PUB HLTH 1005 - Engaging Adelaide - Knowing your community
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code PUB HLTH 1005 Course Engaging Adelaide - Knowing your community Coordinating Unit Public Health Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 3 hours per week Available for Study Abroad and Exchange N Course Description We are only as healthy as the community around us. So how we do know what is community? Who is in the community? And how can we engage with the community and activate community resources to enhance health and wellbeing? In this course we will use experiential and service learning (volunteering) to answer these questions by taking a detailed look at the community in which we are studying. We will have guest lectures and site visits with organisations working directly with the community including local government, state government, non-government and grass-roots organisations. We will learn from innovative practitioners that are working: to hear from the community and involve them in decision-making; to activate community resources; and to improve community wellbeing. The course will cover theories and practices of community engagement, volunteerism, service learning, social innovation, deliberative democratic theory, placemaking, social determinants of health, health promotion theory. Students will develop skills in simple qualitative and quantitative data collection methods, spatial geography, reflective practice and deliberative practice.
Course Coordinator: Dr Rebecca Tooher
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Apply theory critically to analyse community engagement 2 Explain and apply the principles of service learning and volunteerism 3 Work with other students to research a community and present and discuss the findings 4 Use quantitative and qualitative data they have collected to describe a community 5 Use critical reflection to analyse and evaluate the impact of their own community engagement activities 6 Identify the social and environmental factors that are impacting on the health of a particular community
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)
1-6 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
1-6 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
5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
N/A 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
N/A 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
Required ResourcesLearning through serving: a student guidebook for service learning and civic engagement across academic disciplines and cultural communities. Christine Cress, Peter Collier, Vicki Reitenauer Stylus Publishing, 2013 2nd Edition. Available as an ebook.
ISBN 978 1 57922 990 0 E-Book: 978 1 57922 992 4
Recommended ResourcesA list will be provided on MyUni.
Online LearningMyUni is the primary entry point to online learning at the University of Adelaide. MyUni provides students and staff with access to course materials, discussion forums, announcements, and many other features to help manage learning and teaching. You can connect to MyUni on or off campus from an internet-connected computer using a Web browser. The URL is: http://www.adelaide.edu.au/myuni/ Login to this resource using your Username and Password. Once logged onto MyUni, you will find the information displayed is customised to present only details relevant to you and the online content for courses that you are studying.
For enquiries, contact MyUni Support https://www.adelaide.edu.au/myuni/
Phone: (08) 8313 3000
The Helpdesk is available for extended hours during the week or through voicemail.
You will use MyUni for a number of purposes:
Accessing announcements about changes in scheduling, course information etc. please check MyUni regularly as they contain important announcements that are relevant to your study in this course.
Resources to support the workshop materials and SGDE will be provided on MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThis course will introduce students to theories and practices of community engagement. Using experiential and service learning students will discover what is community, who is in the community and how can we engage with community. Students will research the community in which they are studying. The course will include site visits to organisations working directly with the community including local government, state government, non-government and grass-roots organisations. Students will learn from innovative practitioners that are working: to hear from the community and involve them in decision-making; to activate community resources; and to improve community wellbeing.
The course will be delivered in 3 hours of workshops per week consisting of lecture and discussion, student led group work, guest speakers and site visits.
Students will also undertake a service learning opportunity at one of a selected range of community partner organisations.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Contact hours: 3 hours per week, plus readings, assignments etc
Learning Activities SummaryWeekly workshop will cover the following topics:
- theories of community engagement,
- service learning
- social innovation
- deliberative democratic theory
- social determinants of health
- health promotion theory
- simple qualitative and quantitative data collection methods
- spatial geography
- reflective practice
- deliberative practice
Students will visit a range of community partner organisations and hear from a range of guest speakers that are working:
- to hear from the community and involve them in decision-making;
- to activate community resources;
- to improve community wellbeing.
- At the grass roots
Service learning opportunities will be provided by selected community partner organisations.
Students will select or be allocated to one of the agencies to undertake a single service learning activity at a time negotiated between students and the agency. The types of activities that may be undertaken could include administrative support for a community engagement event, supporting event management at a community engagement activity, collecting evaluation data from a community engagement activity, working alongside a staff member to support a community outreach activity.
Specific Course RequirementsStudents will undertake site visits and a service learning opportunity.
Small Group Discovery Experience‘the community under the glass’
The class will take a map of the Adelaide CBD (and surrounds) at large scale – each group will use a glass to mark out a ‘discovery area’ – they will then work to characterise the ‘community under the glass’ - who lives there?, who works there? what community resources are there?, what issues does this community face and what do they care about? Students will use existing data, their own observations (by walking the area under the glass and making a detailed map of the community by counting and recording things) and other qualitative/quantitative methods to collect data to characterise the community.
Groups will meet up to three times with an academic mentor who will act as a resource and guide as they develop their discovery activities.
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 Assessment Type Weighting Learning course objective(s) being addressed Reflective journal Summative 30% 1, 2, 4, 6 Group report on SGDE Summative 20% 3, 5, 6 Participation in service learning opportunity Summative 10% 1, 2, 4 Written assignment Summative 40% 1-4, 6
Assessment Related RequirementsNone.
Assessment DetailReflective journal (30%)
Students will complete articulated learning statements after each workshop/site visit/guest speaker. Statements will be handed up weekly with a final reflective summary of up to 500 words which provides a reflective overview of their learning, due at the end of the semester .
Group report on the SGDE (20%)
Students will provide an oral report about the community that they have studied including an annotated map which highlights the key features of the community and the issues that it faces as well as a description of how they collected the data that they are presenting.
Service learning (10%)
Students will undertake a volunteer role with a partner community organisation. They will complete a record of service and an articulated learning statement.
Written assignment (40%) 2500 words
Students will select 3 agencies working with the Adelaide city community from a list provided by the course coordinator. They will create a profile of each of the organisations which identifies the organisational mission and vision, the organisation’s main activities, the population that the organisation works with, the role of volunteers within the organistion. They will also link this profile to the social determinants of health that each organisation may be impacting on. For each organisation students will identify and critically evaluate the community engagement stance adopted by the agency in relation to the community engagement theory and compare it with their own understanding or position in respect of community engagement as developed through the course of the semester of study.
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.
Only the Course Co-ordinator(s) may grant extensions.
Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.
Marks will be deducted when assignments for which no extension has been granted are handed in late.
All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 ays late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same ssignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.
The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.
Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.
Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process <https://www.adelaide.edu.au/student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.
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.
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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.
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