PSYCHOL 2008 - Big Picture Psychology: Global Challenges, Psychological Perspectives
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code PSYCHOL 2008 Course Big Picture Psychology: Global Challenges, Psychological Perspectives Coordinating Unit Psychology Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 1 hour per week Available for Study Abroad and Exchange N Prerequisites 6 units of Level I Psychology from PSYCHOL 1000, 1001, 1005, 1006 Restrictions Available to B Psych Science students only Assessment Seminar participation; group presentation; online and written assessment Course Staff
Course Coordinator: Matthew Kaesler
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
1 Demonstrate critical thinking and an understanding of how psychology as a scientific endevour can inform our capacity to identify and counter popular misconceptions about human behaviour. 2 Describe how a range of theoretical perspectives in psychology can be used to investigate and address specific global challenges. 3 Demonstrate effective teamwork, collaborative problem solving and oral presentation skills. 4 Demonstrate an understanding of the limitations of psychology's contribution to addressing specific global challenges. 5 Develop knowledge of the role of cross-disciplinary and inter-disciplinary approaches to addressing specific global challenges. 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) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1,2,5 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1,2,3,5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
2,3 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1-5 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1,2,5 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
. Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
. Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Curated online resources including journal articles, podcasts, United Nations TV, and specialised online presentations will be delivered via the E-Learning platform MyUni.Recommended Resources
Online Learning
The course content is organised into 4 modules - the first introduces the learner to a set of critical analysis and problem solving skills
based within the psychology discipline. The other 3 modules then address a Global Challenge from a Psychological Perspective.
Note: Global Challenges may change from year-to-year.
Module One: Critical Analysis and Problem Solving in the Age of Misinformation
Module Two: Global Challenge 1
Module Three: Global Challenge 2
Module Four: Global Challenge 3
Each module includes online presentations, reading lists and links to resources. Each module becomes available as the course progresses.
Groups can interact via the discussion board and work on their presentations and White Paper using Google Docs. -
Learning & Teaching Activities
Learning & Teaching Modes
A flipped classroom approach will be used with weekly online lectures to present core material followed by small group discovery experiences where students will work collaboratively to develop skills in critical thinking, problem solving and effective communication skills by focussing on a series of global challenges.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Face-to-Face Contact Hours
2 hours per week in online lectures over a 12 week period (Total 24 hours)
12 hours per semester in SGDE as scheduled (Total 12 hours)
Revision of Material/ SGDE Preparation
2 hours per online lecture (4 hours per week) revision of lecture content and set readings (Total 48 hours)
Assessment Tasks
34 hours meeting and collaborating on pre-recorded group presentation
4 hours writing personal reflection for group presentation
34 hours researching and writing major essay
Total time commitment: 156 hoursLearning Activities Summary
SGDE Participation: Students engage in weekly small group activities involving group work, collaborative problem solving and discussion with peers and an academic facilitator.
Group Presentation, Reflection Exercise, and Q&A
Throughout the semester, students will work together on a group project, which will be presented along with a panel Q&A session in the last 2-3 weeks of semester. We anticipate that the groups will include 3-4 people in total and these will be negotiated in the first tutorial. Groups can choose the global challenge they present on from the final two modules.
Note: The presentation itself is worth 10% while a reflection on your group presentation using SMART goals is worth 5%. There is also a formative (non-graded) group agreement to complete.
Modular Assessments
Online quizz assessment of learning for content in modules 1-4 (10% each).
Major Essay: Global Challenges Paper
You will need to complete a major essay, focusing on a global challenge of your choosing from the first two modules. -
Assessment
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 Summary
Assessment Task Task Type Due Weighting Learning Outcome SGDE Participation Summative Weekly
10% 1-5 Group Presentation, Reflection Exercise, and Q & A session Formative and Summative To be scheduled in week 10-12 15% 2,3,4 Module Quizzes Summative Mondays the week after a module finishes 40% 1-3 Major Essay Summative Tuesday Week 9 35% 1-3 Assessment Related Requirements
SDGE Participation: students engage in weekly small group activities involving prepapration for assessment, collaborative problem solving and discussion with peers and an academic facilitator. Attendance and participation in the SGDE will be recorded.
Group Project Q & A presentation: In the final weeks of the course students will participate in a Q&A style forum on their particular global challenge. All group members will provide input into a panel discussion answering audience submitted questions.Assessment Detail
SGDE Participation: Students engage in weekly small group activities involving group work, collaborative problem solving and discussion with peers and an academic facilitator (10%).
Group Project and Q&A presentation: Small teams of students work together to identify a contemporary challenge; each team in the SGDE cass will work on a different challenge with team members each taking a different perspective in the global challenge they have adopted. Pre-recorded group presentations will be played in class in the form of a Psychology Q & A panel session with the team presenting a panel debate and discussion (answering audience questions). (15%)
Modular Assessments: Online assessments of learning for the content in modules 1-4 will take place over the semester. Assessment detail will be dependent on the module content but may include a short reflection upon a popular misconception or myth, and analysis from a psychological perspective or a brief MCQ test on content. (40%)
Major Essay: Students will identify a global challenge and outline a position with supporting evidence to address the global challenge using psychological perspectives, and identify the limitations of their chosen psychoogical approaches for addressing the challenge. (35%)Submission
Submissions for assessment will occur online via MyUni using the Turn-it-In submission tool.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.
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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.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
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- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
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- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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