Department of Community Development

CODE 3013X1: Community Design, Wellness and Active Living

Instructor: Glyn Bissix, Ph.D. Term: Fall 2021

Class Time & Location: Virtual Office Hours:
Tuesday/Thursday 11:00am – 12:20pm. Tuesday & Thursday
BAC 204. 1:00 – 2:00pm
& Other Times by Arrangement

Office: Departmental Librarian:

Office: 24 Highland Ave, Room 203 Anthony Pash
Telephone: 902-585-1123. Room 426 - Second Level
E-mail: glyn.bissix@acadiau.ca Vaughan Memorial Library
Acadia University
Teaching Assistant: Shasta Grant phone: (902) 585-1734
Shasta Grant (150700g) e-mail: anthony.pash@acadiau.ca
<150700g@ACADIAU.CA>

Course Description:
A key challenge for all communities is to manage its infrastructure to enhance
community wellness while ensuring long term social, economic, and environmental
sustainability. This course examines the influence of a community's infrastructure--
defined as the interacting system of physical structures, services, institutions, and policies
that impact a community's overall physical, emotional, spiritual, and economic health on
active living.
Prerequisite: third year standing in BCD, ESST & KINE or permission of the instructor.

The Approach:
The course adopts a participatory community experiential approach where students
actively engage in examining procedural and conceptual theory while collecting and
processing field data and library/Internet information to develop knowledge,
understanding and informed opinion.

Class presentations will combine the latest theory and practice concerning the social
determinants of health, sustainable development goals (SDGs), complete communities,
and community design and active living to judge their veracity in the context of real-
world situations and particularly the COVID-19 Pandemic impacts. These vary
considerably throughout Canada and the Globe and within different socio-economic
demographics. Selected literature will supplement the course textbook and assigned
readings.

In research teams, students will develop a narrated twenty-minute PowerPoint or video

presentation on Active Living, Wellness and Community Design in the context of the
COVID-19 pandemic, the social determinants of health, and the UN’s sustainable
development goals (SDGs). Your presentation will be based on your term’s project that
draws on the best practices from throughout the world to assess its relevance as a
component of a comprehensive Wolfville Active Living and Wellness Study. More
specifically, students will select a focus or theme relevant to the course and times (see
possible topics below) and examine and critique (positive, neutral and negative) aspects
of Wolfville’s recently developed Municipal Planning Strategy to address contemporary
conditions and emerge into the new global reality of the Red Alert within a climate
emergency. The symposium will be conducted on-line, led by course participants, and
open for review to the University and community. This is scheduled for November 30,
2021. Further details are included below, and additional information will be provided
throughout the course.

Text Book:

Richard J. Jackson with Stacy Sinclair (2011) Designing Healthy Communities San
Francisco: Wiley ISBN: 978-1-118-03366-1

A hard or eText copy can be obtained from Acadia’s bookstore.

Required Reference(s) (download from the Web)

Caldwell, Wayne J.; Kraehling, Paul; Kaptur, Suzanna; and Huff, Jennifer 2015. Healthy
Rural Communities Tool Kit – A Guide for Rural Municipalities. University of
Guelph, Guelph, Ontario.
https://www.google.com/search?client=firefoxbd&q=healthy+rural+communities+toolkit

Suggested References:
Samuel Myers and Howard Frumkin, Eds. 2020. Planetary Health: Protecting Nature to
Protect Ourselves. Island Press, Washington.
Dannenberg, Andrew L. Howard Frumkin, and Richard J. Jackson. 2011. Making
Healthy Places: Designing and Building for Health, Well-being and
Sustainability. Island Press, Washington / Covelo / London
Reid, Ewing, Lawrence Frank and Company, Inc; Dr. Richard Kreutzer. Understanding
the Relationship between Public Health and the Built Environment: a Report
prepared for the LEED-ND Core Committee. Design, Community &
Environment: May 2006.
Frank, L.D.; P. Engelke, & T. Schmid. (2003). Health and Community Design: The
Impact of the Built Environment on Physical Activity. Washington: Island Press.

URLs:

http://www.acadiau.ca/~bissix/PA_&_Built_Environment.pdf
https://centerforactivedesign.org/buildinghealthyplacestoolkit

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Grading

Class Participation, Class Quizzes and Homework 10%

Community Field Analyses 20%
Wolfville Active Living and Wellness Team Study* 50%
Background Literature Review 10%
Research Report 25%
Symposium Preparation, Presentation & Follow-up 15%
Mid Term Exam 20%

* You will be required to work in teams of 3 individuals. While the course instructor will
assign team grades, your contribution to your team’s Wolfville Active Living and
Wellness Study will be peer evaluated by team members. This assessment will be used by
the course instructor to adjust a final grade for your study mark.

Class Participation, Class Quizzes and Homework:

The course will be presented in class with the possibility of one or two synchronous on-
line sessions (guest presentations). The first class is Thursday, September 8 at 11:00am
and then regularly thereafter on Tuesdays and Thursdays.

Each student is expected to actively participate in both classroom and fieldwork sessions
and be well prepared for each class having completed assigned readings and preparatory
exercises to actively participate in seminar sessions. Students will use on-line resources
during class sessions for rapid research and to complete individual, group and class
exercises so consequently laptops should always be available.  Please avoid distractions
such as other electronic communication devices such as Smart Phones and similar
devices.

Wolfville Active Living and Wellness Study

We will overview the Wolfville Active Living and Wellness Study in the first class. In
this first class, we will establish research teams and overview the necessary research
assignments for the term. Some teamwork will be conducted during class time but most
research activity will take place outside of regularly scheduled class time. The same
research teams will serve for other class and homework assignments. Those students not
assigned to a group by the second class will be placed in a group by the course instructor.
During the second class, groups will be asked to select three topics from the list below
(with the possible addition of one or more course relevant topics suggested by your team)
in order of preference. Your teams will serve as breakout groups as well.

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By the third class, the instructor will notify each team of their confirmed research topic.
This topic will serve as a unique focus for your team’s study which will also be your
team’s Symposium Presentation topic (see below). As Wolfville is a much-studied
community by Acadia students, our course will rely mostly on personal observations,
recollections of weather and transportation experiences in and around Wolfville, and
secondary source research rather than conducting primary research with key Wolfville
community actors. This approach will minimize the impact on community professionals,
experts and residents. Should your team wish to conduct an informal interview with a
key actor or approach a relevant Wolfville agency, this must be approved in an e-mail
from the course instructor. I might be able to suggest contact people with expertise on
your assigned topic. Your Wolfville Study will comprise four major parts, 1) a literature
review of your research topic, 2) a contextual analysis of Wolfville including stakeholder
analysis, 3) the Focused Research Report and 4) the two Community Analysis
Assignments added as an appendix. This is an addition to your on-line Symposium
Presentation.

1) Wolfville Community Table Top and Field Analyses Assignments:

Once you have your topic approved, your team must develop a thorough literature review
of your topic, drawing on the academic and professional literature. This should include at
a minimum the lessons learned from twenty reliable and relevant sources. This is due on
September 24 at 8:00am.

Early in the term your team will develop a brief contextual analysis of Wolfville and
conduct a minimum of two “walkabouts” of the Wolfville vicinity. You will need to
think about Wolfville in a year-round context, consider its full range of residents and
typical (prior to and present Covid-19) visitors, its full-time residents, and its seasonal
residents (mainly students). The contextual analysis will largely rely on secondary data
sourced from the library and using the Internet along with documents provided by the
course instructor on Acorn.

This contextual analysis will provide a general overview of Wolfville (its geography,
demography, built and natural environment, climate etc.) and from this your team will
make a general assessment of Wolfville citizens’ opportunities and limitations for active
living and for promoting wellness. The data collected from your field observations will
help address more detailed questions about opportunities and limitations for active living
in Wolfville and the vicinity. Because of community access and time constraints, your
analyses will not make a comprehensive survey of the whole of Wolfville but will rely on
illustrative sampling. In drawing conclusions from your analyses, your team will offer
reasonable and realistic strategies for community enhancement.

We need to know what has changed for better or for worse over the years. One thread of
investigation is to ask, how physically active are Wolfville residents in their working
lives (including paid work, home making, school and college)? A second area of
investigation is to determine; how physically active residents are in their movement for
utilitarian purposes (for work, school, shopping and other life maintenance

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responsibilities)? The third area of interest is: How physically active are residents in their
free-time for recreation and fitness enhancement? A fourth concern is to ask: How does
the present design of Wolfville’s infrastructure promote or hinder physical activity? This
includes not only an analysis of the construction of roads, sidewalks and pathways, etc.
but also includes public and private policies providing services such as snow clearance.
Given this last point, it is critically important to consider how conditions or
circumstances change according to season, how circumstances impact different age
groups, how different modes of transportation are impacted by weather, income, ability
etc., how economic status affects access to various government services, and how well
various social groupings (e.g. LBGTQ+) are integrated in the life of the community. An
additional focus is to examine the potential for retrofitting or enhancing Wolfville’s
community infrastructure (as broadly defined in the course description) to encourage
more active and healthy lifestyles. The Contextual review is due at 8:00am on October 8,
2021.

a) Research Report:

Working in your teams, you will complete a major research paper generally addressing
quality of life in Wolfville and its focus on active living and wellness. An important part
of your report will address in some depth, one of the topics listed below (or a topic or
project approved in writing by the course instructor). While your research may gather
evidence and ideas from around the world, its relevance should be considered in the
context of your analysis of Wolfville, its latest Draft Municipal Planning Strategy (MPS)
document and your recommendations for enhancing the community should substantially
but not solely focus on your assigned team topic. Your topic should nevertheless be
presented in the context of what you have uncovered about Wolfville. This composite
report is due Wednesday December 1 at 8:00am.

Some Questions to Ponder throughout the Course and as a possible focus of a term
paper: Each of these questions should be considered in light of the present and
lingering COVID-19 Crisis and the relevant United Nations Sustainable
Development Goals.
1. Are more physically active populations necessarily healthier? How can this
evidence be used to assess the health and wellness of Wolfville residents?
2. What is the historical connection (deliberate and inadvertent) between urban
design and health? What planning and design decisions of the past effect the
health and wellness of present day residents?
3. Do connectivity and proximity encourage communities to be more physical
active, and if so, how? Do design features that increase connectivity make
communities more livable and healthy? How does Wolfville compare?
4. What are the health benefits versus the health risks of active transportation? How
does Wolfville stand in providing infrastructure for active transportation.
5. Are females less physically active than males, and if so, why? What are the main
sources of physical activity within the sexes? How do these activity patterns
change throughout the lifecycle? How do these factors play out in Wolfville?

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6. Build it and they will come. What evidence is there that when relatively safer and
attractive active transportation infrastructure are provided they will be utilized?
Analyze the evidence for Wolfville.
7. Provide a critical analysis of Nova Scotia’s Blue Route. How will Wolfville be
impacted by this provincial initiative?
8. Wolfville sits within the recently proclaimed Harvest Moon Trail. Provide a
review of this marketing and infrastructure initiative and indicate how Wolfville
might be impacted it.
9. How does active transportation rate as a viable strategy for reducing the economic
burden of low population health through inactivity? What are other modes of
physical activity and what physical activity modes present the most promise for
stimulating health at the population level? What policy direction is best for
Wolfville in addressing pervasive population inactivity?
10. Is there a connection between wealth, education, physical activity and health?
What empirical evidence exists at the local or regional level to support any
theoretical connections? How does Wolfville sit regarding these interconnected
factors?
11. How are active transportation facilities justified and financed locally, nationally
and internationally? Is there objective evidence of their health and environmental
benefits? Where does Wolfville sit?
12. How does Canada’s India Act impact wellness and health in indigenous
communities? While Wolfville does not have a sizeable indigenous population
could Wolfville have a beneficial impact? If so, how?
13. The Truth and Reconciliation Commission is a work in progress and concerns a
several health and wellness issues. How will and how should this impact the
Acadia University community?
14. Is health promotion a private or public responsibility? How does this
responsibility play out in Wolfville and how might responsibility be more
effectively and efficiently apportioned? Do the various political parties operating
in Canada approach this issue differently at the community level, and if so how?
15. What types (or modes) of physical activity provide the greatest contribution to
physical activity and health for individuals across the life span, and at the
community and population levels? How do the benefits of these activity types
differ according to various geographical, cultural and ethnic differences? Is this
an issue for Wolfville and if so how?
16. How significant is one’s location and one’s type of residence in providing
opportunities for health benefits from physical activity? How does this play out
in Wolfville, and what public policies ought to be developed and implemented to
maximize benefits for all residents?
17. To what extent does designated open space and parks contribute to healthy active
living? To what extent are the benefits, if they exist, seasonal? What is the
empirical evidence for providing benefits in Wolfville?
18. What is the extent of provision of public sport and fitness facilities and to what
extent do they impact community level population health? Does the location and
preponderance of sport and recreation facilities matter for general population
health and for health promotion? Do such facilities provide value for the public

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 money invested? Are there better ways to invest public dollars at the community
level? What is the situation for Wolfville?
19. What is the extent of the provision of private/commercial sport and fitness
facilities and how do they materially impact community health, if at all in
Wolfville?
20. What is integrated and intermodal transportation planning? What impact does this
have on healthy physical activity? How does this work at the community level?
21. What transportation integration exists for Wolfville, and how might it be
enhanced to benefit Wolfville?
22. What is traffic calming and what are the most effective examples? To what extent
does traffic calming stimulate active transportation, and improve public safety?
How does this work at the local level? Does it exist in Wolfville and how might it
be used more extensively and effectively?
23. What is the impact of the workplace on physical activity and inactivity? What are
the health benefits and costs from stimulating physical activity and reducing
sedentary living? What is done in Wolfville and what ought to be done to reduce
physical inactivity and increase healthy physical activity?
24. Do we over protect our population with bicycle helmets, bicycle lanes and
pathways to the extent that this discourages people from leading physically active
lifestyles? What’s the situation for Wolfville and what can/should be done to
improve the situation?
25. Do sidewalks and street lighting enhance community health? Critique Wolfville’s
situation and recommend enhancements if and where needed?
26. To what extent is physically active living impacted by the seasons? Are the
impacts more or less pronounced during various stages of the lifespan? What can
be done at the local level to minimize any adverse seasonal impacts?
27. What community design features are necessary to make physical mobility more
accommodating for those individuals with developmental and physical
disabilities? What is required by law and what accommodations are limited by
financial considerations?
28. Does the provision and use of public transportation contribute to healthy, active
lifestyles that provide population health benefits? What’s the situation for
Wolfville?
29. Are public spaces inviting for everyone? What features of the built environment
encourage use of public spaces and what features provide psychological as well as
physical barriers? Provide an informed critique of Wolfville.
30. Knowing the health risks of too much sitting or lounging and indeed too much
standing, based on best available science, can we redesign our schools, colleges
and universities to provide more healthy physical activity and education based
lifestyles? What is the situation for Wolfville and what are useful
recommendations?
31. Cycling on public highways involves inherent risks. Can those risks be
significantly reduced by revising highway legislation? Presently Nova Scotia law
requires that cyclists, when travelling with other cyclists, proceed on the roadway
in single file. Does the road safety evidence from other jurisdictions support this
notion? Analyze the situation in Wolfville and offer recommendations.

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 32. Food is essential to life but also has substantial health and environmental impacts.
How does Wolfville stand in this regard?
33. What evidence is there that Covid has had a lasting impact on mental health in
Wolfville?
34. Being good neighbours is essential for community wellbeing. Has this been an
issue in Wolfville during the Covid pandemic and particularly close to the Acadia
campus.

b) Symposium:

As noted above, a synopsis of your study will be presented in the form of an academic
slide presentation or video of fifteen to twenty minutes duration at an the On-line Course
Symposium scheduled for November 30. The class will conduct an on-line, synchronous
symposium on Active Living and Wellness as it pertains to Wolfville. More information
on this will be provided in class and on Acorn during the term.

Mid-term Examination:

A mid-term exam will cover all the material covered in class to date, the field experiences
and assigned readings to date. It will be an in class, open book examination completed
on your laptops.

Sample Reference Websites:

http://www.gpiatlantic.org/
http://www.sustrans.co.uk/
http://www.uoregon.edu/~schlossb/arcpad/walkability/walkability.htm
http://www.uoregon.edu/%7ewunmap/
http://www.footprintnetwork.org/
http://health-design.spph.ubc.ca/
http://www.phac-aspc.gc.ca/pau-uap/fitness/active_trans.htm
http://www.activetransportation.org/
http://www.hc-sc.gc.ca/hl-vs/physactiv/index-eng.php
http://www.ec.gc.ca/indicateurs-indicators/default.asp?lang=En
https://www.ecologyaction.ca/issue-area/transportation-issues-committee-links-0
http://environmentalsociety.ca/main/issues/energy/transportation/
http://www.friends.org/
http://www.hsf.ca/research/en/built-environment-obesity-and-health-2
http://www.brainpickings.org/2012/01/03/donts-for-women-on-bicycles-1895/
http://journal.cpha.ca/index.php/cjph/article/view/5009/2998
http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.3484253/k.4FE0/
Healthy_living__Physical_Activity.htm
http://activelivingbydesign.org/projects/
https://centerforactivedesign.org/guidelines/
http://www.euro.who.int/__data/assets/pdf_file/0009/98424/E89498.pdf

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What is community wellness? - yukonwellness.ca
http://www.icaa.cc/activeagingandwellness/wellness.htm
http://www.health.gov.bc.ca/library/publications/year/2015/active-people-active-places-
web-2015.pdf

Key Academic Reference Indexes:

A broad range of academic indexes are available through the University Library on-line
service. These indexes will generate research references in our field of study, however, a
word of caution. The term “active transport(ation)” also refers to a significant cellular
process that is familiar to those who study physiology.

Assignment Submissions:

All assignments must be submitted on ACORN by the due date and time. E-mail
submissions will not be accepted except when specifically, authorized. This has been for
many years a substantially paper free course, all assignments will be submitted on-line.

All on-line submitted assignments must have a file name that starts with your group’s
assigned letter, followed by an assignment code (e.g. Group Z draftsurvey.doc). It is the
responsibility of all team or group members to ensure that each participant has a copy of
the submitted report or assignment and that the assignment is submitted on time and in
the correct Acorn folder.

All on-line assignments are due at 8:00am on the due date except where otherwise noted
(see updated course schedule on Acorn). Extensions will only be granted for extenuating
circumstances provided the instructor is contacted at least 48 hours (two weekdays) prior
to the due date and time.

Late penalties are as follows. 0-24 hours will be penalized a partial grade (e.g., B to B- or
B- to C+); beyond 24 hours penalties will be one full grade (e.g., B to C); assignments
will not be accepted beyond three days after the published deadline.

A Selection of the Instructor’s Contribution to the Health Promotion &

Environmental Management Literature.

Bissix et al. (August 2021). Societal Transformation: applying the UN’s Sustainable
Development Goals to Communities. CIRODD and Concordia University with
the Waterloo University, University of Laval, University of Quebec at Chicoutimi
and Acadia University.
Bissix, Glyn (July 2021). Back to the Future: Re-conceptualizing the Small Tree Act
(STA) for Future Forest Prosperity in Nova Scotia” in the Journal of Rural and
Community Development.
Sarah Spurrell and Glyn Bissix (2020). Centreville, Kings County: Navigating through the
Pandemic to Address the Climate Crisis. Department of Community Development,
Acadia University, Wolfville, Nova Scotia.

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Lindsay Slade, Tammy Mudge and Naomi MacDonald-Francis with Glyn Bissix (2019). The
Community of New Ross: a Case Study. Department of Community Development,
Acadia University, Wolfville, Nova Scotia.
Chaiti Seth, Dalmazzi, Tom and Bissix, Glyn (2018). An introduction to and an overview of
various aspects of the Port Williams community. Department of Community
Development, Acadia University, Wolfville, Nova Scotia.
Peace-Williams, Caitlin, Dalmazzi, Tom and Bissix, Glyn (2017). An introduction to and an
overview of various aspects of Canning and Area community. Department of Community
Development, Acadia University, Wolfville, Nova Scotia.
Kayleigh James, BAH, Alan Warner, PhD., Howard Wightman, MD., and Glyn Bissix, PhD.
Valley LifeCycle” A Community Health Promotion Initiative. January 2016.
Department of Community Development, Acadia University, Wolfville, Nova Scotia.
Bissix, G. & T. Dalmazzi (2016). Creating a Complete Community in Hantsport: Strategic and
Historical Briefing, Revised Edition. Acadia University. (Original version 2015 by G.
Bissix, T. Dalmazzi and R. Frost).
Bissix, Glyn (2015). A Multidimensional Framework for Assessing the Acceptability of
Recreational All-Terrain Vehicle Access on Community Trails and Local Public
Highways. Leisure/Loisir, 39:3-4, 345-359, DOI: 10.1080/14927713.2015.1116202.
Pitter, R. & Bissix, G. (2015). Political ecology, discourse and shared use trail development in
Nova Scotia. Braking for or Breaking the Environment. In R. Field (Ed.), Playing for
Change: The Continuing Struggle for Sport and Recreation. Toronto, ON: University of
Toronto Press.
Bissix, Glyn (2013). Book Review: Serious leisure and nature: sustainable consumption in the
outdoors. Annals of Leisure Research. pp, 241-242. Available at:
http://www.tandfonline.com/doi/full/10.1080/11745398.2013.841333
Bissix, Glyn (2012). Nova Scotia's shared-use trails policy on abandoned rail corridors: an
integrative assessment, Leisure/Loisir, 36:3-4, 289-308. doi:
http://dx.doi.org/10.1080/14927713.2012.746074
Bissix, Glyn (Aug 2012). The environmental, social, health and economic impacts of recreational
use of all-terrain vehicles (ATVs) in North America: lessons for Europe. Proceedings:
The 6th International Conference on Monitoring and Management of Visitors in
Recreational and Protected Areas, Stockholm, Sweden.
Milburn, Chris MD. Keith MacCormick, MD. Glyn Bissix and Rene Murphy (Published on-line
Jan 2012). Letter to the Editor: Disputing the Claims for Physiological fitness and health
adaptations from purposeful training using off-road vehicles. European Journal of
Applied Physiology, 2012, Volume 112, Number 9, Pages 3451-3453
Bissix, Glyn; Keith MacCormick, MD. and Chris Milburn, MD. (Published on-line Jan 2012). Is
this the New Smoking? A Critique of the York University OHV Health Benefits Study.
The Journal of Health Promotion International, 2013 Mar;28(1):133-4. First published
online January 26, 2012 doi:10.1093/heapro/dar099
Bondrup-Nielsen, S.; K. Beazley, G. Bissix, D. Colville, S. Flemming, T. Herman, M.
McPherson, S. Mockford, S. O'Grady (eds) 2010. Ecosystem Based Management:
Beyond Boundaries, Proceedings of the Sixth International Conference on Science and
Management of Protected Areas, 21-26 May 2007, Wolfville, Nova Scotia, Canada,
SAMPAA. ISBN: 978-0-9699338-7-8 
Bissix, G.; Callaghan, E. Colton, J. & Brideau, R. (April 2010). Connecting the community
Genuine Progress Index (cGPI) to Infrastructure and Ecosystem Management. SAMPAA
Proceedings.
Bissix, G.; Rive, K. & Kruisselbrink, D. (2010) Identifying Key Messages to Encourage Minimal
Impact on the Cape Split Trail. Leisure/Loisir: The Journal of the Canadian Association of
Leisure Research. Volume 33, No. 2, pp. 615-636.

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Bissix, Glyn. Health Promotion, Environmental Protection and “Shared Use” Trails in Nova
Scotia? Visioning Nova Scotia in 2020: Advancing research and policy for
sustainability. St. Mary’s University, Halifax, NS, November 6-7, 2009.
Bissix, Glyn & Justin Medicraft (2008). Deconstructing a myth - Identifying ATVing’s Health,
Environmental, Economic and Social impacts. Halifax: Coalition for Active
Transportation on Community Trails (CATCT).
Bissix, Glyn and Robert Pitter (May 2008). Commissioned Case Study: The Environmental Impact
of a Trail System. Nova Scotia Envirothon (Provincial High School Competition).
Bissix, G.; Callaghan, E. Colton, J. & Brideau, R. (In Review, April 2008). Connecting the
community Genuine Progress Index (cGPI) to Infrastructure and Ecosystem Management.
SAMPAA Proceedings.
Horvath, Peter; Glyn Bissix, John Sumarah, Erin Crouchman, and Jennifer Bowdrey (2008).
Motivational Orientation, Expectancies, and Vulnerability for Depression in Women.
Journal of Prevention and Intervention in the Community, Vol. 35, issue 2. pp. 19-32.
Horvath, P.; Bissix, G.; MacLeod, K. & Barr, C. Community services and resources for depressed
women. Journal of Rural and Community Development. Vol. 1, 2005, pp 18-31.
Pitter, Robert; Glyn Bissix (Acadia University), Peter MacIntyre (University of Cape Breton) &
Konrad Dramowicz (Centre of Geographic Sciences, Nova Scotia Community College).
(Submitted). Physical Activity, Health and Neighbourhood Amenities: the Glace Bay
experience. Unpublished Manuscript.
Bissix, G.; Callaghan, E. Colton, J. & Brideau, R. (In Review) Connecting the community
Genuine Progress Index (cGPI) to Infrastructure and Ecosystem Management. Journal of
Environmental Management.
Bissix, Glyn; Darren Kruisselbrink, Liesel Carlsson, Peter MacIntyre and Tracey Hatcher, (2005).
Active Lifestyle, Physical Recreation and Health Outcomes of Youth in Two Contrasting
Nova Scotian Communities. In Sport for Young People. Editors: Peter Bramham, Anne
Flintoff, Jonathan Long, Jayne Caudwell, John Spink, and Kevin Hylton. London: LSA.
Publication No. 88. pp. 141-155.
Ewert, Alan W.; Douglas C. Baker and Glyn C. Bissix (2004). Integrated Resource and
Environmental Management: the human dimension. Oxfordshire, UK: CABI.
Colman, R.; S. Rogers; G. Bissix; A. Harvey; A. Hollet; P. MacIntyre; D. May; R. Murphy (Dec.
2005). The Socioeconomic Gradient in Health in Atlantic Canada: Evidence from
Newfoundland and Nova Scotia 1985-2001. HPRP Project # 6795-15-2003/5740006.
Halifax: GPI: Atlantic (139 pages).
MacIntyre, Peter; Craig S. Boudreau, Glyn Bissix & Liesel Carlsson. (2006). Volunteering and
Health in Two Communities: A Report on the Health of Volunteers in Glace Bay and
Kings County, Nova Scotia. Knowledge Development: Canadian Volunteer Initiative.
Imagine Canada (R).
Bissix, Glyn; Liesel Carlsson, Peter MacIntyre & Craig Boudreau. (2006). Youth Volunteers in
Glace Bay and Kings County, Nova Scotia. Knowledge Development: Canadian
Volunteer Initiative. Imagine Canada (R).
Glyn Bissix, Liesel Carlsson, Peter MacIntyre & Craig Boudreau. (2006). Volunteer Motivations
and Barriers: Comparing Kings County and Glace Bay, Nova Scotia. Canadian
Volunteer Initiative. (R).
MacIntyre, Peter, Craig Boudreau, Glyn Bissix & Liesel Carlsson. (2006). Values and
Volunteerism. GPI-Glace Bay & GPI-Kings County.
Pitter, Robert and Glyn Bissix (2005) Using GIS to Study Physical Environments that Promote
Health Through Sport And Physical Activity: A Literature Review. Centre of Lifestyle
Studies, Acadia University for the Nova Scotia Office of Health Promotion.
Colman, R., G. Kephart, A. Harvey, S. Lewis, P. MacIntyre, R. Gould, C. Amaratunga, G. Bissix,
L. Poetschke & M. Raymond (2004). Development and Application of Community

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 Health Indicators: Final Report to Canadian Population Health Initiative. Halifax, NS:
Genuine Progress Index: Atlantic.
Bissix, Glyn and Liesel Carlsson, GPI-Acadia Research Group, Center of Lifestyle Studies
(October 2003). Measuring Well-Being in King’s County: Report on Teenage and Youth
Smoking Habits in King’s County. Halifax: GPI-Atlantic.

Academic Integrity:

Only the highest standards of academic integrity will be acceptable in this course. Please
refer to the following webpage for details on the University’s academic integrity policy.
https://central.acadiau.ca/registrar/faculty_information/academic_integrity

Accessible Learning Resources

If you are a student with a disability who requires accommodations please contact
Accessible Learning Services by emailing disability.access@acadiau.caor by calling 902-
585-1823.

The Writing Centre

The Writing Centre offers free help to all students wishing to improve their writing
skills.  You can sign up online today:

 To book a one-to-one appointment with a trained writing tutor, click here:

writingcentre.acadiau.ca/writing-tutorials.html
 To see which helpful presentations and workshops you’ll want to attend
this year, click here:
writingcentre.acadiau.ca/workshops-and-presentations.html

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 CODE 3013 Tentative Course Schedule—Community Design

Tuesdays Thursdays Deadlines/Readings

Week 1 Sept 9 Course Intro.

Intro lecture,
Team Selections.
Week 2 Sept 14 Active Living Sept 16 C11 Community Team & Research
Research Study UN SDGs Assessment. pp 157-174. Topic Selection due by
Topic Selection Sept 14 in class.
Week 3 Sept 21 C12 Stakeholder Sept 23 C13 Action Project Literature
Analysis pp175-188 Planning Review due 8:00am
September 24.
Week 4 Sept 29 Fieldwork Set up. Sept 30 No Class
Health Determnts.
Healthy Commun. Vid 1
Week5 Oct 5 First Fieldwork in Oct 7 C1 Caritas & 1st Field Study Report
Groups, no formal class. Built Environment. 2nd due at 8:00am Oct 4.
Fieldwork set up. Context due Oct 8 8am
Week 6 Oct 12 Second Wolfville Oct 14 Fieldwork 2nd Field Study Report
Field Study, no formal Discussion. C3 Can due at 8:00am Oct 11.
Class. infrst. build Comm.?
Week 7 Oct 19 H. Comm. Video 3 Oct 21
Mid-Term Prep Mid Term Examination

Week 8 Oct 26 Oct 28

Study Break No Class Study Break No Class

Week 9 Nov 2 C 2 Health & Nov 4 C4 Re-

Measures Video 2 envisioning a
Community.
Week 10 Nov 9 C5 New Urbanism Nov 11 Memorial Day

Week 11 Nov 16 Healthy Nov 18 Wolfville

Communities Video 4 Transportation Plan

Week 12 Nov 23 Nova Scotia’s Off Nov 25 Symposium Symposium

Highway Vehicle Analysis Prep Set-up. Final PowerPoint due Friday
Policy Paper Format. Nov. 26 at 8:00am
Week 13 Nov 30 Dec 2 Review & Research Paper due
On-line Research Evaluation Wed. Dec 1 at 8:00am
Symposium
No Final Exam

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