Wikipedia:Wiki Ed/UC Berkeley/Global Poverty and Practice (Spring 2021)

{{course details

| course_name = Global Poverty and Practice

| instructor_username = Ctalwalker

| instructor_realname = Clare Talwalker

| support_staff = Ian (Wiki Ed)

| subject = Poverty action

| start_date = 2021-01-18 00:00:00 UTC

| end_date = 2021-06-07 23:59:59 UTC

| institution = UC Berkeley

| expected_students = 40

| assignment_page = Wikipedia:Wiki_Ed/UC_Berkeley/Global_Poverty_and_Practice_(Spring_2021)

| slug = UC_Berkeley/Global_Poverty_and_Practice_(Spring_2021)

| campaigns = Communicating Science, Spring 2021

| dashboard.wikiedu.org = yes

}}

This is an assignment for a core course of the Global Poverty and Practice (GPP) Minor at UC Berkeley -- the course during which students prepare for their "practice experience" (PE). Each student will contribute to at least two Wikipedia articles – one focused on an aspect of the history/sociology of their PE site (eg. a country such as the U.S., Chile, Kenya, Malaysia ... or a city or region such as Lima, Peru or the San Francisco Bay Area); and the second focused on an aspect of key debates/approaches present in their PE sector (eg. water sanitation, community health, microfinance, worker-cooperatives, collective action, food justice, affordable housing).

Students enrolled in this course have been bringing material on global poverty and inequality to Wikipedia for seven consecutive semesters (since Fall 2017) -- this will be the eighth.

{{student table row|Savannahmaria|Education for refugees, migrants and internally displaced persons|Appropriate technology, Sustainable agriculture}}

{{student table row|Wombatsaregreat|Environmental impact of pesticides, Food and Agriculture Organization|Food Justice Movement, Hunger in the United States, Blended learning, Educational technology, Personalized learning}}

{{student table row|BeckMarin|Work–family balance in the United States, Head Start (program)|Literacy in the United States, Socioeconomic Status, Homelessness in the San Francisco Bay Area, Housing First}}

{{student table row|Ngdana|Community organizing, Women's empowerment|English-language learner, Literacy in the United States, Socioeconomic Status}}

{{student table row|HK khawaja|Achievement gaps in the United States, Educational equity|Live online tutoring, School segregation in the United States, Asylum in the United States, Empowerment}}

{{student table row|Jeslyndv|Workplace health promotion, Workplace wellness|Head Start (program), Work–family balance in the United States, Environmental impact of pesticides, Food and Agriculture Organization}}

{{student table row|Varshanekkanti|Legal aid in the United States, Gideon v. Wainwright|Politics of China, Internet activism, Community organizing, Women's empowerment}}

{{student table row|Amchu24|Digital divide in the United States, Digital divide|English-language learner, Education for refugees, migrants and internally displaced persons}}

{{student table row|Eowoyele|Healthcare in Ghana, Rural health|User:Lin.jaide/Affordable housing by country, User:Lin.jaide/Tiny-house movement, User:BriGonz/National Center for Trauma-Informed Care}}

{{student table row|AbiL7|Educational interventions for first-generation students, Education reform|Achievement gaps in the United States, Educational equity, Healthcare in Ghana, Rural health}}

{{student table row|Yaydnew|Food desert, Food distribution|Homelessness in the San Francisco Bay Area, Housing First, Work–family balance in the United States, Head Start (program)}}

{{student table row|Armaanismail|Renewable energy in Asia, Tajikistan and the World Bank|}}

{{student table row|Vincentooi808|Blended learning, Educational technology, Personalized learning|Health equity, Patient advocacy}}

{{student table row|Serinali|Internet activism, Internet in China, Internet censorship in China, Politics of China|Economy of Peru, Sustainable livelihood, Talara, Labor unions in the united states, Trade justice}}

{{student table row|Nyahbenett|Literacy in the United States, Socioeconomic Status|}}

{{student table row|Daniellesori|Lumad, Human rights in the Philippines|Affordable housing by country, Tiny-house movement, Literacy in the United States, Socioeconomic Status, Harm reduction, Healthcare reform debate in the United States, Criminal justice reform in the United States, Participatory action research}}

{{student table row|Emmazeko|Food Justice Movement, Hunger in the United States|VOLAG, Affordable housing by country, Tiny-house movement, Refugee health in the United States}}

{{student table row|Jerichorajninger|Criminal justice reform in the United States, Participatory action research, Prison abolition movement|Lumad, Health equity, Patient advocacy, Impact litigation, Public interest law}}

{{student table row|Marisa Balades|Homelessness in the San Francisco Bay Area, Housing First|Outreach, Internet activism, Internet censorship in China, Internet in China, Politics of China}}

{{student table row|Mgmari19|English-language learner, Literacy in the United States|Achievement gaps in the United States, Educational equity}}

{{student table row|OctopusGarden91|Sustainable livelihood, Talara, Economy of Peru|Live online tutoring, Health equity, Patient advocacy, Criminal justice reform in the United States, Food desert}}

{{student table row|HannahLH|Sustainable agriculture, Appropriate technology|Affordable housing by country, Tiny-house movement, Education for refugees, migrants and internally displaced persons}}

{{student table row|Madison Luzar|Trade justice, Labor unions in the united states|Water supply and sanitation in Peru, Water supply and sanitation in Latin America, Indian Health Service, Native Americans and reservation inequality}}

{{student table row|Natalieychu|School segregation in the United States, Live online tutoring|Food desert, Food distribution, VOLAG, Refugee health in the United States}}

{{student table row|Allibsusss|Health equity, Patient advocacy|Criminal justice reform in the United States, Participatory action research, Gideon v. Wainwright, Legal aid in the United States}}

{{student table row|Sanchezpl|Educational inequality in the United States, Tutoring|Appropriate technology, National Center for Trauma-Informed Care}}

{{student table row|Denizmasjedi|Asylum in the United States, Empowerment, Third country resettlement|Education reform, Educational interventions for first-generation students}}

{{student table row|Taylor.daws|Public interest law, Impact litigation|Environmental impact of pesticides, Food and Agriculture Organization, Asylum in the United States, Empowerment}}

{{student table row|BriGonz|National Center for Trauma-Informed Care, Newcomer education|Tajikistan and the World Bank, Renewable energy in Asia}}

{{student table row|Gpp105|Native Americans and reservation inequality, Indian Health Service|Tajikistan and the World Bank, Renewable energy in Asia}}

{{student table row|Leezasaaed|Water supply and sanitation in Peru|}}

{{student table row|Alyssagpp|Outreach, Homelessness in the San Francisco Bay Area, Housing First|Blended learning, Educational technology, Appropriate technology}}

{{student table row|Cheynehoke|VOLAG, Refugee health in the United States|Workplace wellness, Workplace health promotion, Harm reduction, Healthcare reform debate in the United States}}

{{student table row|Lin.jaide|Tiny-house movement, Affordable housing by country|Sustainable agriculture, Appropriate technology, Food Justice Movement, Hunger in the United States}}

{{student table row|Manorhe18|Harm reduction, Healthcare reform debate in the United States, Health insurance in the United States|Education reform, Educational interventions for first-generation students, Food desert, Food distribution}}

= Week 1 =

Welcome to your Wikipedia assignment's course timeline. This page guides you through the steps you'll need to complete for your Wikipedia assignment, with links to training modules and your classmates' work spaces.

Your course has been assigned a Wikipedia Expert. You can reach them through the Get Help button at the top of this page.

Resources:

[https://wikiedu.org/editingwikipedia Editing Wikipedia], pages 1–5
[https://wikiedu.org/evaluatingwikipedia Evaluating Wikipedia]

Create an account and join this course page, using the enrollment link your instructor sent you. (Because of Wikipedia's technical restraints, you may receive a message that you cannot create an account. To resolve this, please try again off campus or the next day.)

This week, everyone should have a Wikipedia account.

= Week 2 =

= Week 3 =

= Week 4 =

= Week 5 =

= Week 6 =

= Week 7 =

= Week 8 =

= Week 9 =

= Week 10 =

= Week 11 =

= Week 12 =

Resource: [https://wikiedu.org/editingwikipedia#page=6 Editing Wikipedia], page 6

= Week 13 =

Reach out to your Wikipedia Expert if you have questions using the Get Help button at the top of this page.

Resource: [https://wikiedu.org/editingwikipedia#page=7 Editing Wikipedia], pages 7–9

[http://wikiedu.org/cultural_anthropology Cultural Anthropology]

[https://wikiedu.org/ecology Ecology]

[https://wikiedu.org/environmental_sciences Environmental Sciences]

[https://wikiedu.org/history History]

[http://wikiedu.org/lgbtplus_studies LGBT+ Studies]

[https://wikiedu.org/linguistics Linguistics]

[https://wikiedu.org/medicine Medicine]

[https://wikiedu.org/political_science Political Science]

[https://wikiedu.org/psychology Psychology]

[https://wikiedu.org/sociology Sociology]

[https://wikiedu.org/womens_studies Women's Studies]

Everyone has begun writing their article drafts.

Note: our final goal is craft a minimum of 500 words (or, 10-12 sentences) each, for area and sector articles (i.e. total 1,000 words).

= Week 14 =

= Week 15 =

{{assignment|Assignment - Peer review both/all articles of two of your classmates}}

[https://dashboard.wikiedu.org/training/students/peer-review Guiding framework]

Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

= Week 16 =

You probably have some feedback from other students and possibly other Wikipedians. Consider their suggestions, decide whether it makes your work more accurate and complete, and edit your draft to make those changes.

Resources:

[https://wikiedu.org/editingwikipedia#page=12 Editing Wikipedia], pages 12 and 14
Reach out to your Wikipedia Expert if you have any questions.

= Week 17 =

Now that you've improved your draft based on others' feedback, it's time to move your work live - to the "mainspace."

Resource: [https://wikiedu.org/editingwikipedia#page=13 Editing Wikipedia], page 13

Now's the time to revisit your text and refine your work. You may do more research and find missing information; rewrite the lead section to represent all major points; reorganize the text to communicate the information better; or add images and other media.

Continue to expand and improve your work, and format your article to match Wikipedia's tone and standards. Remember to contact your Wikipedia Expert at any time if you need further help!

It's the final week to develop your article.

Read [https://wikiedu.org/editingwikipedia#page=15 Editing Wikipedia] page 15 to review a final check-list before completing your assignment.
Don't forget that you can ask for help from your Wikipedia Expert at any time!

{{assignment milestones|You've finished your Wikipedia assignment!}}

Everyone should have finished all of the work they'll do on Wikipedia, and be ready for grading.