Overview
Internationally, government policy supports STEM education and validates the importance of community engagement ensuring that the whole community understands the importance of STEM education. Leaders have a critical role in leading productive and reciprocal learning relationships with families and the broader community. Such relationships contribute to building and sustaining the social capital of the community, supporting the learning and wellbeing of children and promoting understandings of STEM education. In this unit, you will apply leadership practices as you lead a community venture/project that advocates for STEM education in a local community. You will develop your skills of negotiation, planning, organising and evaluating a community engaged venture.
Details
Pre-requisites or Co-requisites
The co-requisite is EDED20497 Leadership in the Educational Context
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Design and lead professional learning communities that focus on supporting the learning and wellbeing of children and effective community engagement
- Identify and investigate the goals of community groups/agencies and the context within which the venture will be implemented
- Analyse issues that are relevant when leading collaboration with members of the local community
- Design and carry out a community engagement venture/project with evidence of engaging with legal and ethical issues relevant to the planned venture/project
- Evaluate the community engagement venture drawing on data generated.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 40% | |||||
| 2 - Workplace Project - 60% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Written Assessment - 40% | ||||||||
| 2 - Workplace Project - 60% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
l.pfeiffer@cqu.edu.au
Module/Topic
Professional learning communities.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Module/Topic
International education standards.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Module/Topic
Understanding the educational community.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Module/Topic
Leadership in community engagement.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Module/Topic
Venture design for engagement.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Strategic management.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Module/Topic
Teamwork and conflict resolution.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Module/Topic
Teacher as researcher.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Module/Topic
Ethical leadership and integrity.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Module/Topic
Analysis of current STEM projects.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Module/Topic
STEAM and other variations.
Chapter
Details of weekly readings and
activities can be found on Moodle.
Events and Submissions/Topic
Module/Topic
Review and consolidation.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
You are required to collaborate with local community members to develop a ‘venture/project’ to advocate for STEM education within your local context. The task is to be presented in two parts.
Part A – Articulate your early ideas about the venture. This
might take the form of mind maps, images, graphics, photographic records of
conversations with potential collaborators for example. This will include
possible goals of the venture and potential collaborators. Plans of your early thoughts
need to show clear evidence that your goals aligned with the National
Innovation and Science Agenda (NISA) or similar for students from another
country. (500 words maximum).
Part B - Detail your venture – 2000 words maximum. This part
of the assessment will explain your venture in more detail. It will include a
detailed description of the local context (region, education setting, town and
community, or OECD data) and the legal and ethical issues with which you need
to engage. You need to explain how and why the idea was generated, and what
collaborations or consultations were required to ensure the voice of the
children, families, staff and community are represented. Describe your role in
building the community connections.
While this is a written assessment task, your work can be supported and enhanced by diagrams, graphs, graphics and illustrations.
Vacation Week Wednesday (21 Aug 2019) 11:45 pm AEST
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next task.
· Knowledge and understanding of the role of professional learning communities to support STEM education in a local context.
· Identification and explanation of the goals and potential collaborators for the chosen venture/project.
· Detailed description of the local context including legal and ethical issues relevant to the chosen venture/project.
· Cohesive writing consistent with academic conventions and extensive use of relevant and credible sources.
- Design and lead professional learning communities that focus on supporting the learning and wellbeing of children and effective community engagement
- Identify and investigate the goals of community groups/agencies and the context within which the venture will be implemented
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
- Leadership
2 Workplace Project
This task requires you to implement the venture described in task one and evaluate its success. This task requires application of leadership and management knowledge, setting goals and priorities, skills and dispositions and application of professional ethics and responsibilities in a real-life context. This is a written task and will include:
· Aims of the
venture and the principles that will inform how the venture will unfold.
· Methodology
– what data is going to be collected in order to establish whether the
objectives and outcomes have been achieved?
· Data
collection / results – actual data collected (surveys, interviews,
questionnaires, observation notes, feedback).
· Data
analysis – what did you find out? What does this mean? Was it a successful
venture? What were the issues or problems that arose?
· Conclusion
– Did the venture achieve the intended aims / goals? How could you implement
the venture again in the future with improvements? Is there scope for further
research?
Week 12 Wednesday (9 Oct 2019) 11:45 pm AEST
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' about their success in meeting the outcomes of this unit.
· Knowledge and understanding of leadership and
management applied to a real-life context.
· Analyse and articulate issues that are relevant
to leading collaboration in the local context.
· Detailed description of the venture/project
design including appropriate methodology and data collection/results.
· Evaluation of the community engagement
venture/project drawing on the data gathered.
· Cohesive writing consistent with academic
conventions and extensive use of relevant and credible sources.
- Design and lead professional learning communities that focus on supporting the learning and wellbeing of children and effective community engagement
- Identify and investigate the goals of community groups/agencies and the context within which the venture will be implemented
- Analyse issues that are relevant when leading collaboration with members of the local community
- Design and carry out a community engagement venture/project with evidence of engaging with legal and ethical issues relevant to the planned venture/project
- Evaluate the community engagement venture drawing on data generated.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
