Overview
In this unit, you will engage in authentic learning experiences that introduce you to the policies, ideologies and practices that underpin the Home Economics discipline. Internationally, the profession focuses on achieving optimal and sustainable health and wellbeing for individuals, families and communities in their everyday living environments. To understand this professional aim, you will explore policy texts and social trends that impact on the health and wellbeing of individuals, families and communities and develop the skills to interact with service organisations that support people in challenging times. You will have the option to select either a local or international community-based experience to examine social innovation in action. Through guided self-reflective practice, you will explore how to develop meaningful relationships with self and others, and how to take action and implement positive change in people's lives in professional, ethical and culturally appropriate ways.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
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 1 - 2021
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 Undergraduate 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.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Survey Unit Evaluation
Learning material assist pre-service teachers to develop their knowledge so that they can support the health and well-being of individuals, families and communities.
Continue to provide relevant and authentic learning and teaching material.
Feedback from Student Survey Unit Evaluation
This unit adapted to fit the current world happenings so quickly (COVID-19)
Continue to provide authentic learning experience that reflect current affairs.
Feedback from Student Survey Unit Evaluation
The tutorial sessions were engaging and interactive.
Continue to provide tutorial sessions where students are encouraged to participant and reflect.
Feedback from Student Survey Unit Evaluation
Assessment task 3 questions were a little repetitive.
Adjust assessment 3 task to remove repetition.
- Critically evaluate a range of policy texts and social trends pertaining to individuals, families and communities
- Critically analyse complex factors that impact health and wellbeing for individuals, families and communities
- Identify and communicate with service organisations that support individuals, families and communities in a changing society
- Interact with individuals and service organisations in professional, ethical and culturally appropriate ways
- Reflect on relevant points of view (perspectives) and on how alternative perspectives impact the health and wellbeing of individuals, families and communities.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Report - 25% | |||||
2 - Project (applied) - 25% | |||||
3 - Reflective Practice Assignment - 50% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Communication | |||||
2 - Problem Solving | |||||
3 - Critical Thinking | |||||
4 - Information Literacy | |||||
5 - Team Work | |||||
6 - Information Technology Competence | |||||
7 - Cross Cultural Competence | |||||
8 - Ethical practice | |||||
9 - Social Innovation | |||||
10 - 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 | 9 | 10 | |
1 - Report - 25% | ||||||||||
2 - Project (applied) - 25% | ||||||||||
3 - Reflective Practice Assignment - 50% |
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 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.deagon@cqu.edu.au
Module/Topic
Topic 1 - Individuals – Personal Needs
Chapter
Events and Submissions/Topic
Introduction to the ideology, philosophy and Social Innovation principles that underpin this unit's focus.
Module/Topic
Topic 2 - Individuals – Resilience and respectful relationships
Chapter
Events and Submissions/Topic
Identify health and wellbeing service providers.
Module/Topic
Topic 3: Individuals – Body image, sense of belonging/self-worth
Chapter
Events and Submissions/Topic
Conduct background investigations into a health issue.
Module/Topic
Topic 4: Individuals - Mental Health & Wellbeing
Chapter
Events and Submissions/Topic
Background research and prepare to approach selected organisation about service opportunities.
Module/Topic
Topic 5: Families – Diversity
Chapter
Events and Submissions/Topic
Approach and negotiate with selected organisation about availability and expectations for service work.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Topic 6: Families – conflict resolution; values; communication; roles
Chapter
Events and Submissions/Topic
Module/Topic
Topic 7: Families – Social Issues eg. cyber bullying, social media, technology
Chapter
Events and Submissions/Topic
Commence community-based activity for project (applied).
Module/Topic
Topic 8: Families - Housing (sustainability; inter-generational families; disability)
Chapter
Events and Submissions/Topic
Continue community-based activity.
Module/Topic
Topic 9: Communities – organisations to support individuals and families
Chapter
Events and Submissions/Topic
Continue community-based activity.
Module/Topic
Topic 10: Communities – individuals sense of meaning and purpose in society
Chapter
Events and Submissions/Topic
The community-based activity to be completed this week. Thank the organisation for their support and the opportunity they provided.
Module/Topic
Topic 11: Service in Community
Chapter
Events and Submissions/Topic
Edit, revise and finalise reflective practice assessment.
Community-based activity Due: Week 11 Wednesday (26 May 2021) 11:45 pm AEST
Module/Topic
Reflection and Revision
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Due to the global pandemic, as stated in the Unit Profile, General Information, Overview the "international community-based experience" is not available in Term 1, 2021 or anytime in the foreseeable future.
1 Report
Purpose of Assessment
As an educator or health professional, you will become a valuable member of the community within which you live and work. You need to be able to identify and research issues that impact the individuals, families and communities in your local area. You will also need the skills to engage and collaborate with local families, community members and organisations. The three assessment items for this unit are interrelated and a little different from "the usual”. Assessment has been designed to facilitate and encourage learning using a “deep approach” to pedagogy. The learning goal is to immerse you in a health and wellbeing issue relevant to your local area, then support you as you "reach out" into your community to organise a community engagement activity. The combination of assessment tasks will assist you to develop communication skills, critical thinking, disciplinary knowledge, cultural sensitivity, leadership skills and reflective practice.
Item 1: Exploration of a health and wellbeing issue (written report 1500 words)
This written report will provide you with the necessary background information to engage in your community-based activity (Item 2). You may choose to show your report to your selected community organisation and receive feedback or guidance, so make sure that your report is professionally presented.
Your written report needs to address all of the following:
- Identify various community services available in your local area (within approximately 5 kilometres of your geographic location) that support individuals, families or communities.
- Select one (1) focus issue and an appropriate organisation in your local community that addresses that issue.
- Collect and analyse information about the issue and include in your report:
- Relevant statistics about the issue - use Australian Bureau of Statistics and/or World Health Organisation statistics;
- Background information about your selected organisation (philosophy, mission statement, clients or target audience, services provided, key personnel, structure, funding, general information, history)
- Different approaches that have been used to address the issue - what works, what hasn't worked (benefits and barriers);
- Academic research journal articles (minimum of 3) that support or refute the approaches taken to the issue;
- Recommendations for “best practice” or how to tackle the issue, how to engage or communicate with clients (individuals, families, communities, the environment); and
- What else needs to be considered about the issue (complexity) - for example, cultural sensitivity, geographic location, funding, education, and so forth.
Guidelines for completing your report:
- Use CQUniversity Library databases to locate academic journal articles. Ensure that you critically analyse all information for credibility, accuracy, and reliability. Do not use inappropriate internet sources.
- Use a report structure (sample provided). Use appropriate headings and sub-headings to "signpost" your report and to indicate that you have addressed each section. To guide you, your report should have a title page, an introduction (approximately 250 words) that states the issue you are researching, body (approximately 1000 words), conclusion (approximately 250 words), and reference list.
- The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
- You may include pictures and diagram but only if they enhance your report.
- Dot points or a table is acceptable when listing local services; however, the bulk of the report is to be written in full sentences and use appropriate paragraph structures, spelling and grammar. Edit your work before submission. Use "Studiosity" to edit/proof your work. Remember that you are becoming a professional and your own levels of literacy need to be of a high standard.
- Use APA 7th Edition Style of referencing (in-text) and reference list.
More information is available in the Assessment Section in Moodle.
Week 6 Wednesday (21 Apr 2021) 11:45 pm AEST
Feedback will be provided to students 2 weeks after submission.
- Critically evaluate a range of policy texts and social trends pertaining to individuals, families and communities.
- Critically analyse complex factors that impact health and wellbeing for individuals, families and communities.
- Identify service organisations that support individuals, families and communities in a changing society.
- Critically evaluate a range of policy texts and social trends pertaining to individuals, families and communities
- Critically analyse complex factors that impact health and wellbeing for individuals, families and communities
- Identify and communicate with service organisations that support individuals, families and communities in a changing society
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
2 Project (applied)
Assessment Rationale
An important skill for educators and health professionals is learning how to identify, communicate and "reach-out" to a partner organisation. This assessment and learning experience have two important purposes:
- interacting with humans in challenging circumstances; and
- provide you with strategies to confidently approach and communicate with a potential community partner.
This community-service experience will give you an invaluable insight into the challenges of engaging with community and strategies to overcome these challenges.
Selecting a Community Project
There are two potential types of projects: direct service and indirect research. If you choose a direct service project, you will spend most of your time actively working with a local organisation in its day-to-day functions. An example of a direct service project could be volunteering at a soup kitchen or an aged care facility. You must consider the organisation's health and safety precautions and in-place government advice. Alternatively, you may select an indirect service project, you will spend most of your time doing some “behind the scenes” research and communicating your findings to an organisation in your local community. An example of an indirect service project would be gathering data that assesses the impact of a social service provider on their clients, doing some office work as directed by the organisation, or developing an awareness campaign for them.
What types of organisations are you allowed to choose?
The two most important criteria are that:
- you already have a relationship or solid connection to the organisation; and
- that the organisation is oriented toward the provision of “public service”, broadly defined.
Organisations should be non-partisan which means that the organisation is not biased or partisan, towards any particular political or religious group. If they are a faith or religious-based organisation (for example, the Salvation Army), they should offer a social or community service in addition to spiritual guidance.
Not-for-Profit or Non-Government Organisations (NGOs) are most likely to meet these criteria. If you are interested in working with an organisation that does not have this status (such as a social business venture, a specific religious institution, or an organisation that is working to achieve NGO status), please contact your lecturer.
How many hours are required?
Because each project is unique, there is no specific hour requirement. However, for planning purposes, a good range is 15-25 hours outside of allocated university study time, with a minimum of 2 contact days with the organisation, completed during the suggested schedule timing. You must clearly communicate and negotiate your availability and limitations with the community organisation. The ratio of time spent between direct contact and in-direct service will vary depending on your project and the structure of the organisation. This time also includes things like transportation, emails, background research, talking with people, and “hanging out” in the organisation.
How is work structured?
The ideal of community-based engagement is that your project builds knowledge in ways that simultaneously benefit your learning and benefits the community partner. This focus on the collaborative process of knowledge building is cultivated through a series of briefs. Specific instructions and guidelines for each brief are found in the Assessment Section on our Moodle.
You will determine the actual activities, timelines and products in dialogue with the organisation.
To achieve this dialogue it will be important for you to quickly identify a contact person within the organisation who is both willing and able to discuss your project. Part of the planning process will include a discussion with the contact person about his/her schedule and expectations.
What to submit?
Single Word document or .pdf (template provided) that outlines organisation/s contacted, dates of contact including visits, activities undertaken, challenges you face.
Why are you submitting a templated document?
Record keeping is an essential professional skill. The depth of response and accuracy of record-keeping will be taken into consideration when marking.
Week 11 Wednesday (26 May 2021) 11:45 pm AEST
At the conclusion of community based-activity
- Experience complex factors that impact health and wellbeing for individuals, families and communities.
- Communicate with service organisations that support individuals, families and communities in a changing society.
- Interact with individuals and service organisations in professional, ethical and culturally appropriate ways.
- Critically analyse complex factors that impact health and wellbeing for individuals, families and communities
- Identify and communicate with service organisations that support individuals, families and communities in a changing society
- Interact with individuals and service organisations in professional, ethical and culturally appropriate ways
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
- Social Innovation
3 Reflective Practice Assignment
Complete a suite of reflective practice questions including:
- Unit topics and social innovation
- Health and wellbeing issues
- Human-centred / client focus
- Self-focus / personal development
- Future professional practice
Template and further information about Reflective Practice Questions available in Assessment Section in Moodle.
Week 12 Friday (4 June 2021) 11:45 pm AEST
- Reflect on relevant points of view (perspectives) and on how alternative perspectives impact the health and wellbeing of individuals, families and communities.
- Reflect on relevant points of view (perspectives) and on how alternative perspectives impact the health and wellbeing of individuals, families and communities.
- Communication
- Problem Solving
- Cross Cultural Competence
- Ethical practice
- Social Innovation
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.