SOCL11060 - Being Bad

General Information

Unit Synopsis

This unit looks at the contributions that culture, social structures and interpersonal relationships make to the formation of normal and deviant identities and behaviours in contemporary society. In addition to undertaking an analysis of competing theoretical perspectives of deviance and identity, you will be given the opportunity to explore key debates and controversies related to identified forms of deviant behaviour. You will also be required to compare and contrast beliefs and attitudes toward the major forms of personal deviance with focus on current formal and informal responses and practices. Special attention will be given to behaviours that are thought to be wild, risky, unacceptable or dangerous including: drug and alcohol use, sexual deviance, offensive behaviours, such as offensive humour and swearing, and body modification practices. You will be provided opportunities to consider questions such as, ‘is ‘being bad’ a form of resistance to, or a symptom of, a culture that has commodified deviant identities and can ‘bad behaviour’ ever be good? The unit will draw on a range of theoretical perspectives in Sociology and Cultural Studies and also use examples from The Arts, Philosophy, and Religious Studies.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 4
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2019

Term 2 - 2020 Profile
Online
Rockhampton
Term 2 - 2021 Profile
Online
Rockhampton
Term 2 - 2022 Profile
Online
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 40%
2. Written Assessment 25%
3. Written Assessment 35%

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

Past Exams

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Previous Feedback

Term 2 - 2020 : The overall satisfaction for students in the last offering of this course was 4.1 (on a 5 point Likert scale), based on a 29.1% response rate.

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.

Source: Moodle page
Feedback
Several comments related to assessment in particular, assessment detail and the availability of previous examples.
Recommendation
A review of the assessments, including, assessment details, marking rubrics and marking criteria will be undertaken so that these better reflect the expectations and structure of the assessment/s. The provision of a number of past examples in the Moodle page will specifically identify the key differences in the requirements of the current task versus the previous iteration.
Action Taken
Past examples were not available because the unit coordinator changed as a result of the university change plan. A full review of the assessments was not possible in the time frame available following the hand-over of the unit to the new unit coordinator. But assessment one was adjusted to align it fully with the learning outcomes and marking rubrics were refreshed for all three assignments. Ideal answers were provided to students for the assessments along with comprehensive support documents and support videos.
Source: Student formal feedback (evaluation survey) Peer feedback
Feedback
Tutorial activities were viewed as engaging, especially those involving groupwork.
Recommendation
Expand the use of tutorial activities so that all tutorials have group-based activities.
Action Taken
Nil.
Source: Student formal feedback (evaluation survey)
Feedback
Moodle site was viewed as a little disorganised.
Recommendation
Use new tiles format for Moodle site to help with navigation and ensure materials are loaded on the site prior to the start of term.
Action Taken
Nil.
Source: Student formal feedback (evaluation survey)
Feedback
The numbering of assessments 1 and 2 was confusing as assessment 1 was submitted after assessment 2. Also, the two assessment submission dates were only two weeks apart which meant that feedback from the first assessment could not be used formatively for the second.
Recommendation
Re-number assessment 1 as assessment 2 and, assessment 2 as assessment 1 to align with the hand-in sequence of those assessments. Move the assessment deadlines so that there is at least a three-week gap between their respective submission dates.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Explain the contributions that culture, social structures and interpersonal relationships make to the formation of normal and deviant identities in contemporary society.
  2. Apply sociological concepts and theories to key debates and controversies related to identified forms of deviant behaviour.
  3. Analyse competing theoretical perspectives of deviance and identity.
  4. Outline the positive and negative consequences of deviance.
  5. Compare and contrast beliefs and attitudes to contemporary views of behavioural social norms and deviance.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Written Assessment
3 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Written Assessment
3 - Written Assessment