EDUC 7071 - Contemporary Issues in Wellbeing Education

North Terrace Campus - Semester 1 - 2019

Wellbeing is increasingly seen as a significant issue in educational settings. Schools and school systems are being challenged to improve the quality of care offered to students. This course focuses on contemporary issues in education from around the world. Students will explore current developments and trends in wellbeing science and its impact on schools and schooling. Students will also analyse and evaluate how wellbeing education can help to create flourishing communities. Upon successful completion of this course, students will have critical knowledge and understanding of current themes of wellbeing literature and be able to critique wellbeing interventions.

  • General Course Information
    Course Details
    Course Code EDUC 7071
    Course Contemporary Issues in Wellbeing Education
    Coordinating Unit School of Education
    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 Y
    Assessment Literature Review 40%, Essay 60%
    Course Staff

    Course Coordinator: Associate Professor Mathew White

    School of Education
    Faculty of Arts
    The University of Adelaide
    Level 8.26, Nexus 10 Tower
    Adelaide SA 5005
    T: +61 (0)8 831 35706

    View Associate Professor White's Researcher Profile here
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to: APST (Lead)*
    1 Analyse and evaluate contemporary issues in wellbeing education.
    2 Analyse and evaluate how wellbeing education creates flourishing communities.
    3 Compare and contrast the efficacy of different wellbeing approaches to creating positive wellbeing outcomes.
    * Australian Professional Standards for Teachers (APST):
    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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    All readings for this course will be made available upon enrolment via Leganto course's MyUni page.
    Online Learning
    This course is delivered in blended mode and MyUni will be used extensively in this course for announcements, resources, and assessment. Students are expected to be actively checking the MyUni course page regularly for announcements, lecture slides, general course information, assessment details, intensives preparation, additional readings and suggested links. Please ensure you access the MyUni course page before the start of semester. This is your responsibility.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This is a blended course delivered in two two-day on-campus intensives on Fridays and Saturdays (9 – 5pm) with regular online activities to support student learning. Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create class community. Intensives are highly interactive and may include expert guest speakers.

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

    Delivery or Engagement Mode Hours
    Face-to-face intensive workshops (4 full days) 30-32 hours
    Online discussion 6-8 hours
    Assignments, reading and research (Approx 12 hours per week) 120 hours
    TOTAL 156 hours
    *A total of 80% attendance at both intensives is a requirement for students to pass this course. Attendance at Intensives is a coursework requirement.

    Learning Activities Summary
    Interactive Online Activities (Weel 1-4)
    Module* Topic
    1  Defining Wellbeing
    2 Contemporary issues and philosophical underpinnings of wellbeing education
    3 The peaks and valleys of wellbeing education
    4 2019 Global Happiness and Well-Being Policy Report & Preparing for Intensive 1

    Intensive 1 (Week 5)
    Module* Topic
    5 International perspectives in wellbeing education
    6 Challenges, equity, and teacher wellbeing
    7 Measurement, assessment and evaluation of wellbeing
    8 Strength-based approaches in education, students, schools, teacher and parents

    Interactive Online Activities (Week 6-10)
    Module* Topic
    9 Reflection on Intensive #1 and Wellbeing Interventions
    10 Are we all talking about the same thing? Language, wellbeing in different cultures and contexts
    11 Wellbeing, pedagogy and academic accomplishment
    12 Working on Assignment 2
    13 Preparing for Intensive 2
    Intensive 2 (Week 11)
    Module* Topic
    14 Evaluating Wellbeing Interventions
    15 Wellbeing, Pedagogy and Academic Accomplishment
    16  Future Directions in Wellbeing: Education
    17 Future Directions in Wellbeing Education: Politics and Policy
    Interactive Online Activities (Week 12)
    Module* Topic
    18 Module 18: Reflection
    * PLEASE NOTE: Modules are not weeks.
  • 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
    Assessment Task Task Type Weighting Learning Outcome APST (Lead)
    2000-word Literature Review Summative 35% 1, 2
    2000-word Research Essay Summative 45% 1, 2, 3
    Discussion Forum (x4) Summative 20% 1, 2, 3
    Assessment Detail
    Assessment Task Description Due Date
    Literature Review
    (2000 words; 35%)
    After reflecting on the many discussions during the first intensive choose a topic from the field of contemporary issues in wellbeing that interests you in consultation with your lecturer. Contemporary refers to within the past 5 years.  For example, topics could include defining wellbeing, measurement, use of technology, culture and context. Write a literature review of peer-reviewed articles published over the past ten years.  

    Your review should:
    1. Determine what has already been written on a topic   
    2. Provide an overview of critical concepts
    3. Identify major relationships or patterns
    4. Identify strengths and weaknesses    
    5. Identify any gaps in the research
    6. Identify any conflicting evidence
    About the task: A literature review: provides an overview of information available on a subject identifies the main authors in the subject area evaluates the ideas in the sources included (rather than just describing them) includes your own interpretation of the findings.

    Please note: APA, Harvard, Vancouver or style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper. Please
    refer to the University of Adelaide Referencing Guides for assistance.

    Refer to MyUni
    Research Essay
    (2000 words; 45%)
    Choose one of the following questions and write a 2,000-word research essay:
    1. You have been invited to prepare a paper for a school/university college board or decision-making body on the strengths and limitations of wellbeing interventions. Write your paper critiquing at least three (3) interventions that aim to build flourishing communities and putting forward the case to support or reject the integration of these within the curriculum.
    2. According Mission Australia’s 2018 Youth Survey, "Mental health is the number one issue of national concern in this year’s Youth Survey. Over the past three years, we have seen the proportion of young people identifying mental health as an issue of national importance double, rising from 21% in 2016 to 43% in 2018." (Carlisle et al., 2018, p.2). This has also been reflected internationally. By evaluating scholarly publications compare and contrast the efficacy of different wellbeing approaches to creating positive wellbeing outcomes.
    3. A topic developed in consultation with your lecturer.
    About the tasks: A common form of university assessment is the essay. The purpose of essays is for you to demonstrate your understanding of certain key concepts associated with your course and communicate this understanding in a formal, structured way. Essays involve more than simply repeating information from your readings and lecture. They require analysis rather than description, as well as an evaluation of the material and the formation of an argument or interpretation of the set topic.

    Please note: APA, Harvard, Vancouver or style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper. Pleaserefer to the University of Adelaide Referencing Guides for assistance.

    Refer to MyUni
    Discussion Forums
    There are eight (8) discussion forums for this course. Four (4) discussion boards will be assessed where your comments will be assessed using a marking rubric. Students will complete a total of 6 hours’ worth of discussion boards over the duration of the course. Refer to MyUni
    You must submit an assessment task in accordance with the specified deadline, format and lodgement instructions, except as provided in the Modified Arrangements for Coursework Assessment Policy. All submissions will be via MyUni. Specific information will be provided in the Assessment instructions for each item online. Students will be required to upload all written Assignment via Internet-based plagiarism detection service turnitin on MyUni.
    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 ( 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.

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