SOCL11059 - Introducing Social Change
Term 1 - 2017


All details in this unit profile for SOCL11059 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

The unit will explore the activities of various social change leaders, how they think about what they do, how they organise for change in the not-for-profit or social enterprise sector. It is concerned with exploring the world we live in and what we can do to make a difference. It will provide an overview of issues, theories and practical knowledges that enable students to understand the world of the 21st Century and to be equipped to participate as active citizens focused on people, planet and prosperity.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Portfolio 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
There needed to be weekly lectures from the course coordinator as well as guest speakers to help consolidate learning. Also more guidance in regards to assessments would be greatly appreciated. Moodle Will add lecturer commentary each week and on assessments
This course would benefit from weekly collaborate sessions to discuss the course content and task requirements Moodle Will offer Collaborate session
On successful completion of this unit, you will be able to:
  1. Discuss relevant social change issues and problems related to the growth of the third sector in Australia
  2. Develop capacities to prepare students to be social change leaders for the benefit of the community within the social sector
  3. Develop skills and knowledge to investigate social problems, develop proposals for action at individual and group levels.
  4. Enhance theoretical and conceptual analysis which will raise questions about policies and practices in social enterprises/voluntary and community organisations
  5. Use reflective learning practice and develop responsibility and independent learning

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Portfolio
2 - Written Assessment

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication
2. Problem Solving
3. Critical Thinking
4. Information Literacy
5. Team Work          
6. Information Technology Competence
7. Cross Cultural Competence        
8. Ethical practice    

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Portfolio    
2 - Written Assessment    

Corrections

Date Updated Information
31-Jan-2017 16:32

NEW SET TEXT for the COURSE

JK Gibson-Graham et al (2013) Take Back the Economy. University of Minnesota Press.

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the Harvard (author-date) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorShane Hopkinson (s.hopkinson@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

INTRODUCTION The Sociological Imagination: History & social change

CW Mills 2000 The Sociological Imagination Chap 1 (CRO)

Textbook: Intro

Week 2 13-03-2017

1. Reframing the Economy, Reframing Ourselves

Textbook: Chapter 1

CHANGEMAKER interview

MOODLE POST 1 (Due FRIDAY)

Week 3 20-03-2017

2. Take Back Work: Surviving Well

Textbook: Chapter 2

CHANGEMAKER interview

Week 4 27-03-2017

Class and Social Change

Iredale 2002 Social Revolution (CRO)

Barefoot Guide 1. Chapter 5 (PDF)

MOODLE POST 2 (Due FRIDAY)

Week 5 03-04-2017

3. Take Back Business: Distributing Surplus

Textbook: Chapter 3

CHANGEMAKER interview

Vacation Week 10-04-2017

Race/Ethnicity & Social Change

Babakiueria [Online video]

Week 6 17-04-2017 4. Take Back the Market: Encountering Others

Textbook: Chapter 4

CHANGEMAKER interview

Week 7 24-04-2017

Gender & Social Change


MOODLE POST 3 (Due FRIDAY)

Week 8 01-05-2017

5. Take Back Property: Commoning

Textbook: Chapter 5

CHANGEMAKER interview

Week 9 08-05-2017

State and Social Change


MOODLE POST 4 (Due FRIDAY)

Week 10 15-05-2017

6. Take Back Finance: Investing in Futures: Any Time, Any Place

Textbook: Chapter 6

CHANGEMAKER interview
Week 11 22-05-2017

Culture & Social Change


MOODLE POST 5 (Due FRIDAY)
Week 12 29-05-2017

Review

Social Innovation Essay Due Friday (02 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

The textbook for this course was added late so students should be aware that the course is structured around KJ Gibson-Graham's (2013) book Take Back the Economy. The introductory chapter is available at the book's website.

1 Portfolio

Assessment Title Reflective Moodle Posts
Task Description

You are required to submit five 300 word posts to the graded Moodle Forum set up for the relevant week. Each individual post will marked out of 10 for an overall mark out of 50.These are to be submitted to the Moodle forum at the end of the fortnight. A separate weekly Moodle forum will be available and remain open until the final posting is due. Students are encouraged to post early to this forum and discuss their posts and then re-submit to the graded forum before the due date. Other posts in the graded forum will not be visible until you submit yours - but you are free to submit drafts to the weekly forum.

The purpose of these Moodle posts is to develop your ability to reflect on the course materials and demonstrate your learning.

Each posting to the Moodle Forums should provide evidence of your learning and thinking about the course. The posts to the Moodle Forums do not need to be lengthy and should not exceed the required 300 words per posting. Put your post in the text box not attached as a document or file. Postings do need to demonstrate that you have given thought to the topic. A brief, concisely written answer to the question is more effective than a long, winded general comment. Whenever possible, your postings to the Moodle Forum should be entirely in your own words. Where appropriate, you should refer to the literature to support your discussion and provide an in-text citation for any sources that you use. If you do use a direct quote, it should only be included if you then make comment on what the author has said. If you use a direct quote as part of your discussion it MUST BE clearly indicated as such and you will need to provide full reference details in Harvard (author/date) style.

THE MINIMUM EXPECTATION FOR THIS ASSESSMENT ITEM IS THAT YOU PROVIDE FORTNIGHTLY POSTINGS FOR GRADING AS OUTLINED ABOVE. YOU ARE ENCOURAGED TO ENGAGE WITH THE WEEKLY DISCUSSION FORUMS AS FEEDBACK WILL IMPROVE YOUR GRADE BUT ITS NOT COMPULSORY..

Assessment Due Date Posts are due anytime before Friday in weeks 2, 4, 7, 9, 11
Return Date to Students Posts will be graded within the following week
Weighting 50%
Assessment Criteria

Assessment criteria will be available on the Moodle site and developed in discussion with students.

Conditions Minimum mark or grade - Students must complete all assessment to pass the course.
Referencing Style Harvard (author-date)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Discuss relevant social change issues and problems related to the growth of the third sector in Australia

2. Develop capacities to prepare students to be social change leaders for the benefit of the community within the social sector

3. Develop skills and knowledge to investigate social problems, develop proposals for action at individual and group levels.

4. Enhance theoretical and conceptual analysis which will raise questions about policies and practices in social enterprises/voluntary and community organisations

5. Use reflective learning practice and develop responsibility and independent learning

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

8. Ethical practice



2 Written Assessment

Assessment Title Social Innovation Essay
Task Description

You are required to write a 1500 word essay on an area of social innovation that was discussed in the course. Taking your cue from the "workshops" or changemaker interviews you should examine an issue of social change that interests you and examine how it might contribute to solving social problems we are facing


Assessment Due Date Week 12 Friday (02-Jun-2017) 11:45 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
Assignments will be returned within 2 weeks as per School policy.
Weighting 50%
Assessment Criteria

Please contact the unit coordinator if you have any questions or are uncertain of what is required for the assessment. While the unit coordinator cannot read and give comment on a draft assignment they can discuss with a student the arguments, ideas and theories used in the preparation of the assignment.

A copy of the criteria and marking sheet and Harvard (author-date) referencing style guide will also be available in the Assessment block on Moodle. It is strongly recommended that you refer to these documents in the preliminary stages of your assignment preparation and prior to submitting your work for marking.

The following criteria will be used to grade the assignment (they are not of equal weighting):

Referencing: All evidence and all ideas which are not your own must be adequately acknowledged at the appropriate point in the text through the Harvard system of referencing, whether you are quoting directly or paraphrasing. You should familiarise yourself with the University policy on plagiarism. Plagiarism is defined in the Undergraduate Handbook, and is explained on the University’s library website. It is essential that you know your obligations in relation to presenting well documented and original work.

Presentation: There is a certain standard of presentation which is expected at this unit level. This includes correct spelling, grammar, punctuation and referencing. If there are typographical errors in your assignments, you will lose marks. You should not use sexist, racist or other forms of discriminatory language.

Originality: To get a distinction or high distinction, there needs to be evidence of critical thinking and original thought. You are encouraged to create original arguments by analysing and evaluating the works of other people in the literature. Regardless of the grade you are aiming at, you should put things into your own words as much as possible, and structure the assignment in your own way.

Sociological insight and understanding: You will be assessed on your ability to understand and to apply relevant concepts, theories and methodologies. Depending on the assessment task, you may only refer to one or two perspectives in a particular piece of work, but it is important to know how the perspective you refer to relates to other possible perspectives within the field. Theories do not develop in isolation. New perspectives develop through modification of previous ones, or as critical reactions against them. Thinking critically is an important skill which follows on from such appreciation. This means being able to assess the adequacy of the theoretical models being used by the writers you refer to, as well as the adequacy of the evidence they present to support these models. Purely descriptive accounts will not be acceptable.

Use of supporting evidence: Except for purely theoretical essays, it is important that you back up your arguments with appropriate and solid evidence. There is no point in simply asserting that something is true, you need to substantiate your major claims with relevant concrete information, statistical or other. In general, this would be evidence derived from sociological works that you have come across in your reading, although this may need to be supplemented with other kinds of evidence (from the Australian Bureau of Statistics, for example).

Relevance and structure of your argument: Your assignments should be relevant to the question or task set, and should be structured in a logical and coherent fashion. The essay needs to contain an introduction, discussion, conclusion and reference list. In the essay your argument should unfold in a clear and logical manner, with appropriate signposts for the reader. Subheadings may be used in the essay to help structure your writing. An introduction sets out how you are going to approach the topic—that is, it is a statement of intent, rather than of content. You should stick to the required word length. Being under the word limit usually indicates insufficient research; being over means you are having difficulty in focusing on the most relevant or most important points.

Independent reading and research: You will be assessed on the extent, depth and relevance of your reading. You should make full use of the textbook and other readings, but it is essential that you do your own independent reading as well. This means making use of the library databases and catalogue and doing you own searches. Within the limitations of library resources, you should access the most relevant and most important works relating to your topic. It is difficult to provide exact requirements, but as a rough guide a major essay would contain at least ten references. These references should be mainly sociological books, book chapters, or journal articles; other sources may be used as appropriate to supplement these. In general the following types of sources should be avoided when writing essays—encyclopaedia, popular magazines, newspapers (except for providing up-to-date information or real life examples), introductory sociology textbooks, ordinary dictionaries (use the definitions in a specialist source; in some cases a sociology dictionary may be appropriate) and general internet sites (those containing information not peer-reviewed). You should rely mainly on specialist sources—avoid general or popular sources, except perhaps to provide evidence which is not available in the more specialist sources. Where possible use the original source, or an equivalent one.


Conditions Minimum mark or grade - Students must complete all assessment to pass the course.
Referencing Style Harvard (author-date)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Discuss relevant social change issues and problems related to the growth of the third sector in Australia

2. Develop capacities to prepare students to be social change leaders for the benefit of the community within the social sector

3. Develop skills and knowledge to investigate social problems, develop proposals for action at individual and group levels.

4. Enhance theoretical and conceptual analysis which will raise questions about policies and practices in social enterprises/voluntary and community organisations

5. Use reflective learning practice and develop responsibility and independent learning

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

8. Ethical practice




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