Study Guide (updated 06/02/2024)

Faculty of Engineering, Built Environment and IT

Community-based Project Module

JCP 201/202/203
Table of Contents
1 Introduction ......................................................................................................................... 2
1.1 Welcome ......................................................................................................................................... 2
1.2 Educational approach ..................................................................................................................... 2
1.3 Responsibilities of the student ........................................................................................................ 3
1.4 Group Work .................................................................................................................................... 3
2 Administrative information ................................................................................................... 4
2.1 Contact details ................................................................................................................................ 4
2.2 Email Protocol ................................................................................................................................. 4
2.3 Timetable ........................................................................................................................................ 5
2.4 Study material ................................................................................................................................ 6
2.5 JCP Mentors .................................................................................................................................... 6
2.6 Grievance procedures ..................................................................................................................... 6
3 Module information ............................................................................................................. 7
3.1 Purpose of the module .................................................................................................................... 7
3.2 Module outcomes ........................................................................................................................... 7
3.3 Articulation with other modules in the programme ........................................................................ 7
3.4 Module structure ............................................................................................................................ 7
4 Assessment .......................................................................................................................... 9
4.1 ASSESSMENT PLAN ......................................................................................................................... 9
4.2 GROUP MANAGEMENT ................................................................................................................... 9
4.3 GROUP CONTRACT ........................................................................................................................ 10
4.4 “FIRING” A GROUP MEMBER ........................................................................................................ 11
4.5 PROJECT PROPOSAL ...................................................................................................................... 12
4.5.1 Project Guidelines for own projects ................................................................................................................ 12

4.6 Funding ......................................................................................................................................... 13

4.6.1 Unused funds ................................................................................................................................................... 13
4.7 PROJECT FIELDWORK .................................................................................................................... 13
4.7.1 Booking of tools – list what is available and the process to book ................................................................... 14
4.7.2 TuksNovation ................................................................................................................................................... 14
4.7.3 Assessment criteria for the project fieldwork ................................................................................................. 14

4.8 PROJECT REPORT .......................................................................................................................... 15

4.8.1 Assessment criteria for the project video report ............................................................................................. 16

4.9 EVIDENCE DOCUMENT .................................................................................................................. 17

4.10 Video Competition ........................................................................................................................ 17
4.11 Plagiarism ..................................................................................................................................... 17
5 Support services ................................................................................................................. 18
5.1 Safety in the evening and emergencies ......................................................................................... 18
5.2 E-learning support......................................................................................................................... 18
5.3 Other support services: ................................................................................................................. 18

© 2023 University of Pretoria 1

1 Introduction
1.1 Welcome
After more than a decade in academia working in Aerospace engineering, I found myself connected
to individuals and industries that ask questions about the role of engineers in the 21st century and
more specifically how they needed to be trained to face future challenges the industry will face. One
of the components that often get neglected or overlooked is the development of self-awareness and
self-directedness in order to develop students to be balanced leaders in their individual fields. It is
with renewed passion and curiosity I accepted my role to facilitate the community based module for
the Engineering, Built Environment and IT Faculty.

The community based module is a credit bearing education experience where student are not only
actively engaging in interpersonal skill development but also participate in service activities in
collaboration with community partners. Students are given the opportunity to practice and develop
their interpersonal skills formally taught in the module by engaging in teamwork with fellow students
from different disciplines and also with non-technical members of community. The module intends
for the student to develop, through reflection, understanding of their own experience in a team-based
works space as well as a broader understanding of the application of their discipline knowledge and
its potential impact in their communities in this way also enhancing their sense of civic responsibility.

Service learning has the potential to cultivate within students a professional skill of appreciation. It
creates a personal toolkit with which a graduate can walk into any new environment with completely
foreign stakeholders and systematically map, discover and appreciate the power relations and
dependencies at play. The process of discovering impact and liability are primarily outward focused
and impersonal, but questions of ethics require critical introspection.

Secondly, service-learning is transformative as it places the student in the centre of his own meaning
making. This may lead him to question the validity of the epistemology of his discipline. In particular,
it leads him to question whether his education is equipping him appropriately to solve South African
engineering problems, whether it is current in its integration of technology and whether it is relevant.
These processes are transformative as they push back against what is accepted – firstly in terms of
societal values and secondly in terms of curriculum and pedagogy. This ability to push back through
critical thinking is essential in the development of a professional backbone.

1.2 Educational approach

The module is facilitated with an experiential and active learning strategy to provide the students with
the opportunity for hands-on learning within a community context. We use an active learning
approach called service learning. Service learning is a “teaching and learning strategy integrating
meaningful community service with instruction and reflection to enrich the learning experience, teach
civic responsibility, and strengthen communities” (Learn and Service America, 2010).

Students will engage in a personality typology to understand their communication style and their
potential strengths or frustrations in team-based work which they will use throughout the module to
reflect on their experience. They receive guidelines on community engagement and developing
mutually beneficial goals within the campus-community partnership, after which they will do hands-
on fieldwork. Formal and informal assessment through reflection activities guide the students through
this module with a final report and presentation to wrap up their projects.

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1.3 Responsibilities of the student
The level of development of self-awareness and self-directedness is a direct product of the students’
engagement with the content for personal and professional development provided in this course.
There are multiple assignment only assessed based on participation which could mean that student
don’t complete them or complete them for the sake of having done the work without truly integrating
the experience. There are also peer assessments that the students are encouraged to use as a learning
experience. An experiential learning module is far more effective when students participate and take
responsibility for their own learning experience.

The skills developed in this module is universally beneficial to all walks of life, personal and
professional. The module offers a unique opportunity for this process to transform individuals into
impactful members of society and true leaders in the community. It is our hope that students
acknowledge and perceive this module as such and take advantage of the module by continually
applying what they learn, beyond the module and in their lives outside of their degrees.

To complete the module successfully the following is expected from you:

• Students will have to watch all online lectures provided.
• During the lecture, the guidelines and steps to complete the module successfully will be
discussed.
• Students have to manage their engagement with the module within their own time but
use the calendar guidelines provided by this study guide. The most critical of these relate
to the community partner engagement as well as the assignments for assessment. If the
timeline for community partner engagement and the process to formalise the project
proposal is missed students will have to complete the module in the next year.
• In the case of any changes to the schedule or deadlines, students will be informed via
ClickUP announcements and therefore these announcements should be seen as informal
updates to the Study Guide.
• Two of the assignments include components of peer assessment. It is expected that you
complete the assignment and assessment of your fellow students work with honesty and
respect for their experience.

1.4 Group Work

The current and future workplace in EBIT disciplines places a lot of emphasis on the ability of
student to operate in groups. For this module you will be divided into groups of 4 or 5. This
allocation will be done automatically, to mimic the professional project environment where
you will not have a choice with whom you work. Project Proposals and the final Evidence
Document and Video Report are Group Assignments submitted by the Group Leader. To
prevent certain members not participating, each student will perform an individual evaluation
of each other’s contribution as well as individual community partner assessments of their
participation.

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2 Administrative information
ClickUP will be the primary medium of delivery through which teaching and administration of this
module will be facilitated. Google Forms will also be used form some of the reflection assignments
and feedback on these assignments will be communicated via ClickUP

The primary source of communication for this module will be through ClickUP announcements. Any
queries can be directed to the JCP email account and should follow the line of communication as
stipulated in Section 2.2.

Please note: Email referred to Dr L Smith, Ms B Mokoka or Ms S Mokhethi will be redirected to the
JCP account to keep all communication at a central location. Emailing a different account to the JCP
account can add another 48-hour delay to the response time.

2.1 Contact details

Name Room Telephone E-mail address

number number
and building
Eng 3, R2-2
Dr Lelanie Smith and
012- 420 3333 [email protected]
Ms Bonolo Mokoka
Module coordinators Students who wish to see any of the coordination team must
Office hours make an appointment via e-mail at least 48 hours in advance.

Eng 3, R2-2

Ms Sharne Mokhethi 012- 420 3333 [email protected]

Administrative
Official

Office hours

PLEASE NOTE: Please follow the instructions (Student help at http://eduvation.up.ac.za

(Student help link) how to ensure that you will receive e-mails from ClickUP. It is the
responsibility of each to student to make sure they are receiving communications from the
ClickUP JCP account. No excuses of “emails not received” will be accepted.

2.2 Email Protocol

Please note that more than 1600 students are enrolled in the module, therefore to ensure your
queries are responded to in a timely fashion the line of communication will be as follows:

1. Before any email to the JCP coordinators please review the announcements made and the
study guide. Any queries that have been announced or that appear in the study guide will be
answered by redirecting the student two platforms.
2. Once groups have been formed, mentors will be assigned to each group. In the event that you
do not see an answer to your query on the announcements or in the study guide, your mentor

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 can be asked, please note that mentors are NOT administrators, so any task related questions
should be directed to the next step in point 3.
3. Finally, if all lines of communication have been exhausted, the JCP email account can be used.
Please include ALL your team members, it is good practice to include your mentor as well and
DO not include the coordinators of the module!

Please note: Emails are primarily used for sharing of documents or in sensitive cases that need to be
handled privately. E-mails will be answered, where possible, within 48-72 hours. E-mails must contain
all the needed information such as name and surname, student and group numbers and a SHORT
description of the reason for the email. It is crucial that when you email to [email protected]
that the heading of your email describes the query you have to ensure a timely response.

At minimum emails require group number and project title. All emails should include all the group
members unless it is a private sensitive matter. The same email thread has to be used for all inquiries
to JCP. Multiple emails will lead to delays in response time.

Each trespass of email protocol leads to a single demerit for the whole group from the 1st of April
every year. Three trespasses lead to a 2% reduction on the average mark of each group member.
Please keep each other informed and accountable!!

2.3 Timetable
JCP has no formal timetable slot, however the structure of the module will include 4 compulsory in
person session spread out over the year and have Project Week deadlines to adhere to. All content
will also be placed online but the experiential and peer learning part will only be facilitated in person.
Assignment deadlines are NON-negotiable! This is your responsibility and a critical outcome to the
lessons learnt in this module.

Project Week 0: JCP Orientation week 12-16 February

▪ Group Contracts
▪ Initialise Project Proposals
▪ Budget and Planning for JCP
▪ Reflect on Expectations of JCP
▪ Reflect on influence and impact of sustainability (SDGs)
▪ Conflict Management
▪ Leadership Styles
▪ Motivational Styles
▪ Supporting and Listening
▪ Relational Building (Matching/Mismatching)
▪ Giving and Receiving Feedback
▪ Communication (Negotiation, JCP comms structure and responsibility)
▪ Technical vs Emotional Intelligence
▪ Atomic Habits
▪ Ethics (Power of Radical Honesty) and Equity
▪ Stress Response (SCARF & TRE)
▪ Breathing and Moving as self-regulation (How to improve focus/ Balance in the age of
indulgence)
▪ Confidence and Esteem (Dopamine fasting)
▪ Control vs influence

Project Week 1: Community Visits

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Project Week 2: Project Proposal and budgets
Project Week 5: Project Proposal Approvals and next steps
Project Week 7: Reflection
Project Week 9: Mentors session 1
Project Week 11: Planning and Reflection
Project Week 13: Planning and Reflection
Project Week 21: Planning and Reflection
Project Week 22: Planning and Reflection
Project Week 24: Mentors session 2
Project Week 26: Planning and Reflection
Project Week 29: Mentors session 3

Each project week is marked with a “Minutes of the Meeting Assignment” to ensure the group is
engaging and on track with their project. There are 12 submissions in total and only 10 of these will
be used towards your final mark.

2.4 Study material

No specific textbooks are prescribed for this module, however there are various notes made available
to guide reflection and understanding of the personality types used at the beginning of the module.

2.5 JCP Mentors

The module typically has approximately 1600 students from across the EBIT Faculty. In order to make
sure student teams have guidance and mentorship, each team is provided with a mentor that is
appointed and trained to support the group through the JCP process. Mentors cannot be selected by
the teams themselves. Mentors can be any student that has passed the JCP module and is studying a
course in EBIT. Mentors are not team administrators but guides on the professional development in
the group.

Only one mentor per group will be allowed.

2.6 Grievance procedures

JCP should be viewed as starting to work at a new company. There are different levels of employees
and a specific protocol to voicing grievances. All grievances should be reported in writing, providing
details of the complaint or issue. The following procedure is in place to support students through the
process. If the first point does not resolve the issue then the second point will be the next step to take
and so on.

1. Report the grievance or concern to your assigned mentor for the group (the primary function
of the mentor is to serve as a two-way communication channel between the student groups
and the lecturer). The mentor is your first line manager and the person you report to.
2. Report the issue to the [email protected] email account. This can be perceived as
contacting human resources if the first report to the mentor was not sufficiently addressed.
3. Email both Dr L Smith, Ms Bonolo Mokoka and Ms Sharne Mkhethi directly. This is like
contacting the CEO if the structure of the organisation has not been following appropriate
protocol.
4. Where the co-ordinator is unable to or fails to resolve the matter, you should consult your
Head of Department. This level is extremely serious and should not be taken lightly. Evidence
of all previous lines of communication needs to be compiled and stated and clearly have failed
for this to be followed.

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3 Module information
3.1 Purpose of the module
The module offers an opportunity for personal and professional development through applying
discipline knowledge to a service learning activity. This module demonstrates reciprocity between
academia and community with the service activities designed and organized to meet both the learning
objectives of the module as well as the service needs identified by the community partners. This
module aims to emphasize the importance of effective communication to facilitate collaborative
efforts between a wide range of disciplines and non-technical partners.

3.2 Module outcomes

The main learning outcomes of the module are as follows:

• Develop a self-reflection practice to provide a foundation for continual self-awareness

and self-directedness.
• Develop critical awareness and professional responsibility of the sustainability and
impact of discipline activity on the social, industrial and physical environment and
understand issues relevant to the project.
• Understand how to communicate and listen effectively within a team and the
community and work effectively in a multidisciplinary environment.
• Apply the practice of effective communication through writing assignments and
presentations.

3.3 Articulation with other modules in the programme

JCP is an active learning module which aims to create opportunities for students for professional
development. In this it links to any module in the different programmes in EBIT that enhances these
aspects, formally or informally. The content in this module serves as a tool for students to use and
refer back to as they progress through their degrees and into their work life.

3.4 Module structure

The module consists of various online activities and in-person experiential reflective activities taking
place during the week before formal classes start as well as 40 hour of community based experiential
learning. A critical learning outcome of experiential learning is the ability to be self-directed which
means not all activities are formally assessed but only receive participation marks. It is in the students’
best interest to engage in these activities for their own development.

The module follows a structure through which the students are made aware of their potential global
impact through their degree in the form of the Sustainable Development Goals (SDGs). The idea here
is to cultivate and stimulate global awareness and understanding their local impact from that
perspective.

A large part of the 40 hours outside of the hands-on community work is related to personal and
professional development to equip the student with communication and self-reflection skills that can
enhance their ability to engage with their team members and with the community. This includes a
dynamic personality typology tests that allows for self-awareness of the individuals motivation for
their behaviour in different situations (handling conflict, receiving or giving critical feedback etc) as
well as strategies to support an effective approach to this.

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 Study Theme Study Units Notional Number of
Hours Lectures
1. Service Learning 1.1 Introduction to Active Learning and Service 2 1
Learning
1.2 Introduction to the Sustainable
Development Goals
1.3 Atomic Habits
2. Safety, Security 2.1 Security and safety awareness when 2 2
and Sexual moving into communities
Harassment 2.2 Sexual harassment awareness
Awareness
3. Professional 3.1 Emotional and Technical Intelligence 4 4
Development 3.2 Truine Brain and the SCARF Framework
3.3 Matching/Mismatching
3.4 Levels of Listening
4. Teamwork 4.1 Enneagram Structure and tool for 20 10
dynamics improved communication and teamwork
4.2 Nine Enneagram motivational strategies
4.3 Reflections
TOTAL: 28 Hours

The 40 hours work in community is part of the experiential learning where students engage in practical
work with their team members and have to work together to produce the outcomes agreed upon in
the project proposal. Students are assessed in a variety of self-reflection exercises and through peer
feedback and finally through a video report and presentation of their work in the community.

Study Theme Study Units Notional Number of

Hours Lectures
5. Community 5.1 Selection of Community Partners and 12 1
Project Projects
5.2 Allocation to Groups and initial meetings
5.3 Allocation to Community Partners and first
meetings towards project proposals
5.4 Video Report and Evidence Documents
6. Hands-on 6.1 40 hours are compulsory with up to 8 hours 40 0
community work for planning

Total: 52 Hours

To pass this module, the candidate must achieve a pass of 50% or more in the final mark. The same
academic regulations apply to this module as your other modules.

• No supplementary or special exams are available.

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4 Assessment
4.1 ASSESSMENT PLAN
Assessment type Assessment task Due date Weight
1 Turnitin assignment (1
Team Contract 12 Feb 1
page)
2 Enneagram Personality Test (EPT) Online questionnaire 13 Feb 1
12 Sexual Harassment Assignment Workshop&ClickUP 13 Feb 1
1 SDG Assignment Workshop&ClickUP 13 Feb 1
2 Service Learning Assignment Workshop&ClickUP 13 Feb 1
3 Atomic Habit Workshop&ClickUP 13 Feb 1
4 Conflict Management Workshop 15 Feb 1
5 Leadership Styles Workshop 15 Feb 1
6 Levels of Listening Workshop 15 Feb 1
7 Emotional Intelligence Workshop 15 Feb 1
10 Turnitin assignment (1
Project Proposal 1 Mar 10
page Template)
11 Reflection on EPT Turnitin assignment 20 Feb 1

13 Peer assessment of Reflection of EPT Turnitin assignment 20 Feb 1

14 Reflection on the 9 EPT types in Workshop&Google
20 Feb 3
practice (Head Types) Form
15 Reflection on the 9 EPT types in Workshop&Google
20 Feb 3
practice (Heart Types) Form
16 Reflection on the 9 EPT types in Workshop&Google
20 Feb 3
practice (Body Types) Form
ClickUP announced
Weekly Minutes Assignments 5
assignments
17 Community Work (Community Partner 18 March – 27
Google Form 25
Assessment) Sept
18 Reflection on Group Work Google Form 4 Oct 3
19 Reflection on Community Engagement Google Form 4 Oct 3
20 Reflection on Group Contribution (Part
Google Form 4 Oct 3
1&2)
21 Final Video Report and Evidence
ClickUP 4 Oct 30
document
Must add up to
100

NB! Any mark related matter has to be raised via email up to 4 weeks after the marks have been
released. No marks will be changed after 4 weeks have passed.

4.2 GROUP MANAGEMENT

A team can function as a cooperative unit if each member is aware of their role within the group. It is
also important to change roles to ensure everyone has an opportunity to develop their skills and also
for others to understand what these different roles require. Although this is not formally assessed, it
will be part of the reflection assignment at the end of the project. The team roles can be, but are not
limited to the following:

a. Group leader and co-leader: Moderates team discussion, keeps the group on task, and
distributes work. Keeps the group aware of time constraints and deadlines and makes sure

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 meetings start on time. Checks to make sure all group members understand the concepts and
the group’s conclusions.
b. Group Liaison: Serves as group spokesperson to the class or instructor, summarizing the
group’s activities and/or conclusions. Seeks to uncover new potential in situations and people
(fellow team members but also clients) and explore new areas of inquiry.
c. Reporter: Takes notes summarizing team discussions and decisions, and keeps all necessary
records.

NB! All team members are expected to know the guidelines and rules required to go through the JCP
process. Please make sure to read the study guide and stay on board with the announcements, discuss
how you understand the requirements and expectations set by the module and keep to the deadlines
for the course.

4.3 GROUP CONTRACT

Group work is a core 21st century practice to develop towards becoming a professional. It is important
to understand that in working with others there will always be the potential for miscommunication
and misunderstanding leading to judgements and conflict. The benefits of a cooperative highly
functioning group lead to more than a successful product but also allows individuals to have a
meaningful and engaging experience and feel connected to a common goal and impact.

We are all different, which is what makes us all able to contribute to a project uniquely. We need to
up front set the stage and frame how we want to work together towards achieving the best outcomes
for the projects. Towards this end, it is important to set up a group contract so everyone understand
what each member expects, what the project expects and to be able to communicate those
expectations clearly. This also forms a baseline for each team member to hold the others accountable.

Examples of points to explore towards completing the Group Contract:

a. Respect for each other’s time

i. Punctuality for meetings/engagement/work sessions
ii. Participation and presence for full meetings
iii. Meeting breaks or lengths
b. Respect for each other’s experience
i. Each member will take turns listening as well as talking, and active listening will be a
strategy for all group discussions.
ii. Seek consensus of based on the opinions from EACH group member
iii. Offensive (condescending, blasphemous, sexist or racist) remarks are not acceptable.
[Define what offensive means so there is clarity from the group members]
iv. Aggressive and dominating behaviour is not acceptable. [Define how aggressive or
dominant behaviour) means so there is clarity from the group members]
c. Expectations
i. Preparation for meetings/engagement/work sessions (reading material, ideas related to
tasks and decisions to be made)
ii. Meeting deadlines (Negotiation of deadlines and If it looks as though there will be a
problem meeting a deadline, the person concerned should seek help from other members
of the team in time to avoid a delay)
iii. Assessment and feedback on quality of tasks that has been completed (all members have
a right to point out if any contract agreements have been violated)
iv. Contingency and on-boarding plan if any member discontinues the module or if a new
team member is assigned to the group at a later stage by the course coordinators.
d. Responsibilities for group sessions

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 i. The group leader will communicate the outline and purpose of each meeting prior to the
meeting
ii. The group leader is responsible for all group assignments to be uploaded
e. Process for resolving disputes during group sessions
i. The group members will isolate the point or area of disagreement and discuss the matter
in order to come to a group consensus. If consensus is not reached, proceed to point (ii).
ii. The group leader will decide on the relevance and importance of the dispute towards
maintaining group well-being and ability to remain focused on the project goals. The
dispute can be postponed to be addressed later if its relevance and importance is perceived
to be minimal. The mentor can also be included in this part of the conversation.
iii. The group leader will decide on the amount of time for the discussion before requesting a
vote from the group
iv. If there is no consensus even after the vote the mentor will support the group leader
towards a common agreement.

NB! Please review the lectures on the Enneagram and professional development to support the
handling of the process. Some tips when handling disputes and conflict in the group:
a. Remain open-minded and flexible – do not let your personal beliefs, judgements and interest
close off avenues to explore towards resolution
b. Keep the interest of the group well-being and project outcomes as a focus
c. Allow each person a chance to speak and do not interrupt or disregard anyone’s opinions,
attempt to understand the persons experience and perspective.
d. Listen patiently to each person’s perspective
e. Focus on the problem and/or defining the problem and avoid personal attacks
f. Aim to define the problem clearly and do not jump to the solution too fast. Remain open to the
reality that the problem can not be resolved and a manner of moving forward needs to be
negotiated.
g. Consider developing a decision-making criterion to support the process of conflict resolution.
h. Honour confidentiality.

4.4 “FIRING” A GROUP MEMBER

Individual group members can be fired by their colleagues. Please note that this will lead to that group
member failing the module.

A group member can only be fired if:

a. The group member received a written warning (a written warning consists of an email to the
offending student with the group leader, mentor and JCP coordinator CC’d) stating the reason for
the warning, with an explanation e.g. noting deadlines that may have been missed.
b. On his/her/their 3rd offence the student must be asked by the group to attend a disciplinary
hearing, consisting of the group leader, the offending student, the mentor and a senior teaching
assistant or the JCP coordinator. After the disciplinary hearing, the student will be informed if the
lecturer/teaching assistant agrees with the dismissal.
Please note that the availability of this tool is not to be taken lightly. Firing a group member would
mean that that person FAILS the module automatically. However, experience has shown that some
students choose to ignore deadlines, etc. to the detriment of the group.

This tool is to be used with maturity, honesty, and professionalism. Make use of the lecture material
to first try and understand the circumstance of the student and try and communicate the expectations
from the group.

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4.5 PROJECT PROPOSAL
Each group has to review the list of available partners and decide with which of the partners to
connect. The group leader will make the selection of the community partner(s) that the team
want to engage with and time will be allocated to engage with the partner.

After the contact sessions with the community partner, the group leader has to complete the
sections outlining the Project Proposal (template is available on ClickUP) that needs to be
reviewed and approved by the course coordinator and the community partner. This step is to
ensure that all parties agree of what the 40 hours will entail.

Note the following:

• Group may not be smaller than four members and not more than five members.
• Students may identify their own projects that adhere to the guidelines for community
projects stipulate in Section 4.5.1.
• Student will be randomly allocated to groups and these groups are final. If there are
any concerns about the members of the group, students are encouraged to use the
course material on effective communication to engage with the challenge.
• A student must be identified as the project leader. He/she will be the link between the
lecturer and the group. The group leader will be the main person communicating to the
module coordinators, but including all team members in their communications.
• Students may not start with their fieldwork before their project proposals are
approved by both the course coordinator and the community partner.

4.5.1 Project Guidelines for own projects

Some of the important criteria:
• You may not earn money while doing the project.
• You may not do the project for a private company. (Individual on merit)
• You may not promote a political party.
• You may not do a project that promote a religion.
• You may not only do a fundraising project.
• You may link your project with the outreach projects of religious organisations
• You may link your project with the outreach projects of the residences
• There must be a supervisor on site or a mentor must be appointed
• Must be linked to an EBIT discipline

Projects that have been rejected in the past:

• Renovations of an RDP house/house for a private individual.
• Painting projects.
• Any gardening related projects.
• Animal welfare projects (Zoo, SPCA, Wollies etc).
• Doing a project not related to the broader community on a private farm.
• The website for a religious organisation or political party.
• Fundraising projects – that include blanket drives.
• Renovations on a church/mosque/temple.
• Handing out of food to the poor.
• Projects where students only do routine tasks, like cleaning cages or washing dishes.
• Informal projects not connected to a specific organisation and/or institution and/or where
there is no community member or mentor to supervise.

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4.6 Funding
Each project’s funding will be discussed during the project proposal session with the community
partners. The JCP office provides R380 per student. This includes the transport cost and where
applicable the rental of the University cars. In the case that there is money left from the budget, the
money can be refunded to the module.

The process to apply for funding is as follows:

▪ Plan and script the detailed budget while you work on the project proposal – NB the fund you
plan in the budget for the project can exceed the amount the JCP module gives you BUT it is
then the responsibility of the group (which could be in collaboration with the community
partner) to ensure they receive sponsorships.
▪ The group leader submits the budget to your mentor.
▪ Ensure once the budget ClickUP Announcement goes out, your mentor has received your
budget and the amount is correct.
▪ The mentor will submit, claim and distribute the funds to the group leaders, it is your
responsibility to ensure they have submitted the budgets and that they have received
confirmation from the University.
▪ Please remind the mentor to follow up on the budget regularly, do not just wait for
confirmation.

Note:
• It takes approximately 8-12 weeks to get the money once you have applied for funding so
please make sure to plan accordingly.
• All slips need to be provided as part of the final submission evidence document.
• Make sure to read the instructions on the Budget form provided on ClickUP for information
regarding transport payment.

4.6.1 Unused funds

Any unused funds at the end of the work period must be repaid to the JCP office using the following
banking details:

Bank account: University of Pretoria

Absa Hatfield
Account no: 2140000038
Reference: A0J728- 05372

Please forward the proof to the JCP email account and add it to your evidence document in the final
submission.

4.7 PROJECT FIELDWORK

Students will be required to do at least 40 hours of fieldwork on site. They have to keep track of their
log hours on a standardised form provided by the lecture (also available in ClickUP). These log hours
have to be verified by a community member on site. The community partner has to assess the
fieldwork of the student/s. A copy of the log hour sheet for each student will be submitted as part of
the evidence documents in the final submission.

Note the following:

• Only 8 of the 40 hours can be allocated to planning of site which is discussed and
approved by the community partner.
• Each student needs to complete 40 hours of work in community on site!

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What does not count towards the 40 hours of field work:
▪ Any activity in the JCP Week at the start of the year.
▪ The video report does not count towards the 40 hours project fieldwork!
▪ The time to travel back and forth from the project does not add up for the 40 hours.
▪ Any of the assignments in JCP.

4.7.1 Booking of tools – list what is available and the process to book
JCP has a variety of tools that can be booked and used during your community work. The group leader
can fill in the Google Form provided on ClickUP to book tools for your work period.

4.7.2 TuksNovation
TuksNovation and JCP partners to offer students a space to do rapid prototyping for their JCP design
projects. In addition, any start-up initiatives that emerge from JCP projects can be supported by the
TuksNovation office. For more information see: https://tuksnovation.co.za/

4.7.3 Assessment criteria for the project fieldwork

Students will be assessed by the community partner that took responsibility for the work the group
completed. The community assessment will contribute 30% to the final mark of the student. The
assessment by the community will take place via a Google Form and will be for each individual student
as well as the group. These forms are sent directly to the community partner to fill in after the work
has been completed by the JCP coordinator. It is the responsibility of the group leader to ensure the
community partner has received this form and has completed it before the submission deadline. No
late submission will be accepted.
Where these documents have not submitted the marks will be fortified. A student will not pass where
a community partner fails a student on his/her fieldwork.

The criteria for the community members’ assessment of the fieldwork are similar to the table below
but will be sent by the JCP office as a Google Form. It also includes group work as well as individual
assessment.

Group Work Assessment

1. Did the members of the group work together as a team? 1 2 3 4 5
2. Did the outcomes of the project address the needs of your organisation?
3. Was the group professional and clear in their communication with you?
4. Did the group engage with you/community members and try to
understand the purpose of their projects?
Sub Total: /20
Individual Assessment 0 1 2
1. Could you depend on the student to do the project?
2. Was the student on time?
3. Did the student prepare in advance for the project?
4. Did the student discuss the outcomes of the project with the community
members?
5. Was the student committed to completing the project?
6. Did the student take responsibility in terms of timely communication
about potential delays or changes in the project
7. Did the student show respect and practiced to listen to the needs of the
community partner?

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 8. Did the student learn from their mistakes?
9. Could the student adapt to circumstances to complete the project?
10. Did the student plan and organised the project sensibly? Where they
aware of their personal safety?
Sub Total: /20
Final Mark: /40

4.8 PROJECT VIDEO REPORT

The final assessment of JCP includes a video report. Details on uploading to ClickUP will be announced
on the announcement page of ClickUP. The preferred platform for the video is a narrated PowerPoint
that should be uploaded to a YouTube link that is not published to the public. Only the groups selected
for the Top 20 video competition will receive notification and permission to publish content.

The video report has two section that are submitted separately. The first is focused on the project and
must be at most 2-3 minutes long. The second video has to show what each member contribution
towards the final video or during the hands-on engagement was as well as their reflection on their
experience during the project and their professional development. This video is also at most 2-3
minutes. Please note all footage and voice recording has to be of the group and your work, no
generic footage is allowed.

Although we strongly encourage creative visual communication for the final video report, there is a
suggested structure. Even if the structure is not followed, the information of these components
needs to appear in the video:

Video 1: JCP Project

1. Introduction and background
1.1 Description of community partner and identified needs (link to SDGs). Also address who
the stakeholders are.
1.2 Project objectives
2. Project preparation
2.1 Group roles (described based on your understanding of the personality types)
2.2 Communication with community (How we planned to engage?)
2.3 Hands-on work in community (What we planned to practically do? What did we need to
set-up/buy/design)
2.4 Risk Analysis
3. Project execution
3.1 What we did to practically address each outcome (Indicate each date and what you did
and at least 5 photographs while you are working. Include 1 photograph of the team with
your project with your T-shirts on)
3.2 Sustainability (quality) of the work performed
3.3 What would need to be done in a follow up session/group/year
4. Conclusion and hand-over recommendation of the project

Video 2: Group reflections and professional development

5. Reflections (choose one per student)
5.1 What did I learn about the broader impacts of my work and how I and others can affect
change locally and/or globally?

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 5.2 What did I learn about the community, our partners, the needs they have?
5.3 What did I learn from the planning to execution phases of the project?
5.4 What did I learn about myself in relation to the group and work in the community?
5.5 What would I do differently in terms of project planning and execution and/or personal
interaction in the group and community?

4.8.1 Assessment criteria for the project video report

Assessment Criteria - Video Report

CRITERIA Excellent (E) Proficient (P) Competent (C) Does Not (N)
Meet Expectations
10-8 7-5 4-3 2-0
Overall Quality: Recorded individual Recorded individual Recorded individual Recorded individual
Project progress and disciplinary disciplinary disciplinary disciplinary
outcomes reached as contributions to the contributions to the contributions to the contributions to the
stated in the project project are outstanding, project are good, adding project are adequate, project are
proposal and relative adding significant value value to the team, adding value to the inadequate. without
to overall timeline. to the team, partnership partnership and work team, partnership or significant value to
Understanding of the and work completed completed work completed the team, partnership
issues, challenges, or work completed
and constraints.
Aesthetically pleasing.
Process: Detailed Demonstrates Demonstrates good Demonstrates Demonstrates lack of
and appropriate plan comprehensive understanding of the adequate understanding of the
for the semester. understanding of the work required, with understanding of the work required with no
Employs human- work required; some evidence of work required, significant evidence of
centered thinking implements process in putting process into implementing some putting into practice
process which the teamwork and practice and tangible elements into their or contributing to the
includes community contributes in a contributions to the own process and work
partners throughout significant way to the work contributing in some
the process. work way to the work
Sufficient attention to
all stages of the
project.
Reflective/Critical Outstanding critical and Building critical and Emerging critical and Inadequate or missing
Thinking: Critical reflective thinking, reflective thinking, reflective thinking, critical and reflective
approach to the client including all three including two content including one content thinking.
requirements. Work content components components generally component generally
reflects consideration consistently well well developed. Covers well developed.
of the social, ethical, developed. Covers a variety of themes over
and economic aspects appropriate distribution the semester.
of the project, as well of all themes over the
as aspects related to semester.
feasibility and
sustainability. Seeks
and incorporates
feedback. Decisions
based on an
appropriate amount
of information.
Teamwork/ Outstanding Good teamwork and Participates in class Inadequate
Leadership: participation in class participation in class as and teamwork when participation in class
Primarily evaluated and team work, well as role-specific prompted¸ including and teamwork¸ little
through team develops professional responsibilities. Willing role-specific or nothing done to
observation, relationships, and fulfils to work with other team responsibilities. build team unity.
‘meetings’ section of role-specific members, within and Shows some Incomplete role-
notebook, and peer responsibilities. Excels outside of formal team willingness to work specific
reviews. in work with team roles, to accomplish with other team responsibilities. Little
members, within and team goals, acquires members, within and willingness to work
outside of formal team new knowledge when outside of formal with other team

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 roles to accomplish prompted by others. team roles, to members, within and
team goals and leads Good contribution to accomplish team outside of formal
when appropriate. peer reviews. goals, acquires new team roles, to
Promotes team unity, knowledge when accomplish team
assists others. prompted by others. goals. Inadequate
Outstanding Adequate contribution to peer
contribution to peer contribution to peer reviews.
reviews. reviews.
Communication: Outstanding Good communication Adequate Inadequate
Primarily evaluated communication with all with all audiences. communication with communication both
through written and audiences. Completes Completes all all audiences. written and orally,
verbal, formal and all documentation documentation needed Completes most formally or informally,
informal needed for the team, for the team, project documentation to most audiences.
communication in project management, management, and needed for the team, Incomplete
team observation, and transition with transition with some project management, documentation
and peer reviews. minimal need for need for editing. and transition with needed for the team,
editing. need for editing. project management,
and transition.

4.9 EVIDENCE DOCUMENT

This document must include the following:

✓ Original planning of the timeline for the project and actual timeline of the project
✓ Individual Log Hour statements for each member of the team
✓ Outline for original budget plan and final budget based on purchases.
✓ Proof of purchase documents (slips etc)
✓ Sponsorships for JCP details (Company/Person name, email contact and amount
sponsored)
Without the correct evidence documents the module cannot be completed and marks will be
withheld until these are updated/received.

4.10 Video Competition

Yearly there is a shortlist of 20 videos that are selected with prizes for the top 3 teams of the
year. The videos are judged based on marks received for JCP, diversity in the group (discipline,
gender, race), how closely to your discipline the project was and also the communication via
video. These videos are all showcased on the JCP Facebook page and also the top 5 videos will
be in the year-end function that is posted online.

NB! Other community project related competitions are announced via announcements on
ClickUP.

4.11 Plagiarism
Plagiarism is a serious form of academic misconduct. It involves both appropriating someone else’s
work and passing it off as one’s own work afterwards. Thus, you commit plagiarism when you present
someone else's written or creative work (words, images, ideas, opinions, discoveries, artwork, music,
recordings, computer-generated work, etc.) as your own. Only hand in your own original work.
Indicate precisely and accurately when you have used information provided by someone else.
Referencing must be done in accordance with a recognised system. Indicate whether you have
downloaded information from the Internet. For more details, visit the library’s website:
http://www.library.up.ac.za/plagiarism/index.htm.

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5 Support services
Please download a QR code reader on your cellphone. To download a QR code reader open your
mobile app store (App Store, Google Play or Windows Marketplace) and search for QR code readers.

5.1 Safety in the evening and emergencies

• For any safety or emergency related matters, eg if you need a security officer to accompany
you from your residence to campus, phone the Operational Management Centre (details at
the back of your student card).
• The 24-hour, multi-disciplinary UP Crisis Line offers professional and confidential support to
victims of crime in times of trauma. For assistance and immediate action, phone the UP Crisis
Line on: 0800 00 64 28.
• Hatfield residence students: From 18:00 till 06:00 security officers are available to escort you
(on foot) to and from your residence or campus anywhere east of the Hatfield Campus through
to the Hillcrest Campus.

5.2 E-learning support

• Report a problem you experience to the Student Help Desk on your campus.
• Visit the open labs in the Informatorium Building or IT labs on your campus to report problems
at the offices of the Student Help Desk.
• Approach the assistants at the help desks—campus specific (for example: adjacent to the
Student Computer Laboratories in IT Building, NW2, CBT or Aldoel Building IT labs, etc).
• Call 012 420 3837.
• Email [email protected]

5.3 Other support services:

• Think carefully before
dropping modules (after the
closing date for amendments
or cancellation of modules).
FLY@UP: www.up.ac.za/fly@up
• Make responsible choices
The Finish
with your time and work
Line is Yours email: [email protected]
consistently.
• Aim for a good semester
mark. Don’t rely on the
examination to pass.
Academic support for students
with learning disabilities:
• Assistive technological
services
https://www.up.ac.za/disability-
• Facilitation of test and
unit
examination
Disability accommodations
012 420 2064
Unit • Test and exam concession
email: [email protected]
applications
• Accessible study venues and
a computer lab
• Referrals for recommended
textbooks in electronic
format

© 2023 University of Pretoria 18

Student
Provides counselling and
Counselling 012 420 2333
therapeutic support to students
Unit

Student
Promotes and assists students 012 420 5233
Health
with health and wellness 012 420 3423
Services

Provides support for UP students

The Careers [email protected]
and graduates as they prepare
Office 012 420 2315
for their careers

24-hour Operational 012 420-2310

Department Management Centre 012 420-2760
of Security
Services 24-hour Operational Manager 083 654 0476
Crisis Line 0800 006 428
Enquiries concerning studies,
Department 012 420 2371/4001
accommodation, food, funds,
of Student Roosmaryn Building, Hatfield
social activities and personal
Affairs campus
problems

Centre for
Sexualities, Identifies and provides training
012 420 4391
AIDS and of student peer counsellors
Gender

Fees and http://www.up.ac.za/enquiry

012 420 3111
funding www.up.ac.za/fees-and-funding

012 420 3051

IT Helpdesk For student IT related queries [email protected]

© 2023 University of Pretoria 19