EDUC 1008 - University Culture

North Terrace Campus - Semester 2 - 2019

This course explores the University of Adelaide as a culture of its own, and places students as ethnographers or anthropologists of this culture through immersion. University is a place where people think, act and communicate differently to how they do in other contexts, and this course makes cultural expectations explicit as well as exploring the processes required to adjust to them. Most students should undertake this course as the first course in their University Preparatory Program. Students in this course have the opportunity to experience the usual university learning modes of the lecture and tutorial, and reflect upon their own prior and current experiences of learning with a view to establishing the goals they have for their own study. In particular, students undertake an ethnography task whereby they audit classes right across the University, not in order to gather content knowledge but to observe and analyse social interaction and modes of learning. This enables them to become familiar with the processes and expectations of university learning and plan their own learning in alignment with university culture

  • General Course Information
    Course Details
    Course Code EDUC 1008
    Course University Culture
    Coordinating Unit School of Education
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Available to University Preparatory Program or Wirltu Yarlu Preparatory Program students only
    Course Description This course explores the University of Adelaide as a culture of its own, and places students as ethnographers or anthropologists of this culture through immersion. University is a place where people think, act and communicate differently to how they do in other contexts, and this course makes cultural expectations explicit as well as exploring the processes required to adjust to them. Most students should undertake this course as the first course in their University Preparatory Program.

    Students in this course have the opportunity to experience the usual university learning modes of the lecture and tutorial, and reflect upon their own prior and current experiences of learning with a view to establishing the goals they have for their own study. In particular, students undertake an ethnography task whereby they audit classes right across the University, not in order to gather content knowledge but to observe and analyse social interaction and modes of learning. This enables them to become familiar with the processes and expectations of university learning and plan their own learning in alignment with university culture
    Course Staff

    Course Coordinator: Ms Amy Robinson

    Lecturer-in-charge and tutor: Miss Kami Neira (email: kami.neira@adelaide.edu.au)
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    Upon the successful completion of this course students will be able to:
    1. Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills
    2. Provide feedback on the reflections of their peers
    3. Demonstrate effective communication, critical and reflective thinking
    4. Demonstrate effective English language use in writing
    5. Demonstrate effective English language use in oral/aural communication
    6. Identify opportunities and challenges in intercultural communication at university and how these challenges can be addressed
    7. Engage in discussions on academic topics
    8. Demonstrate an understanding of learning at university through engagement with course based activities
    9. Identify and discuss cultural issues from multiple perspectives
    10. Identify support services and social or volunteer activities and events at university in which s/he would like to participate
    11. Locate online and print information relevant to a specific question or issue
    12. Evaluate written texts
    13. Use the University’s Learning Management System (myUni) to access course information, submit assignments, and interact with teachers and other students


    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    3, 7, 9, 12
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 3, 4, 5, 6, 7, 12
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1, 2, 3, 4, 5, 6, 7, 8, 9
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    6, 10, 11, 13
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    6, 9
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1, 2, 3, 5, 6, 7, 9
  • Learning Resources
    Required Resources
    A list of weekly readings is available in Canvas. 
    Recommended Resources

    The below sources are not required readings but are merely suggested readings should students wish to have useful resources that cover the themes of the course. These are available in the Barr-Smith Library on campus should students wish to borrow them. These are not course readings. 

    Damrosch, D 1995, We scholars: changing the culture of the university, Harvard University Press, Cambridge, Massachusetts. (Available in Barr Smith Library, call number 378.73 D166w.)

    Hay, I, Bochner, D & Dungey, C 2006, Making the grade: A guide to successful communication and study (3rd edition), South Melbourne, Oxford University Press. (Available in Barr Smith Library,
    call number 378.170281 H412m.3.)
     

    Online Learning
    Please note: Turnitin will be used for students to learn more effectively about referencing and citation conventions at university; it is recommended that you familiarise yourself with this. Please visit http://www.adelaide.edu.au/clpd/plagiarism/students/turnitin/ for further information.

    It is important to become proficient in using the university library to find appropriate texts for a range of subjects in the Humanities and Social Sciences. Please use the Library online tutorials for assistance with this: http://libguides.adelaide.edu.au/home. It is also strongly recommended that you view the following video: http://www.adelaide.edu.au/writingcentre/articulate/avoidingPlagiarism/player.html.

    MyUni will be used for essential communication including via email, so please check your University email regularly (at least three times a week). If you have a smartphone it is strongly recommended that you set up your email on it for easy and regular access to your University email. For guidance on how to do this, visit: http://www.adelaide.edu.au/technology/yourservices/email-collaboration/email/.

    Remember, the most useful portal for all University online activities is Unified: https://unified.adelaide.edu.au/web/unified/home.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Students will be required to attend a one hour lecture and two hour tutorial each week of the semester.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    1 x 1 hour lectuer per week (x12) 12 hours
    1 x 2 hour tutorial per week (x12) 24 hours
    3 hours readings per week (x12) 36 hours
    3 hours per week working on reflective journal,
    assessments and auditing lectures and other University modes (x12)
    36 hours
    4 hours per week group project work (x12) 36 hours
    Total 156 hours
    Learning Activities Summary
    Week and lecture topics   - The below topics are a guide and may change depending on cohort interest.  Learning outcomes    
    Week 1



    Introduction
    to the course.

     

    Reflective practice.
    Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills.

    Provide feedback on the reflection of their peers.

    Use the University’s Learning Management System (MyUni) to access course information, submit assignments, and interact with teachers and other students.
    Week 2

    Learning
    theories

    Who am
    I as a learner?

    Time management
    Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills.
    Week 3

    ‘They say’: an introduction to academic writing

    Adopt strategies to address different types of writing.

    Week 4

    Reading critically
    Identify strategies and templates for entering written academic conversations.

    Demonstrate effective communication, critical and reflective thinking.

    Demonstrate effective English language use in writing.

    Critically analyse and evaluate written texts.
    Week 5

    Learning mode ethnography




    Critically analyse and evaluate ethnographic themes and situations.





    Week 6

    Evaluating academic lectures
    Demonstrate an understanding of learning at university through observing and engaging with course based activities.
    Week 7

    Reading and researching critically
    Demonstrate effective communication, critical and reflective thinking.

    Demonstrate effective English language use in writing.
    Week 8

    Evaluating academic lectures
    Demonstrate an understanding of learning at university through observing and engaging with course based activities

    Week 9

    'I say': An introduction to Academic Writing


    Demonstrate effective communication, critical and reflective thinking.

    Self-evaluate ways to structure the ethnographic essay.
    Week 10

    Valuing diverse social and cultural
    perspectives





    Identify opportunities and challenges to diversity and intercultural communication in Australia today, and evaluate how these challenges can be addressed.




    Week 11

    Tips and strategies for academic discussion
    Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills.

    Provide feedback on the reflections of their peers.
    Week 12

    Where have we come from and where are we now? Where to next? Evaluation of the course
    Self-evaluate their learning, identify their strengths and aspects that can be improved,
    adopt strategies to address learning skills.
     
    Provide feedback on the reflections of their
    peers.

    Specific Course Requirements
    To pass this course, students must attend at least 75% of face-to-face classes; in cases of absence for medical or compassionate reasons, documentation must be provided and student must still attend at least 50% of classes.

    Students must attempt all assessment tasks to pass this course. Since the University Preparatory Program is designed to prepare students for success at University, completing and submitting all assignments is central to the intended learning outcomes of the program and each course within it. Often, at least attempting and submitting assignments in the face of difficulty or adversity is enough for success at University and the UPP encourages this resilience by employing this policy in select courses. Penalties for lateness may apply.

    If a student fails to submit all assessment tasks and would otherwise have received a grade greater than 45, they will be given a nominal grade of 45 Fail for that course in that semester. This will permit them to undertake additional assessment (formerly called academic supplementary assessment) at the Course Coordinator’s discretion, as per policy at 9.1.3 at http://www.law.adelaide.edu.au/students/assessment/#supp

    It is not necessary to apply for additional assessment; this assessment will usually consist of the missed pieces of assessment, but the course coordinator may require more. As per policy 9.1.3.3, if the student passes the additional assessment to the Course Coordinator’s satisfaction, the maximum grade they can get for the course is 50P. If a student’s raw grade is below 45, regardless of whether all tasks have been attempted, this score will stand unless exceptional, documented circumstances apply as per the University’s Modified Arrangements for Coursework Assessment: https://www.adelaide.edu.au/student/exams/mod_arrange.html
    Small Group Discovery Experience
    The University of Adelaide has committed to a pedagogical approach termed the “Small Group Discovery Experience”, indicating that the SHDE will be a core component in a credit-bearing course of every undergraduate program, and that it will be part of every first-year level from 2014. Since the UPP is not an award-based program, it is not strictly required to include an SGDE in the UPP.

    However, since the UPP is designed to prepare students for first-year study, and the SGDE will be a core component of all first-year study, it is important for the UPP to provide some preparation in Small Group Discovery. These should be of a scaffolded, preparatory nature as befits each course within the program, and the philosophy and program objectives of the UPP. The Program has been designed to include preparation for small group work and research activity in many of its courses.

    More specifically, this course aims to prepare students for their small-group discovery experience by enhancing their individual and peer reflective capacities and their ability to adapt to different cultural and academic contexts.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills
    Provide feedback on the reflections of their peers
    Demonstrate effective communication, critical and reflective thinking
    Demonstrate effective English language use in writing
    Demonstrate effective English language use in oral/aural communication
    Identify opportunities and challenges in intercultural communication at university and how these challenges can be addressed
    Engage in discussions on academic topics
    Demonstrate an understanding of learning at the university through engagement with course-based activities
    Identify and discuss cultural issues from multiple perspectives
    Identify support services and social or volunteer activities and events at university in which s/he would like to participate
    Locate online and print information relevant to a specific question or issue
    Evaluate written texts
    Use the University’s Learning Management System (myUni) to access course information, submit assignments, and interact with teachers and other students
    Assessment Task Requirements Due Weighting Student Learning Outcome outcomes
     Reflective journal 1 Individual
    500 words

    Monday Week 3 

    5% Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills 1,3-4
    Learning Mode Ethnography (LME)

    1,800-word essay

    Audit four first-year lectures in weeks 7 and 9 as organised by Lecturer. 

    Friday
    Week 13
    50% Valuing diverse perspectives of fellow students Provide feedback on the reflections of peers 2,3-4
    Reflective Journal 2 500 words Wednesday Week 10 5% Demonstrate an understanding of learning at the university through engagement with course-based activities 8-13
    Team Building PowerPoint 800 - 900 words collectively Week 5 15% Demonstrate effective English language use in academic oral/aural communication 5,6,7
    Proposal for LME 800 words Week 2 Mid-Semester Break 15% Demonstrate planning and strategy for future assessment with scaffolded support.

    3-4

    8-13

    Active Participation

    (In-Class Discussion Board Posts)

    100 words approx. 

    Weekly

    (Week 1-6, 8,10-12)

    10% Engage (digitally) with weekly course content both individually and collaboratively.

    Assessment Related Requirements
    Students must attempt all assessment tasks to pass this course. Since the University Preparatory Program is designed to prepare students for success at University, completing and submitting all assignments is central to the intended learning outcomes of the program and each course within it. Often, at least attempting and submitting assignments in the face of difficulty or adversity is enough for success at University and the UPP encourages this resilience by employing this policy in select courses. Please note that the absolute last date for the submission of assignments in Semester 1 is the end of Swot Vac week, which is one week after the final assignment is due.

    If a student fails to submit all assessment tasks and would otherwise have received a grade greater than 45, they will be given a nominal grade of 45 (Fail) for that course in that semester. This will permit them to undertake additional assessment (formerly called academic supplementary assessment) at the Course Coordinator’s discretion, as per policy at http://www.adelaide.edu.au/student/exams/supps.html

    It is not necessary to apply for additional assessment; this assessment will usually consist of the missed pieces of assessment, but the course coordinator may require more. As per policy 9.1.3.3, if the student
    passes the additional assessment to the Course Coordinator’s satisfaction, the maximum grade they can get for the course is 50 (Pass). If a student’s raw grade is below 45, regardless of whether all tasks have been attempted, this score will stand unless exceptional, documented circumstances apply as per the University’s Modified Arrangements for Coursework Assessment: https://www.adelaide.edu.au/student/exams/mod_arrange.html  

    Substantial non-engagement in this course (evidenced by repeated non-attendance at tutorials and failure to submit assessments) may result in students being withdrawn from the University Preparatory Program and being required to apply for reinstatement if they wish to continue.
    Assessment Detail
    Please see Canvas for assessment details. 
    Submission
    All assignments will be electronically submitted via MyUni, except for tests and in-class assessments.

    Students may be granted extensions to assignments on medical or compassionate grounds; documentation to support these ground will be required. Requests for extension must be made before the due date; requests for extension submitted after the due date will not be considered. All extension requests must be submitted to the Course Coordinator (Dr Chad Habel: chad.habel@adelaide.edu.au); any extensions granted by the lecturer or tutor will not be considered valid.

    All extension requests will be administered according to the Modified Arrangements for Coursework Assessment Policy: http://www.adelaide.edu.au/policies/3303/.  

    For a concise information sheet on this policy, please visit http://www.adelaide.edu.au/student/exams/pdfs/maca_medical_compassionate_info.pdf 

    Assignments not granted extensions which are submitted after the due date will be penalised at the rate of 5% per working day.

    This course aims to return assessed work within two weeks of its submission. The resubmission of assignments is not possible for this course, except in exceptional circumstances as approved by the Course Coordinator.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.