Overview
In this unit, you will examine and critique wellbeing and resilience initiatives in community, national and global settings. Initiatives will include not-for-profit organisations, social innovation enterprises, local and state government projects, intentional communities and cooperatives, and global wellbeing and resilience movements. You will research and evaluate successful and unsuccessful city/urban, and rural-based initiatives, and apply that knowledge to design a wellbeing initiative for a local application.
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 2 - 2022
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.
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 Moodle Have Your Say
Students report that the practical, applied focus of the assessments helped them implement the underpinning theory.
The Unit will continue to use practical, applied assessments.
Feedback from Unit Coordinator's observations through the assessments and tutorials
The Unit Coordinator observed that some students struggled with understanding how a systems perspective can be used to improve individual and community wellbeing.
Additional lecture notes and tutorial activities will be provided to students to support their understanding of how a systems perspective can be used with individuals and communities to improve wellbeing.
- Evaluate local, national and international wellbeing and resilience programs.
- Apply evidence-based research, and generic principles of wellbeing and resilience programs, to the design of a small-scale wellbeing project.
- Demonstrate communication skills which convey a compelling and persuasive argument for an innovative small-scale wellbeing program.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||
---|---|---|---|
1 | 2 | 3 | |
1 - Online resource/s - 20% | |||
2 - Written Assessment - 30% | |||
3 - Practical Assessment - 50% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||
---|---|---|---|
1 | 2 | 3 | |
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 - Online resource/s - 20% | ||||||||
2 - Written Assessment - 30% | ||||||||
3 - Practical Assessment - 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.
d.every@cqu.edu.au
Module/Topic
From individual to interdependent wellbeing
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Tutorial: Week 1 Thursday (14 July 2022) 6:30-8:00pm AEST
Module/Topic
Flourishing communities
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Zoom drop-in session: Friday 22 July 2022 12.30 to 1.30pm AEST
Module/Topic
Transformative change
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Assessment 1 Curation of wellbeing initiatives Due: Week 3 Monday (25 July 2022) 5:00 pm AEST
Module/Topic
Frameworks for transformative change I: Asset-Based Community Development
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Module/Topic
Frameworks for transformative change II: Prilleltensky's SPEC model
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Tutorial: Week 5 Thursday 11 August 2022) 6:30-8:00 pm AEST
Module/Topic
No module/topics this week
Chapter
Events and Submissions/Topic
Zoom drop-in session: Friday 19 August 2022 12.30 to 1.30pm AEST
Module/Topic
Intentional communities, eco-villages and co-housing
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Assessment 2 Critically evaluating wellbeing initiatives Due: Week 6 Monday (22 Aug 2022) 5:00 pm AEST
Module/Topic
Community-based food security
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Module/Topic
Placemaking
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Tutorial: Week 8 Thursday (8 September 2022) 6:30-8:00 pm AEST
Module/Topic
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Module/Topic
Initiatives for social connectedness
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Zoom drop-in session: Friday 23 September 2022 12.30 to 1.30pm AEST
Module/Topic
Social innovation and social enterprises
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Module/Topic
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Module/Topic
There are no examinations for this unit.
Chapter
Events and Submissions/Topic
Module/Topic
There are no examinations for this unit.
Chapter
Events and Submissions/Topic
1 Online resource/s
For Assessment 1 you will choose a community wellbeing issue and find existing initiatives which respond to this issue.
This assessment has two parts.
Part 1
Outline a community wellbeing issue and the systemic factors which create it.
Word length: 300 (10%+/-).
You need to include references both in the body of your summary and in a reference list. The word limit excludes your reference list.
Part 2
You will identify 4 existing community-level initiatives that respond to this issue by taking a transformative rather than an individual/internal approach to change.
For each initiative please include:
1. Title of initiative
2. A link to a website or social media page or, if they’re not online, an information brochure
3. A brief summary of how they address the issue you’ve identified
Word length: 100 (+/- 10%) words for each initiative
Week 3 Monday (25 July 2022) 5:00 pm AEST
Week 5 Monday (8 Aug 2022)
Assessment feedback and grades will be available 2 weeks after submission.
The assessment is graded on:
-
Understanding community wellbeing and structural causes of wellbeing
- Relevance, comprehensiveness and clear summarising of an issue and curation of appropriate initiatives
-
Understanding and use of research evidence, including quality of resources
- Evaluate local, national and international wellbeing and resilience programs.
- Knowledge
- Communication
- Research
2 Written Assessment
For Assessment 2, you will choose two of the initiatives curated in Assessment 1 and then you will identify and critically evaluate the elements of these two initiatives.
For each of initiative you will:
1. List the program elements (e.g. mentoring by local business owners, a community garden; political action; consciousness-raising)
2. For each program element, identify and summarise the research support for the efficacy/outcomes of this type of activity. Use quality peer-reviewed empirical journal articles.
3. Critique and discuss any relevant shortcomings of the initiatives based on:
a. The research findings
b. A model of transformative change: Asset-Based Community Development and/or Prilleltensky's SPEC (Strengths, Prevention, Empowerment, Community Change) model
c. How the initiative impacts the environment
d. Diversity and inclusion – who is included and excluded
4. Suggest practical improvements based on your critique that could be made to the two initiatives so that they better meet their proposed outcomes. (Check: do the practical improvements you’re suggesting have wider positive or negative impacts on the ‘system’ e.g. do they have environmental impacts, resource requirements)
WORD LIMIT: 1,500 +/- 10%
This word limit includes in-text citations but excludes any reference section. Meeting the word count is included as a marking criteria in your marking rubric on Moodle. See the Psychology Word Count Information document for a rationale for using this type of word limit restriction.
Week 6 Monday (22 Aug 2022) 5:00 pm AEST
Week 8 Monday (5 Sept 2022)
Assessment feedback will be available 2 weeks after submission
The assessment will be evaluated on:
- Accuracy and clarity in identifying program elements
-
Use of relevant research findings and models of transformative change to evaluate the programs' effectiveness in enhancing community wellbeing
- Development of evidence-based recommendations for modifying the programs using the research and models of change
- Written comprehension, referencing and adherence to word limit
- Evaluate local, national and international wellbeing and resilience programs.
- Apply evidence-based research, and generic principles of wellbeing and resilience programs, to the design of a small-scale wellbeing project.
- Demonstrate communication skills which convey a compelling and persuasive argument for an innovative small-scale wellbeing program.
- Knowledge
- Communication
- Research
- Self-management
3 Practical Assessment
In Assessment 3, you will design a small-scale community wellbeing initiative using transformative change principles.
You will present your initiative by recording a short presentation.
Your presentation will include:
1. The proposed name of your initiative
2. Describe your program/initiative
a. What it is and how it responds to the issue
b. For the ‘how’ part, you will
i. Utilise a framework for change (Asset-Based Community Development and/or Prilleltensky's Strengths, Prevention, Empowerment, Collective Change model) and outline how the program fits with this framework
ii. Detail the research evidence-base for the program elements
iii. Highlight the ways the initiative incorporates environmental care into the design
3. Provide a reference list of all research, image and sound sources, either as part of your film or in a separate document (its probably easier to make this the last slide in your film though).
Please use creative ways to present your initiative – animation, images, music. The communication aim is to persuade and convince people of the usefulness, feasibility and potential of your initiative.
LENGTH: Your presentation will be a minimum of 9 and a maximum of 10 minutes in length. Meeting the time limit for the presentation is included as a marking criteria in your marking rubric on Moodle. See the Psychology Word Count Information document for a rationale for using this type of restriction.
Week 11 Monday (26 Sept 2022) 5:00 pm AEST
Review/Exam Week Monday (10 Oct 2022)
Assessment feedback will be available two weeks after submission.
The assessment will be evaluated on:
- Critical use of research and transformative change models to develop an evidence-based program that addresses a community wellbeing issue
- Persuasiveness and creativity of presentation
- Adherence to referencing and time limit requirements
- Apply evidence-based research, and generic principles of wellbeing and resilience programs, to the design of a small-scale wellbeing project.
- Demonstrate communication skills which convey a compelling and persuasive argument for an innovative small-scale wellbeing program.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
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.