BC's Indigenous Public Post-Secondary Institute

ACED-280 - Community Development II - 3.00 Credits

ACED-280 - Community Development II - 3.00 Credits

Course Details
ACED 280 is an in-depth study of practical and theoretical applications of community organizing case study from the U.S. The course introduces students to the concepts, principles and practice of community organizing. The course explores the current movement of community development which include: some of the sophisticated networks of foundations, corporations, intermediaries, technical assistance providers, with local, state, and federal agencies in the design and implementation of community economic development and organizing strategies.
Part of the:
  • BUSINESS Department
  • Available/Required in the following Programs:
  • Aboriginal Community Economic Development Diploma - Diploma Completion Plan
  • Prerequisites : ACED Certificate or permission of instructor.
    Course Outline
    Instructors Qualifications: Relevant Master's Degree.
    Office Hours: 1.5 Per week
    Contact Hours: 45
    Student Evaluation
    Assignments 50 - 70%, Final 30 - 50%, Total 100 %. Grading procedures follow NVIT policy.
    Learning Outcomes: Upon successful completion of this course students should be able to:
  • examine the LISC demonstration program;

  • understand issues involved in community development;

  • recognize the values and contributions outside agents;

  • explore approaches to community organizing;

  • understand the role of social change in community development;

  • understand the relationship between social capital and community development;

  • Explore issues related to social capital in low income communities;

  • Examine the Federal Empowerment Zone and Enterprise Community programs; and

  • Understand the dynamics of community organizing.
  • Text and Materials:
  • Gittell, Ross and Avis Vidal (1998) “Community Organizing, Building Social Capital as a Development Strategy. Published by Sage Inc. Thousand Oak CA. USA.

  • Vidal, Avis C. 1997.
  • Can Community development re-Invent Itself? "The Challenge of Strengthening Neighborhoods in the 21st Century” Journal of the American Planning Association 63429-438.
  • Other Resources:
  • Norberg-Hodge, Helena. 1996. The Pressure to Modernize and Globalize. In Jerry Mander and Edward Goldsmith (eds.), The Case Against the Global Economy: and for a Turn Toward the Local. San Francisco: Sierra Club Books, pp. 33-46.

  • Campfens, Hubert. 1997. International Review of Community Development: Theory and Practice. In Hubert Campfens (ed.) Community Development Around the World: Theory, Practice, Research, Training. Toronto: University of Toronto Press. (pp. 13-46)

  • Markey, Sean, Kelly Vodden, and Stephen Ameyaw. 2001 Understanding Community Capacity Assessment: Planning, Research, and Methodology. Available at www.sfu.ca/cedc/

  • Anderson, Robert Brent. 1999. Theory Review and Development. In Robert Brent Anderson (ed.) Economic Development Among the Aboriginal Peoples in Canada. North York: Captus Press. (pp. 27-55)
  • Transfer Credits: For more information visit: www.bctransferguide.ca
    Other Information: ACED 280: Community Development II is offered in the second year of the Aboriginal Community Economic Development (ACED) Program offered nationally through the Continuing Education Department at the Nicola Valley Institute of Technology (NVIT) located in Merritt, British Columbia, Canada.

    Students enrolled in ACED 280 should have completed a number of first year courses before attempting the course, including:
  • ACED 100: Introduction to Aboriginal Community Economic Development

  • ACED 115: Introduction to Accounting

  • ACED 120: Venture Development I
  • ADMN 130: Community Development
  • ADMN 190: Technical Communications I
  • ACED 140: Introduction to Marketing
  • ACED 160: Community Analysis
  • ADMN 121: Introduction to Management
  • ADMN 165: Computer Information Systems
  • ACED 151: Leadership Development

  • Guiding principles throughout the process are determined by the group and NVIT policy. However, consciousness raising, reciprocal learning and co-operation are emphasized.

    Education Council approved November 2001.