spend my time working on climate action in our community, hiking with Taylor and our dog Puma, kayaking in the ocean in front of our house, and caring for my gardens (I am a kitchen gardener, meaning, I grow food for my family and friends, but not for the market!). I love food - cooking and eating cuisines from around the world is a passion of mine! I feel so grateful to be able to walk out into my garden and harvest food for our meals. My happy moments are those spent outside on this beautiful land, as she has been my greatest teacher. I look forward to learning alongside all of you!
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Course Description Human-induced climate change is one of the most pressing challenges of our time, reshaping how people live, work, and imagine the future. Its impacts are felt across all sectors of society, including water and food systems, housing, health and sanitation, employment, industry, finance, security, and migration. At the same time, climate action intersects with the priorities of many civil society actors—those advancing gender justice, upholding and honouring Indigenous rights and knowledge, and movements mobilizing around environmental protection, youth leadership, and a just transition for workers, among others. In this context of overlapping crises and rapid change, there is a growing need to rethink how we understand the world, organize our societies, and relate to one another and the more-than-human. Across scales, communities are already building resilience in the face of these challenges—through powerful acts of resistance and collective mobilization, as well as the subtle, everyday practices that sustain life. This course introduces foundational concepts and approaches for engaging in climate change and resilience-building work at the community level. It focuses on addressing injustice, (re)building relationships, and exploring locally grounded solutions. Rooted in the understanding that all people and communities hold valuable knowledge, skills, and strengths, the course creates space for participants to share their own experiences—and those of their communities, where appropriate—while engaging with climate resilience in ways that are meaningful within their own contexts. Building Community Resilience in a Changing Climate 2026
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Learning Outcomes
At the end of this course, participants will be able to: Explain basic climate change science and key concepts using accessible language and imagery,
Use an intersectional gender-based lens to explore examples of differentiated impacts of climate change within their communities,
Explore locally led approaches to building community climate resilience, including mitigation, adaptation, and strengths-based strategies, and
Assess the applicability of approaches to building community climate resilience within their own contexts.
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Course Outputs By the end of this course, participants will have: Reviewed course content and completed comprehension checks, individual reflective activities, and group discussions through Moodle (the online learning platform).
Participated in live session group discussions.
Maintained a digital field journal with activities to be completed in their communities or their work contexts, based on provided prompts. Completed one of the final assignment options AND reflected on two of their peers’ assignments.
Final Assignment Options Produce a plan for the application or integration of any course learnings into the participant’s context. Create a knowledge sharing piece that translates or mobilizes any course learnings for the participant’s community. Create a digital “poster” (presentation, video, infographic, collage, etc.) highlighting any learnings from the course that connect to the participant’s context.
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Delivery: Format
This course is delivered online over 8 weeks, using StFX Online’s learning platform, Moodle, and Zoom for live sessions. Participants will select one of the two live session options: Thursdays, 9am-11am ADT OR Thursdays, 7pm-9pm ADT Note: ADT is the Halifax, Canada time zone Completing assigned work prior to live sessions is critical to the approach to learning taken in this course. Participants are required to review and engage with the week’s content prior to live sessions, as live sessions are designed to apply ideas, analyze content in groups, and practice approaches. The live sessions are NOT lectures, and it will not be possible for the facilitator to cover all the content for those who don’t prepare. However, some session time will be provided to address any questions regarding the content.
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Delivery:
Time Commitment & Equipment The total expected commitment per week is 5-7 hours: 2 hours for the live session 3-5 hours outside of live sessions: There is an expectation of engagement with around 2-3 hours of content per week to prepare for the live session, and approximately 1-2 hours per week to complete assignments/engage in online activities. Participants should have access to a desktop or laptop computer, or a tablet, to engage fully in online activities and Zoom sessions. While a smartphone can be used, it may be difficult to view shared materials or participate in certain collaborative activities, such as digital whiteboards.
Given the participatory nature of the live sessions, a stable internet connection is important. A device with a built-in microphone, or the use of a headset, is required for audio participation, and use of a webcam is encouraged. However, recognizing differences in bandwidth and comfort levels, participants are not required to keep their video on at all times.
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Course Schedule & Topics
Week
Dates
Topic
Week 1
Sep 14 - 20
Welcome & Course Grounding
Week 2
Sep 21 - 27
Community Climate Resilience
Week 3
Sep 28 - Oct 4
Climate Change Causes & Mitigation
Week 4
Oct 5 - 11
Climate Change Impacts Vulnerability & Adaptive Capacity
Week 5
Oct 12 - 18
Locally Led Adaptation & Learning from Nature
Week 6
Oct 19 - 25
Circular Thinking
Week 7
Oct 26 - Nov 1
Post-growth Explorations
Week 8
Nov 2 - 6
Revisiting Community Climate Resilience
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Assessment: Overview
Submitting Assignments Assignments for this course are submitted online through Moodle. Assignments must be submitted by 11:59 pm, Atlantic Daylight Time (ADT).
Extensions Granted on a case-by-case basis, extensions must be arranged before the due date/time. Please send your request via email to mturniaw@stfx.ca. You will be notified via email if your extension is granted.
“Meeting Requirements” vs. Grades All assignments in the course are either marked as “meets requirements” or “does not yet meet requirements”. Instead of receiving numeric scores or letter grades, your work will be assessed against criteria outlined in the marking rubric available for each assignment. If you meet the requirements of an assignment, you will receive full credit for it. If you do not yet meet the requirements, you will be provided with feedback and the opportunity to resubmit your assignment within a specific timeframe (typically one week).
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Assessment: Overview
“Meeting Requirements” vs. Grades (continued) The purpose of this approach is to improve your learning experience. It encourages you to explore new ideas and challenge yourself, putting effort into understanding and applying learnings without the pressure of traditional grades. This approach promotes collaboration over competition among learners and aims to reduce the impact of power dynamics between learners and instructors/facilitators. Ultimately, focusing on learning rather than grades will support you to be motivated and engaged in your education.
Course Completion Requirements To complete the course and earn your certificate, you must Attend at least 5 of the 8 live sessions, and complete asynchronous discussion/reflection assignments for the live sessions you cannot attend, Complete the mandatory Moodle activities, and Submit and meet requirements of 3 of the 5 field assignment options, and the final assignment. Note: If you are absent from more than 3 live sessions, please communicate with the facilitator as to why you cannot attend. The facilitator will try to accommodate you to complete your work asynchronously, though these arrangements are granted on a case-by-case basis, and assignments must be submitted within agreed upon time frames.
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Assessment: Assignment Formats
Assignment Formats Recognizing diversity in the way people learn and share information, participants will choose the form for their submitted assignments. The options include: Written pieces: essays, written reflections, papers, poetry. Visuals: pictures, digital storytelling, drawings, posters, graphic recording, mind maps. Audio/Video pieces: spoken reflections or works that are audio or video recorded. Theatre: these types of pieces would have to be recorded and submitted. If you are planning on submitting visuals, poetry, theatre, or other creative pieces, you will also be required to submit a short written or spoken explanation and/or reflection of your piece. For example, for the final assignment, you may decide to draw a graphic recording of your learning journey, incorporating images and small bits of text chronicling your learning and how you will share this with your community. The facilitator would require that you also submit a written or audio recorded explanation and reflection on your piece. Please discuss these creative assignment forms with the facilitator for additional guidance prior to submitting your assignment. Prompts for reflection can be provided upon request.
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Assessment: Participation
Active Asynchronous & Live Session Participation i
This course was designed centering the knowledge, skills, and experiences of all participants. Active engagement in the online platform discussion boards and participation in live sessions by all participants is required for a rich learning experience. Therefore, participation is a significant part of the assessment of this course. The facilitator is looking for participants’ willingness to share their knowledge and/or experiences and to explore new ideas together, and commitment to completing online pre-work. Participants hold a great wealth of knowledge and experience which can contribute enormously to everyone’s learning and generate new knowledge in this important area of study and action.
Assessment Considerations Completion of online platform activities
Did you contribute to discussion boards? Did you complete online comprehension checks and journals?
Live session participation
Did you adhere to our group agreements? Did you engage respectfully with your peers? Did you contribute during discussions, either in plenary or small groups?
Attendance
Did you attend at least 5 of the live sessions, and complete work asynchronously for those you did not attend?
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Assessment: Field Journal
Field Journal Participants will maintain a digital field journal with entries using any of the formats listed above. The field assignments are guided activities that participants undertake in their communities (however they define them) to make connections between what is happening in their community and the course content. These field assignments support ongoing learning. Participants must complete three of five field assignments throughout the course and submit a journal entry for each with the following: An overview of what you did (including which prompt you chose if there were options) and responses to any prompts provided. What you learned from the interaction or experience and if/how it relates to the course content or learnings. Reflection on how the experience went (what went well, what you could do differently in the future) or reflection connecting what you learned to your work or community context.
Assessment Considerations Have you engaged with at least one of the field assignments prompts, and provided an overview of what you did? Have you clearly demonstrated the connection between your entry and the course learnings/content? Have you demonstrated reflection on the experience in your entry?
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Assessment:
Final Assignment Final Assignment The final assignment consists of two parts: 1) Complete one of the following final assignments: Produce a plan for the application or integration of course learnings into your context. Create a knowledge sharing piece that translates or mobilizes course learnings for your community. Create a digital “poster” highlighting learnings from the course that connect to your context OR create a hard copy poster and take a good quality picture to be uploaded. Due Date: Sunday, Nov 1, 2026
2) Look at two of your peers’ final assignments and create a response post with your comments, reflections, suggestions, questions, and/or feedback. Due Date: Wednesday, Nov 5, 2026 Assessment Considerations are on the next page.
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Assessment:
Final Assignment Final Assignment (continued) Assessment Considerations
Clarity & Content
Have you clearly identified learning(s) and/or topic(s) relevant to your context? Have you included sufficient information and details on the topic(s) of interest for your context? Have you identified with whom you will share the learnings (your “audience”), anticipated challenges, and opportunities for support or collaboration? Have you incorporated plans or ideas for how to share the learnings (e.g., identify methods used in the course if you hope to draw inspiration from them)? Have you identified strengths in your community that can support implementation of the learnings?
Presentation of Learnings
Depending on the format you chose this can include organization and flow, spelling and grammar, clarity and flow of visual presentation, creativity, etc. The question you should ask yourself is: Are my thoughts clearly presented and is an audience/reader/ viewer able to follow and understand what I am trying to convey?
Peer Feedback
Have you engaged with at least two of your peers’ final assignments and created a response post with feedback for each? Have you demonstrated this engagement by directly referencing aspects of their assignment (so it is clear that you did not provide generic feedback)?
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Policies Academic Integrity All Coady participants are expected to adhere to St. Francis Xavier’s University's academic integrity policy when completing assignments. Academic Integrity: The Academic Integrity Policy defines plagiarism as “1. Plagiarism: The misrepresentation of another's ideas, words, or other work as one's own, plagiarism is a form of theft. Types of plagiarism may include: a) paraphrasing or re-arranging another's words without proper acknowledgement b) using material from the Internet, a database, a book, a journal, or any other source without attribution” Further details on the StFX Academic Integrity Policy can be found at: https://www.stfx.ca/student-services/academic-services/academic-successcentre/academic-integrity If you have any questions regarding citations and plagiarism when putting together your written assignments, do not hesitate to reach out for clarity. It is always better to be certain and ask for advice if you are unclear if/how/when something should be cited. Use of Generative AI: Any content produced by artificial intelligence must be cited appropriately. Every citation and reference style includes acceptable formats for crediting AI sources. See the StFX Academic Success Centre's guide to citing AI generated content. If you have any questions about the acceptable use of generative AI tools in this course, please speak with the facilitator.
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Policies Participant Conduct Coady educational spaces are structured in a manner that encourages discussion with facilitators and between participants. We invite you to work with us to create learning spaces that foster and promote values of human dignity, equity, non-discrimination, and respect for diversity, through our discussions and our posts. All Coady participants are subject to the St. Francis Xavier University Community Code of Conduct which can be found here: https://www.stfx.ca/universitypolicies-procedures/community-code-conduct
Group Agreements Listen to each other with compassion and curiosity. No one knows everything – together, we know a lot. Honour each person’s lived experience and respect that it might be quite different from your own. Take space/Make space: Create an environment where all have the chance to be heard. Be aware of how much you are sharing and if others have not yet had the opportunity to contribute. Use the “raise hand” function when you’d like to contribute in the large group. Be aware and respectful of each other’s time. Commit to being patient and gracious with ourselves and others when we gather. Online session etiquette – during full group sessions, please mute yourself when you are not speaking to reduce distracting background sounds. If you are in a small group, you may stay unmuted to facilitate discussion if you prefer. However, please be aware of background sounds. Taking space and time if you need it - please communicate with the facilitator if you need to step away or cannot attend class.
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Contact Faciliator: Marian Turniawan Email: mturniaw@stfx.ca Coady Admin: coadyadmit@stfx.ca www.coady.stfx.ca