{"id":1032,"date":"2022-05-05T19:48:09","date_gmt":"2022-05-05T23:48:09","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/?post_type=chapter&#038;p=1032"},"modified":"2022-08-06T19:39:44","modified_gmt":"2022-08-06T23:39:44","slug":"module-1-sample-lesson-plan","status":"web-only","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/chapter\/module-1-sample-lesson-plan\/","title":{"raw":"Module 1 - Sample Lesson Plan","rendered":"Module 1 &#8211; Sample Lesson Plan"},"content":{"raw":"On this page you will find the corresponding lecture content for Module 1 - Starting Dialogue and Systems Thinking. This sample lesson plan includes the following:\r\n<ul>\r\n \t<li>Student learning outcomes<\/li>\r\n \t<li>Lecture slides<\/li>\r\n \t<li>Lecture notes and activities<\/li>\r\n \t<li>Lesson Summary<\/li>\r\n<\/ul>\r\nYou may download any or all of this content and adapt as you wish to implement it in your class.\r\n<h2>Student Outcomes<\/h2>\r\nUse these student learning outcomes to guide the implementation of this module into your course.\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Lesson Plan -\u00a0 Student Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nAt the end of this lesson and accompanying assignment, students will be able to:\r\n<ul>\r\n \t<li>Describe the characteristics of simple and complex systems<\/li>\r\n \t<li>Express the complexity of intercultural partnerships through the generation of a systems map<\/li>\r\n \t<li>Locate mutually beneficial and sustainable partnership objectives among a list<\/li>\r\n \t<li>Select an appropriate community contact on a First Nation's website<\/li>\r\n \t<li>Re-create a collaboration systems map based on a relevant example<\/li>\r\n \t<li>Acknowledge the importance of mapping communication channels<\/li>\r\n \t<li>Formulate a personal understanding of respectful email communication<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Lecture Slides<\/h2>\r\n<span style=\"color: #000000\">The lecture slides for this module are embedded below. Feel free to download and adapt the content as you see fit into your course(s).\u00a0<\/span>\r\n\r\n&nbsp;\r\n\r\n[h5p id=\"7\"]\r\n<h2>Lecture Notes &amp; Activities<\/h2>\r\nThe following\u00a0lecture notes and activities parallel the content that are in the lecture slides - you may also use this for your reference when teaching this module's content to your class. You may want to share the lecture notes with students to enrich their learning. A downloadable document with the lecture notes and activities can be found at the bottom of this page.\r\n<h3>First Nations\u2019 Governance<\/h3>\r\nA First Nations band is the term designated by the Indian Act that describes the smallest unit of a group of first nations peoples. For example, the Secwepemc First Nation in BC is composed of 17 distinct bands (Secwepemc, n.d.), which each have their own band councils. On the other hand, some first nations are the same as their bands, like the K'omoks first nation. The band council acts as a local government for the band, and can have jurisdiction over land use, education, health, and other departments relevant to the functioning of the band. Each council is composed of 1 elected chief and at least 2 elected councilors. The number of councilors is representative of the number of people in the band.\r\n\r\nPrior to the implementation of the Indian Act, many Indigenous governance systems were based on hereditary leadership.\u00a0 Hereditary leaders inherited responsibilities to their community and their culture.\r\n\r\nBecause the chiefs &amp; councilors are elected by the band, the elected chief is not necessarily the hereditary chief.\r\n\r\nMany bands and tribal councils have websites with tons of information about:\r\n<ul>\r\n \t<li>History<\/li>\r\n \t<li>Traditional lands<\/li>\r\n \t<li>Governance Structure<\/li>\r\n \t<li>Administrative Directory<\/li>\r\n \t<li>Departments (if the community is large enough) &amp; Projects<\/li>\r\n \t<li>Current Alerts<\/li>\r\n \t<li>Language resources<\/li>\r\n \t<li>Comprehensive Community Plan<\/li>\r\n<\/ul>\r\n<h3>Comprehensive Community Plans<\/h3>\r\nOne thing you may find on a community\u2019s website is a [pb_glossary id=\"352\"]comprehensive community plan [CCP][\/pb_glossary]. A comprehensive community plan (CCP) is a detailed plan created by and for a First Nations community with the purpose of creating community guidelines on (Indigenous Services Canada, 2021) :\r\n<ul>\r\n \t<li>Governance<\/li>\r\n \t<li>Land &amp; Resources<\/li>\r\n \t<li>Health<\/li>\r\n \t<li>Infrastructure Development<\/li>\r\n \t<li>Culture<\/li>\r\n \t<li>Social<\/li>\r\n \t<li>Education<\/li>\r\n \t<li>Economy<\/li>\r\n<\/ul>\r\nThe CCP (K'omoks First Nation, 2014) may cover how the lands and waters within a community should be used and developed, and how local municipalities, governments, private companies, and individuals can interact with the land in the future. It assists with the planning of future developments and delineates what the land can be used for and by whom. The plan may also include an implementation strategy that \u201censures that the directions set out in the plan are achieved\u201d.\r\n\r\nCCPs may be useful to engineers who interact with the First Nations community. For example, the CCP may:\r\n<ul>\r\n \t<li>outline which lands can be developed for certain purposes, such as water &amp; sewer lines and treatment facilities or installments of energy generation infrastructure<\/li>\r\n \t<li>outline the preferred communication strategy for contractors or businesses looking to partner with the community<\/li>\r\n \t<li>entail what types of commercial business they would allow to operate on their land<\/li>\r\n \t<li>outline what types of resources they want to invest in (green energy, for example)<\/li>\r\n \t<li>outline other plans for community economic development, such as who may be employed within the territory\/reserve\/treaty area<\/li>\r\n<\/ul>\r\nFor example, say you are working for an engineering firm that wants to approach the K\u2019omoks First Nation for the purpose of collaboration on a project in the First Nation.\r\n<ol>\r\n \t<li><strong>Go to the First Nations Website <\/strong>\r\n<ul>\r\n \t<li>Go to <a href=\"http:\/\/www.komoks.ca\/\">K'omoks<\/a> and <a href=\"https:\/\/www.aqam.net\/\">Aq'am<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>Review the Site<\/strong>\r\n<ul>\r\n \t<li>Look around and answer: What do you notice on the website?;\u00a0 Does the website include things mentioned on the previous slides?<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong style=\"text-align: initial;font-size: 1em\">Review Community Strategic Plan<\/strong>\r\n<ul>\r\n \t<li>Navigate to the Community Strategic Plan: <a href=\"https:\/\/komoks.ca\/wp-content\/uploads\/2019\/10\/CCP-Version-1.0-March-2014.pdf\">K\u2019omoks <\/a>and\u00a0 <a href=\"https:\/\/www.aqam.net\/government\/community-strategic-plan-ka-kni%E2%B1%A1witiya%E2%B1%A1\">Aq\u2019am<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong style=\"text-align: initial;font-size: 1em\">Review Additional Links<\/strong>\r\n<ul>\r\n \t<li>Click on the link at the bottom of the page: <a href=\"https:\/\/www.youtube.com\/watch?time_continue=122&amp;v=3DawiNxbM14&amp;feature=emb_logo\">K\u2019omoks video<\/a>, or\u00a0 <a href=\"https:\/\/www.aqam.net\/sites\/default\/files\/AQAM_ka%20kni%E2%B1%A1witiya%E2%B1%A1a%20%20our%20thinking%202017.pdf\">Aq\u2019am<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\nConsider, what parts of the plan are most applicable for engineers? The <a href=\"https:\/\/komoks.ca\/wp-content\/uploads\/2019\/10\/CCP-Version-1.0-March-2014.pdf\">K\u2019omoks plan<\/a> has 9 main goals and is centered around four pillars: Past; Present; Future; and Community Action Plan (CAP).\r\n\r\nFour sections of the plan are immediately relevant to engineers: 4.3 - Future Land Use; 4.4 - Future Infrastructure; 4.7 - Economic Development; and 4.8 - Sustainability.\r\n\r\nLet\u2019s explore Section 4.3 a bit deeper to better understand why it could be useful to engineers hoping to engage with the community. When you are doing the assignment later, make sure to look over more than just this section, since land use is only one of many pieces to consider here.\r\n\r\n[h5p id=\"4\"]\r\n<h3>Collaboration in Action<\/h3>\r\nSo we mentioned sustainable relationships in the past slide, what are the 3 pillars of sustainability? Social, environmental, and economic! When doing any consulting work, we want to work toward solutions that meet all three pillars. So let\u2019s say your vision and values align with the community. What\u2019s next? Contact! But who should you contact?\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Reusable Interactive - Finding the Correct Contact<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n[h5p id=\"3\"]\r\n\r\n<\/div>\r\n<\/div>\r\nIf your project falls under the portfolio of an existing department (for example lands and resources, reach out to the Lands and Resources Project Coordinator), otherwise speaking to the reception first, they will be able to guide you to the correct person.\r\n<h3>Systems Thinking<\/h3>\r\n[pb_glossary id=\"395\"]Systems thinking[\/pb_glossary] is a crucial concept to understand before engaging with Indigenous communities, but even if you aren\u2019t working with Indigenous communities, it is important for all engineers to be somewhat familiar with the topic. There are three types of systems we are likely to encounter as engineers: Simple, Complicated, and Complex.\r\n\r\n[pb_glossary id=\"326\"]Simple systems[\/pb_glossary] have known knowns (AKA all the variables are known), so they are solvable. For example, the equation of a line with a known x or y value is solvable. The cause and effects in this system are clear.\r\n\r\n[pb_glossary id=\"327\"]Complicated systems[\/pb_glossary] have known unknowns, like a large system of equations that can be only solved with a matrix. In this case, the cause &amp; effect relationships are separated by space &amp; time. You can utilize systems thinking to solve these systems.\r\n\r\nLastly, there are [pb_glossary id=\"328\"]complex systems[\/pb_glossary]. Complex systems have unknown unknowns, so you don\u2019t know the framework or the variables. The cause &amp; effect relationships aren\u2019t repeated, and the system is only coherent in retrospect.\r\n\r\nFor example, your household growing up was a simple system. There\u2019s you, some siblings, and probably one or two guardians. You can easily map that system in terms of who is related to who. A complex system, though, is hard to map. These systems involve many variables, and many of those variables are dependent on one another. You cannot control the outcome of a complex, systematic problem. However, you can learn the nuances of the system &amp; understand outcomes retroactively. In these cases, the whole of the system is greater than the sum of its parts. Some examples of complex systems and problems include weather predictions, racism, or tracking a virus (epidemiology).\r\n\r\nSo as an engineer, how should you think about systems? How often do you interact with complex systems?\r\n\r\nIf you work in construction, infrastructure planning, natural resources, or a similar field, you probably collaborate with organizations or communities with different values, goals, motives, and structure. Cross-culture or cross-organizational collaborations are complex because they involve a reliance on people, and people are complex. When you or your organization enters a collaboration, you are met with unknown unknowns. Until the project is complete, you won\u2019t be able to track the effects of a decision, since the outcome of a decision relies on numerous moving parts.\r\n<h3>Application<\/h3>\r\n<h4><em>Mapping Communication Channels<\/em><\/h4>\r\nWe can map our communications in a Systems Map. We need to understand where lines of communication exist so that you can ensure the right people are getting the right information.\r\n\r\nConsider a bicycle wheel. If the wheel represents a communications framework,\u00a0 we are all spokes and a communication map is the wheel holding the spokes. Mapping communications helps us keep track of what everyone needs to know and what they are expected to bring to the conversation.\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Exercises - Systems Map Scenarios Brainstorm<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox\">\r\n\r\nYou work for a construction company that specializes in \u201cgreen\u201d solutions. You want to approach a local First Nation to collaborate on a greenhouse project. Your company is willing to subsidize a large part of the project. Consider:\r\n<ul>\r\n \t<li>What stakeholders do we need to include in our systems map?<\/li>\r\n \t<li>Can we use the CCP to figure this out?<\/li>\r\n \t<li>Which stakeholders communicate with each other?<\/li>\r\n \t<li>After you\u2019ve finished brainstorming, sketch a draft systems map based on what students have described. Share the following systems map for students to follow along.<\/li>\r\n<\/ul>\r\n<\/div>\r\n\r\n[caption id=\"attachment_35\" align=\"aligncenter\" width=\"1024\"]<a href=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-scaled.jpg\"><img class=\"wp-image-35 size-large\" src=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-1024x968.jpg\" alt=\"\" width=\"1024\" height=\"968\" \/><\/a> FIG 3 - Example of a Collaborator System Map[\/caption]\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\nAfterward completing the activity, share tips on how to create a systems map:\r\n<ol>\r\n \t<li>Start by listing your stakeholders! Stakeholders within your company, within the First Nation, and externally.<\/li>\r\n \t<li>Determine who are the two initial people involved in the communication.<\/li>\r\n \t<li>List who needs to directly communicate with who on paper, a Word document, a whiteboard, or some other medium that can easily be changed.<\/li>\r\n \t<li>Plan the layout of the system map. Consider the following:\r\n<ul>\r\n \t<li>It is a good idea to keep multiple stakeholders from the same main group (e.g. various departments in the First Nation) in the same area of the chart<\/li>\r\n \t<li>Assign one color and\/or shape to stakeholders within one main group<\/li>\r\n \t<li>Make the initiator (you!) a special shape so you are easily identifiable<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n<h4>Drafting an Engaging Cold Email<\/h4>\r\nA good cold email will include the following: provide context, give details, and include a call to action. Providing context means explaining why you are contacting them, giving them the details necessary to move them from understanding towards action, and a call to action let\u2019s the recipient know what you need from them.\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Reusable Interactives - Drafting a Cold Email<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">[h5p id=\"5\"]<\/div>\r\n<\/div>\r\n<h1>Downloadable Files<\/h1>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Downloadable Lecture Notes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<a href=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/05\/2nd-Year-Assignment_-Strarting-Dialogue-Collaboration-Objectives.docx\"><span class=\"instructure_file_holder link_holder instructure_file_link_holder\">Module 1: Lecture Content (Word)<\/span><\/a>\r\n\r\n<\/div>\r\n<\/div>\r\n<h1>Sources<\/h1>\r\n<p class=\"hanging-indent\">Indigenous Services Canada. (2021, May 28). <em>Comprehensive Community Planning.<\/em> Government of Canada. Retrieved <span style=\"text-align: initial;font-size: 1em\"> from<\/span> <a href=\"https:\/\/www.sac-isc.gc.ca\/eng\/1100100021901\/1613674678125\">https:\/\/www.sac-isc.gc.ca\/eng\/1100100021901\/1613674678125<\/a><\/p>\r\n<p class=\"hanging-indent\">K'\u00f3moks First Nation. (2014).\u00a0<em>Comprehensive Community Plan Version 1.0, 2014-2024<\/em>.\u00a0Available at\u00a0<a href=\"https:\/\/komoks.ca\/wp-content\/uploads\/2019\/10\/CCP-Version-1.0-March-2014.pdf\">https:\/\/komoks.ca\/wp-content\/uploads\/2019\/10\/CCP-Version-1.0-March-2014.pdf<\/a><\/p>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p>On this page you will find the corresponding lecture content for Module 1 &#8211; Starting Dialogue and Systems Thinking. This sample lesson plan includes the following:<\/p>\n<ul>\n<li>Student learning outcomes<\/li>\n<li>Lecture slides<\/li>\n<li>Lecture notes and activities<\/li>\n<li>Lesson Summary<\/li>\n<\/ul>\n<p>You may download any or all of this content and adapt as you wish to implement it in your class.<\/p>\n<h2>Student Outcomes<\/h2>\n<p>Use these student learning outcomes to guide the implementation of this module into your course.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Lesson Plan &#8211;\u00a0 Student Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>At the end of this lesson and accompanying assignment, students will be able to:<\/p>\n<ul>\n<li>Describe the characteristics of simple and complex systems<\/li>\n<li>Express the complexity of intercultural partnerships through the generation of a systems map<\/li>\n<li>Locate mutually beneficial and sustainable partnership objectives among a list<\/li>\n<li>Select an appropriate community contact on a First Nation&#8217;s website<\/li>\n<li>Re-create a collaboration systems map based on a relevant example<\/li>\n<li>Acknowledge the importance of mapping communication channels<\/li>\n<li>Formulate a personal understanding of respectful email communication<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Lecture Slides<\/h2>\n<p><span style=\"color: #000000\">The lecture slides for this module are embedded below. Feel free to download and adapt the content as you see fit into your course(s).\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<div id=\"h5p-7\">\n<div class=\"h5p-content\" data-content-id=\"7\"><\/div>\n<\/div>\n<h2>Lecture Notes &amp; Activities<\/h2>\n<p>The following\u00a0lecture notes and activities parallel the content that are in the lecture slides &#8211; you may also use this for your reference when teaching this module&#8217;s content to your class. You may want to share the lecture notes with students to enrich their learning. A downloadable document with the lecture notes and activities can be found at the bottom of this page.<\/p>\n<h3>First Nations\u2019 Governance<\/h3>\n<p>A First Nations band is the term designated by the Indian Act that describes the smallest unit of a group of first nations peoples. For example, the Secwepemc First Nation in BC is composed of 17 distinct bands (Secwepemc, n.d.), which each have their own band councils. On the other hand, some first nations are the same as their bands, like the K&#8217;omoks first nation. The band council acts as a local government for the band, and can have jurisdiction over land use, education, health, and other departments relevant to the functioning of the band. Each council is composed of 1 elected chief and at least 2 elected councilors. The number of councilors is representative of the number of people in the band.<\/p>\n<p>Prior to the implementation of the Indian Act, many Indigenous governance systems were based on hereditary leadership.\u00a0 Hereditary leaders inherited responsibilities to their community and their culture.<\/p>\n<p>Because the chiefs &amp; councilors are elected by the band, the elected chief is not necessarily the hereditary chief.<\/p>\n<p>Many bands and tribal councils have websites with tons of information about:<\/p>\n<ul>\n<li>History<\/li>\n<li>Traditional lands<\/li>\n<li>Governance Structure<\/li>\n<li>Administrative Directory<\/li>\n<li>Departments (if the community is large enough) &amp; Projects<\/li>\n<li>Current Alerts<\/li>\n<li>Language resources<\/li>\n<li>Comprehensive Community Plan<\/li>\n<\/ul>\n<h3>Comprehensive Community Plans<\/h3>\n<p>One thing you may find on a community\u2019s website is a <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_1032_352\">comprehensive community plan [CCP]<\/a>. A comprehensive community plan (CCP) is a detailed plan created by and for a First Nations community with the purpose of creating community guidelines on (Indigenous Services Canada, 2021) :<\/p>\n<ul>\n<li>Governance<\/li>\n<li>Land &amp; Resources<\/li>\n<li>Health<\/li>\n<li>Infrastructure Development<\/li>\n<li>Culture<\/li>\n<li>Social<\/li>\n<li>Education<\/li>\n<li>Economy<\/li>\n<\/ul>\n<p>The CCP (K&#8217;omoks First Nation, 2014) may cover how the lands and waters within a community should be used and developed, and how local municipalities, governments, private companies, and individuals can interact with the land in the future. It assists with the planning of future developments and delineates what the land can be used for and by whom. The plan may also include an implementation strategy that \u201censures that the directions set out in the plan are achieved\u201d.<\/p>\n<p>CCPs may be useful to engineers who interact with the First Nations community. For example, the CCP may:<\/p>\n<ul>\n<li>outline which lands can be developed for certain purposes, such as water &amp; sewer lines and treatment facilities or installments of energy generation infrastructure<\/li>\n<li>outline the preferred communication strategy for contractors or businesses looking to partner with the community<\/li>\n<li>entail what types of commercial business they would allow to operate on their land<\/li>\n<li>outline what types of resources they want to invest in (green energy, for example)<\/li>\n<li>outline other plans for community economic development, such as who may be employed within the territory\/reserve\/treaty area<\/li>\n<\/ul>\n<p>For example, say you are working for an engineering firm that wants to approach the K\u2019omoks First Nation for the purpose of collaboration on a project in the First Nation.<\/p>\n<ol>\n<li><strong>Go to the First Nations Website <\/strong>\n<ul>\n<li>Go to <a href=\"http:\/\/www.komoks.ca\/\">K&#8217;omoks<\/a> and <a href=\"https:\/\/www.aqam.net\/\">Aq&#8217;am<\/a><\/li>\n<\/ul>\n<\/li>\n<li><strong>Review the Site<\/strong>\n<ul>\n<li>Look around and answer: What do you notice on the website?;\u00a0 Does the website include things mentioned on the previous slides?<\/li>\n<\/ul>\n<\/li>\n<li><strong style=\"text-align: initial;font-size: 1em\">Review Community Strategic Plan<\/strong>\n<ul>\n<li>Navigate to the Community Strategic Plan: <a href=\"https:\/\/komoks.ca\/wp-content\/uploads\/2019\/10\/CCP-Version-1.0-March-2014.pdf\">K\u2019omoks <\/a>and\u00a0 <a href=\"https:\/\/www.aqam.net\/government\/community-strategic-plan-ka-kni%E2%B1%A1witiya%E2%B1%A1\">Aq\u2019am<\/a><\/li>\n<\/ul>\n<\/li>\n<li><strong style=\"text-align: initial;font-size: 1em\">Review Additional Links<\/strong>\n<ul>\n<li>Click on the link at the bottom of the page: <a href=\"https:\/\/www.youtube.com\/watch?time_continue=122&amp;v=3DawiNxbM14&amp;feature=emb_logo\">K\u2019omoks video<\/a>, or\u00a0 <a href=\"https:\/\/www.aqam.net\/sites\/default\/files\/AQAM_ka%20kni%E2%B1%A1witiya%E2%B1%A1a%20%20our%20thinking%202017.pdf\">Aq\u2019am<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p>Consider, what parts of the plan are most applicable for engineers? The <a href=\"https:\/\/komoks.ca\/wp-content\/uploads\/2019\/10\/CCP-Version-1.0-March-2014.pdf\">K\u2019omoks plan<\/a> has 9 main goals and is centered around four pillars: Past; Present; Future; and Community Action Plan (CAP).<\/p>\n<p>Four sections of the plan are immediately relevant to engineers: 4.3 &#8211; Future Land Use; 4.4 &#8211; Future Infrastructure; 4.7 &#8211; Economic Development; and 4.8 &#8211; Sustainability.<\/p>\n<p>Let\u2019s explore Section 4.3 a bit deeper to better understand why it could be useful to engineers hoping to engage with the community. When you are doing the assignment later, make sure to look over more than just this section, since land use is only one of many pieces to consider here.<\/p>\n<div id=\"h5p-4\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-4\" class=\"h5p-iframe\" data-content-id=\"4\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Sample Exploration - 4.3 - Future Land Use\"><\/iframe><\/div>\n<\/div>\n<h3>Collaboration in Action<\/h3>\n<p>So we mentioned sustainable relationships in the past slide, what are the 3 pillars of sustainability? Social, environmental, and economic! When doing any consulting work, we want to work toward solutions that meet all three pillars. So let\u2019s say your vision and values align with the community. What\u2019s next? Contact! But who should you contact?<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Reusable Interactive &#8211; Finding the Correct Contact<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div id=\"h5p-3\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-3\" class=\"h5p-iframe\" data-content-id=\"3\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Exercise - Community Website Contacts\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<\/div>\n<p>If your project falls under the portfolio of an existing department (for example lands and resources, reach out to the Lands and Resources Project Coordinator), otherwise speaking to the reception first, they will be able to guide you to the correct person.<\/p>\n<h3>Systems Thinking<\/h3>\n<p><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_1032_395\">Systems thinking<\/a> is a crucial concept to understand before engaging with Indigenous communities, but even if you aren\u2019t working with Indigenous communities, it is important for all engineers to be somewhat familiar with the topic. There are three types of systems we are likely to encounter as engineers: Simple, Complicated, and Complex.<\/p>\n<p><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_1032_326\">Simple systems<\/a> have known knowns (AKA all the variables are known), so they are solvable. For example, the equation of a line with a known x or y value is solvable. The cause and effects in this system are clear.<\/p>\n<p><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_1032_327\">Complicated systems<\/a> have known unknowns, like a large system of equations that can be only solved with a matrix. In this case, the cause &amp; effect relationships are separated by space &amp; time. You can utilize systems thinking to solve these systems.<\/p>\n<p>Lastly, there are <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_1032_328\">complex systems<\/a>. Complex systems have unknown unknowns, so you don\u2019t know the framework or the variables. The cause &amp; effect relationships aren\u2019t repeated, and the system is only coherent in retrospect.<\/p>\n<p>For example, your household growing up was a simple system. There\u2019s you, some siblings, and probably one or two guardians. You can easily map that system in terms of who is related to who. A complex system, though, is hard to map. These systems involve many variables, and many of those variables are dependent on one another. You cannot control the outcome of a complex, systematic problem. However, you can learn the nuances of the system &amp; understand outcomes retroactively. In these cases, the whole of the system is greater than the sum of its parts. Some examples of complex systems and problems include weather predictions, racism, or tracking a virus (epidemiology).<\/p>\n<p>So as an engineer, how should you think about systems? How often do you interact with complex systems?<\/p>\n<p>If you work in construction, infrastructure planning, natural resources, or a similar field, you probably collaborate with organizations or communities with different values, goals, motives, and structure. Cross-culture or cross-organizational collaborations are complex because they involve a reliance on people, and people are complex. When you or your organization enters a collaboration, you are met with unknown unknowns. Until the project is complete, you won\u2019t be able to track the effects of a decision, since the outcome of a decision relies on numerous moving parts.<\/p>\n<h3>Application<\/h3>\n<h4><em>Mapping Communication Channels<\/em><\/h4>\n<p>We can map our communications in a Systems Map. We need to understand where lines of communication exist so that you can ensure the right people are getting the right information.<\/p>\n<p>Consider a bicycle wheel. If the wheel represents a communications framework,\u00a0 we are all spokes and a communication map is the wheel holding the spokes. Mapping communications helps us keep track of what everyone needs to know and what they are expected to bring to the conversation.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercises &#8211; Systems Map Scenarios Brainstorm<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox\">\n<p>You work for a construction company that specializes in \u201cgreen\u201d solutions. You want to approach a local First Nation to collaborate on a greenhouse project. Your company is willing to subsidize a large part of the project. Consider:<\/p>\n<ul>\n<li>What stakeholders do we need to include in our systems map?<\/li>\n<li>Can we use the CCP to figure this out?<\/li>\n<li>Which stakeholders communicate with each other?<\/li>\n<li>After you\u2019ve finished brainstorming, sketch a draft systems map based on what students have described. Share the following systems map for students to follow along.<\/li>\n<\/ul>\n<\/div>\n<figure id=\"attachment_35\" aria-describedby=\"caption-attachment-35\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-scaled.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-35 size-large\" src=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-1024x968.jpg\" alt=\"\" width=\"1024\" height=\"968\" srcset=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-1024x968.jpg 1024w, https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-300x284.jpg 300w, https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-768x726.jpg 768w, https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-1536x1452.jpg 1536w, https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-2048x1936.jpg 2048w, https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-65x61.jpg 65w, https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-225x213.jpg 225w, https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-350x331.jpg 350w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/a><figcaption id=\"caption-attachment-35\" class=\"wp-caption-text\">FIG 3 &#8211; Example of a Collaborator System Map<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<p>Afterward completing the activity, share tips on how to create a systems map:<\/p>\n<ol>\n<li>Start by listing your stakeholders! Stakeholders within your company, within the First Nation, and externally.<\/li>\n<li>Determine who are the two initial people involved in the communication.<\/li>\n<li>List who needs to directly communicate with who on paper, a Word document, a whiteboard, or some other medium that can easily be changed.<\/li>\n<li>Plan the layout of the system map. Consider the following:\n<ul>\n<li>It is a good idea to keep multiple stakeholders from the same main group (e.g. various departments in the First Nation) in the same area of the chart<\/li>\n<li>Assign one color and\/or shape to stakeholders within one main group<\/li>\n<li>Make the initiator (you!) a special shape so you are easily identifiable<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<h4>Drafting an Engaging Cold Email<\/h4>\n<p>A good cold email will include the following: provide context, give details, and include a call to action. Providing context means explaining why you are contacting them, giving them the details necessary to move them from understanding towards action, and a call to action let\u2019s the recipient know what you need from them.<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Reusable Interactives &#8211; Drafting a Cold Email<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div id=\"h5p-5\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-5\" class=\"h5p-iframe\" data-content-id=\"5\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Drafting a Email\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<\/div>\n<h1>Downloadable Files<\/h1>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Downloadable Lecture Notes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><a href=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/05\/2nd-Year-Assignment_-Strarting-Dialogue-Collaboration-Objectives.docx\"><span class=\"instructure_file_holder link_holder instructure_file_link_holder\">Module 1: Lecture Content (Word)<\/span><\/a><\/p>\n<\/div>\n<\/div>\n<h1>Sources<\/h1>\n<p class=\"hanging-indent\">Indigenous Services Canada. (2021, May 28). <em>Comprehensive Community Planning.<\/em> Government of Canada. Retrieved <span style=\"text-align: initial;font-size: 1em\"> from<\/span> <a href=\"https:\/\/www.sac-isc.gc.ca\/eng\/1100100021901\/1613674678125\">https:\/\/www.sac-isc.gc.ca\/eng\/1100100021901\/1613674678125<\/a><\/p>\n<p class=\"hanging-indent\">K&#8217;\u00f3moks First Nation. (2014).\u00a0<em>Comprehensive Community Plan Version 1.0, 2014-2024<\/em>.\u00a0Available at\u00a0<a href=\"https:\/\/komoks.ca\/wp-content\/uploads\/2019\/10\/CCP-Version-1.0-March-2014.pdf\">https:\/\/komoks.ca\/wp-content\/uploads\/2019\/10\/CCP-Version-1.0-March-2014.pdf<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"media-attributions clear\" prefix:cc=\"http:\/\/creativecommons.org\/ns#\" prefix:dc=\"http:\/\/purl.org\/dc\/terms\/\"><h2>Media Attributions<\/h2><ul><li about=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-scaled.jpg\"><a rel=\"cc:attributionURL\" href=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/01\/2nd-Year-Assignment-System-Map-scaled.jpg\" property=\"dc:title\">Example of a Collaborator System Map<\/a>  &copy;  Pamela Wolf    is licensed under a  <a rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA (Attribution NonCommercial ShareAlike)<\/a> license<\/li><\/ul><\/div><div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_1032_352\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_1032_352\"><div tabindex=\"-1\"><p>a detailed plan created by and for a First Nations community with the purpose of creating community guidelines on (Government of Canada, 2016)<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_1032_395\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_1032_395\"><div tabindex=\"-1\"><p>XXXXX<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_1032_326\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_1032_326\"><div tabindex=\"-1\"><p>Simple systems have known knowns (AKA all the variables are known), so they are solvable. For example, the equation of a line with a known x or y value is solvable. The cause and effects in this system are clear.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_1032_327\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_1032_327\"><div tabindex=\"-1\"><p>Complicated systems have known unknowns, like a large system of equations that can be only solved with a matrix. In this case, the cause &amp; effect relationships are separated by space &amp; time. You can utilize systems thinking to solve these systems.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_1032_328\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_1032_328\"><div tabindex=\"-1\"><p>Complex systems have unknown unknowns, so you don\u2019t know the framework or the variables. The cause &amp; effect relationships aren\u2019t repeated, and the system is only coherent in retrospect.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":1076,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-1032","chapter","type-chapter","status-web-only","hentry"],"part":1024,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1032","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/users\/1076"}],"version-history":[{"count":25,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1032\/revisions"}],"predecessor-version":[{"id":1440,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1032\/revisions\/1440"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/parts\/1024"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1032\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/media?parent=1032"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapter-type?post=1032"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/contributor?post=1032"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/license?post=1032"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}