GEOG 5094 - Engaging Communities: Techniques and Analysis
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code GEOG 5094 Course Engaging Communities: Techniques and Analysis Coordinating Unit Geography, Environment and Population Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Prerequisites Completed degree (72 units) Course Description In recent years, community engagement has become a central dimension of governance as well as policy development and service delivery. However efforts to directly involve citizens in policy processes have been bedevilled by crude understandings of the issues involved, and by poor selection of techniques for engaging citizens. This course will provide a critical interrogation of the central conceptual issues as well as an examination of how to design a program of effective community engagement. This course begins by asking: Why involve citizens in planning and policymaking? This leads to an examination of the politics of planning, conceptualisations of "community" and, to the tension between local and professional knowledge in policy making. This course will also analyse different types of citizen engagement and examine how to design a program of public participation for policy making. Approaches to evaluating community engagement programs will also be a component of the course.
Course Coordinator: Associate Professor Melissa Nursey-Bray
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesAt the successful completion of this course students will be able to:
1 Develop knowledge and understanding of content and techniques of community engagement at local to international levels 2 Locate, analyse and synthesise information about the diversity of community engagement approaches in a planned and timely manner 3 Develop ability to apply effective, creative and innovative solutions to governance problems that require community engagement 4 Critically evaluate the efficacy of virtual means of delivering or developing community engagement strategies 5 By use of role model examples, demonstrate how community engagement can perform leadership functions within community 6 Develop understanding of cross cultural contexts and nuances/implications community engagement
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)
1, 2, 3, 4, 5, 6, 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
2, 3, 4, 5, 7 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
3, 4, 5, 7, 8 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 7 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
8 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
2, 3, 5, 6
Required ResourcesThere are no required resources for this course, all articles and other resources wil be suplied via Canvas. Students are however encouraged to do their own supplementary research.
Online LearningLectures, assessment, readings and handouts will be made available via Canvas and Canvas will be used as part of an active on-line
Learning & Teaching Activities
Learning & Teaching ModesThe teaching and learning mode for this course will be delivered via one block activity. This period will be divided up into (i) information delivery, and (ii) group work/interaction and tasks. Some online methods will be deployed as appropriate. Curricula will follow principles of independent learning and will provide for small group discovery. Assessment will be constructively aligned by building student skills in what would be actual tasks in community engagement.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 3 hour workshop (or equivalent) per week 36 hours per semester 6 hours reading per week 72 hours per semester 2 hours research per week 24 hours per semester 2 hours assignment preparation per week 24 hours per semester TOTAL WORKLOAD 156 hours per semester
Learning Activities Summary
Schedule Week 1 Course overview Week 2 What is community? Week 3 Methods of public participation Week 4 Methods of public participation Week 5 Evaluating community engagement Week 6 Case study 1 (information on enrolment) Week 7 Case study 1 (information on enrolment) Week 8 Case study 2 (information on enrolment) Week 9 Case study 2 (information on enrolment) Week 10 Case study 3: Indigenous engagement (cross cultural engagement workshop) Week 11 Case study 4: Conflict resolution training/ workshop Week 12 Conclusion and verbal group presentations
Small Group Discovery ExperienceThis course relies on small group activity based around real life examples and case studies
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome 1. 3000 word essay Formative and Summative 30% 1, 2, 3, 4 , 8 2. 3000 word evaluation of community engagement strategy Formative and Summative 30% 1, 2, 5, 6, 3. Participation and attendance Formative and Summative 10% 1, 4, 7, 8 4. Group verbal presentation Formative and Summative 30% 1, 2, 4, 5, 8
Assessment DetailParticipation and attendance (10%): Assessed seminar exercises and activities, and participation.
3000 word essay (30%): Using peer reviewed literature and case studies to justify your points, write an essay that critically reflects on what community means and its implications for community engagement.
3000 word evaluation of community engagement strategy (30%): Students must critique an existing community engagement strategy. The assignment requires them to work in pairs but produce an individual written piece.
Group verbal presentation (30%): Verbal (group) presentation based on a scenario presents a community engagement strategy. Powerpoint may be used.
SubmissionAll assignments are submitted electronically via MyUni.
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.