Overview
Drawing upon your experience in emergency service contexts, this unit will examine individuals and groups within the community who contribute to or participate in some way to emergency service organisations and situations. You will examine different types of participation, national and international trends in community-based activity and how this impacts upon work in the emergency services. By working with authentic examples you will explore key concepts and apply your learning within your individual context.
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 - 2020
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 Self-reflection
Unit content
Review content in order to incorporate recent research findings.
- Identify different types of participation by individuals and groups within the community in emergency service contexts.
- Analyse different models and theories related to participation.
- Discuss the impact community participation has on emergency service contexts and settings.
- Apply the principles of community participation to emergency service contexts and settings.
- Collaborate with individuals and groups to enhance community participation in the emergency service sector.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Written Assessment - 35% | |||||
2 - Written Assessment - 65% |
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 - Written Assessment - 35% | ||||||||||
2 - Written Assessment - 65% |
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom capacity (web cam and microphone)
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.
h.keendyer@cqu.edu.au
Module/Topic
Theme One: Conceptualising emergency services
Chapter
Events and Submissions/Topic
Online Classroom Drop-in Session: Introduction and Unit Overview.
(Wednesday 7:15pm to 8.00pm AEST)
Module/Topic
Theme Two: Volunteering
Chapter
Events and Submissions/Topic
Module/Topic
Theme Two: Volunteering
Chapter
Events and Submissions/Topic
Online Classroom Drop-in Session
(Wednesday 7:15pm to 8.00pm AEST)
Module/Topic
Theme Two: Volunteering
Chapter
Events and Submissions/Topic
Module/Topic
Theme Three: Conceptualising volunteerism in emergency services
Chapter
Events and Submissions/Topic
Online Classroom Drop-in Session
(Wednesday 7:15pm to 8.00pm AEST)
Assessment One: Volunteerism, the emergency management sector and emergency services organisations Due: Week 5 Friday (10 Apr 2020) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Theme Three: Conceptualising volunteerism in emergency services
Chapter
Events and Submissions/Topic
Module/Topic
Theme Four: In your own backyard
Chapter
Events and Submissions/Topic
Online Classroom Drop-in Session
(Wednesday 7:15pm to 8.00pm AEST)
Module/Topic
Theme Four: In your own backyard
Chapter
Events and Submissions/Topic
Module/Topic
Theme Four: In your own backyard
Chapter
Events and Submissions/Topic
Module/Topic
Theme Five: Enhancing Community Participation
Chapter
Events and Submissions/Topic
Online Classroom Drop-in Session
(Wednesday 7:15pm to 8.00pm AEST)
Module/Topic
Theme Five: Enhancing Community Participation
Chapter
Events and Submissions/Topic
Module/Topic
Theme Five: Enhancing Community Participation
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment task one asks you to reflect upon and analyse volunteering broadly and its particular enactment in the emergency management context. To make this more meaningful to you and your learning, you will take the broader conceptualisation and consider volunteering in a particular emergency services context or organisation which you select, for example, fire services, police services, ambulance or state emergency services or more specifically, volunteering in Queensland Fire and Emergency Services or Queensland Volunteer Marine Rescue (for example but not limited to). As such, assessment task one is broken into three separate but linked parts.
Part 1) Annotated bibliography containing three (3) sources, two (2) of which MUST be peer-reviewed sources. Your sources must be related to the concept of volunteering and at least one (1) must be related to a particular model or approach to volunteering that you select (for example, the traditional ‘high commitment’ model or spontaneous volunteer model);
Part 2) Overview of the search strategy you used to locate the sources for the annotated bibliography, including the steps you took, key words used in the search, refinements you made along the way and the rationale for your particular approach;
Part 3) Analysis of the role of volunteering in your chosen emergency services area (e.g. fire service, state emergency service, police service and so forth) and the particular organisation you have selected. To guide your discussion, you will incorporate information on the following:
· Name of the organisation
· Organisational charter
· Key organisational demographics (including workforce demographics)
· Role volunteering plays within the selected organisation (e.g. is it a volunteer-based organisation; a small arm of a broader organisation etc)
· Functions volunteers perform within the organisation
· Connection of the volunteer activity to the broader Australian community
· Summary statement about whether volunteering in your selected organisation is typical (or not) of volunteering more broadly in the emergency management sector.
The assessment task is based on your engagement with the unit content and the broader academic literature and may be up to 1250 words.
Week 5 Friday (10 Apr 2020) 4:00 pm AEST
Week 7 Friday (1 May 2020)
The assessment criteria for this Unit are in the form of a rubric, which is available from the Moodle Unit site.
You will be assessed in relation to:
· Knowledge of volunteering
· Knowledge of voluntary participation by individuals and groups in the Australian emergency management and emergency services contexts
· Application of knowledge and skills in relation to volunteering by individuals and groups in the Australian emergency management and emergency services contexts
· Communication and presentation of knowledge and skills
- Identify different types of participation by individuals and groups within the community in emergency service contexts.
- Analyse different models and theories related to participation.
- Discuss the impact community participation has on emergency service contexts and settings.
- Communication
- Information Literacy
- Information Technology Competence
2 Written Assessment
In assessment task two you will explore volunteering in the emergency services context you have selected, including how the characteristics synonymous with the context enable and constrain volunteering efforts. From this analysis and that of other (that is, non-emergency management) volunteer contexts you will consider potential opportunities and ways in which you could enhance volunteering and its sustainability with the chosen context and organisation. Importantly, you must show the way in which you propose to work with the community in order to enhance volunteer sustainability.
As such, assessment task two is broken into four (4) separate but linked parts:
Part 1) Analysis of the nature of your chosen context and organisation and how that relates (or does not) to volunteering broadly and to one particular model or approach to volunteering (for example, traditional ‘high’ commitment model or spontaneous volunteer model). To do this, your analysis should include the characteristics synonymous with the chosen context and organisation and how these enable and constrain volunteering efforts. Note: I recommend you utilise the model/ approach from assessment task one, however, it is not a requirement.
Part 2) Description of a non-emergency management context and/or organisation and their approach to volunteering. You can select any context and/ or organisation. Some examples have been provided in the Moodle Learning Guide.
· Name of the organisation and its charter
· Key demographics (for example, location, number of volunteers)
· Role volunteering plays within the selected context/ organisation
· Functions volunteers perform within the context/ organisation
· Summary statement about the ways in which this context/ organisation is the same or different (from a volunteering perspective) to your chosen emergency services context/ organisation.
Part 3) Make three recommendations for enhancing an aspect of volunteering in your chosen context and organisation. Your recommendations can relate to volunteering broadly (for example, a broad policy recommendation) or a particular aspect (for example, a method of recruitment or retention) or a combination of both.
Part 4) Based on your analysis from part 1 and 2, a summary statement about the ways in which the emergency management sector and emergency services organisation can work collaboratively (that is, with) the community to enhance volunteer sustainability.
The assessment task will be approximately 1400 – 1600 words in total and importantly your response must be supported by appropriate literature (please see the assessment criteria rubric in the Moodle site).
Week 12 Friday (5 June 2020) 4:00 pm AEST
Exam Week Friday (19 June 2020)
The assessment criteria for this unit are in the form of a rubric, which is available from the Moodle Unit site.
Broadly, however, you will be assessed in relation to:
· Knowledge of voluntary participation by individuals and groups in emergency services contexts
· Application of knowledge and skills related to participation by individuals and groups in emergency management and services contexts
· Skills in enhancing voluntary participation by individuals and groups
· Communication and presentation of knowledge and skills
- Discuss the impact community participation has on emergency service contexts and settings.
- Apply the principles of community participation to emergency service contexts and settings.
- Collaborate with individuals and groups to enhance community participation in the emergency service sector.
- Problem Solving
- Critical Thinking
- Team Work
- Cross Cultural Competence
- Ethical practice
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.