ED4460 subject outline 2010.doc

Cover page

School of EducationSubject OutlineED4460Service Learning forSustainable FuturesSubject Lecturer:

Ms Peta SalterTownsville

Campus

Study period 11, 2010BACHELOR OF EDUCATION

About the School of EducationOur successful undergraduate programs have a 40-year history in North Queensland and during this time the School of Education has developed exceptionally strong relationships with local schools and education providers. Our quality teacher preparation programs, the Bachelor of Education in Early Childhood, Primary and Secondary education and the Graduate Diploma of Education are certified by the Queensland College of Teachers.

The Bachelor of Education course at James Cook University is constructed so that its graduates meet the aspirations of the University to produce graduates who possess qualities identified in the document JCU: In the Third Millennium.

These include the following qualities:

Exemplary personal and professional moral and ethical standards

A commitment to lifelong learning and intellectual development

An understanding of Indigenous Australian issues and cultures

An understanding of regional issues

A sense of professional, community and environmental responsibilities

Willingness to contribute to the intellectual, cultural and social life of the regional, national and international communities.

In addition, our teacher education programs are developed in accordance with the Queensland College of Teachers: Professional Standards for Teachers. These ten standards ensure that graduates will:

Design and implement engaging and flexible learning experiences for individuals and groups

Design and implement learning experiences that develop language, literacy and numeracy

Design and implement intellectually challenging learning experiences

Design and implement learning experiences that value diversity

Assess and report constructively on student learning

Support personal development and participation in society

Create and maintain safe and supportive learning environments

Foster positive and productive relationships with families and the community

Contribute effectively to professional teams

Commit to reflective practice and ongoing professional renewal

Our postgraduate programs offer dynamic professional development opportunities for teachers, administrators, and community workers from a range of disciplines. At this level, we proudly offer postgraduate courses in guidance and counselling, and in career development in Singapore and locally. We continue to offer locally our postgraduate options that focus on education for sustainability (open to graduates from a broad range of work and life experiences) as well as a program focusing on the role of public education. These are exciting initiatives that respond to emerging, educational imperatives at state, national and international levels. Our Research degrees (MEd Honours, EdD and PhD) provide opportunities to explore in greater depth, issues of importance to the profession, to contribute to the body of professional knowledge and equip themselves for leadership at all levels.

We have a strong commitment to community engagement with a focus on education for sustainable futures and improved educational outcomes for our region, especially for Indigenous students. We extend this commitment to communities both nationally and internationally.

We are delighted to offer to our new and continuing students, support that will enable them to meet their individual educational and professional aspirations.

We acknowledge the traditional custodians of the lands where our university is located.

Prepared by Ms Peta Salter for the School of Education, James Cook University.

Copyright 2010

This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism, or review as permitted under the Copyright Act, no part may be reproduced by any process or placed in computer memory without written permission.

Contents XE "Contents"

2Contents

21. Subject staff

32. Key dates for ED4460

33. ED4460 - Service Learning for Sustainable Futures

54. Subject expectations and participation

65. Subject resources

76. Assessment details

137. Submission and return of written assessment tasks

148. Policies and support for all students

169. Subject and teaching feedback

1710. Subject calendar

2011. Assessment criteria and cover sheets

12. Certification of Completion of Placement statement26

1. Subject staff XE "1. Subject staff"

ED4460NameRoom & campusPhoneEmailConsultation times

Subject Coordinator

A/Prof Angela HillDG255-133 Tsv4781 [email protected]

LecturerPeta SalterDG258-135 Tsv4781 [email protected] appointment*

Email: MUST include the subject code, ED4460, in the subject line of the message. All email messages will be responded to within 5 working days. *Consultation: Where possible and appropriate, Skype can be used to consult with students off campus.2. Key dates for ED4460 XE "2. Key dates for this subject"

Welcome to ED4460. In this subject, all students will be working off the same online platform in an external mode. The subject will be delivered through 5 modules. The modules directly inform your learning, placement and assessment preparation for this subject. In each module, tasks have been purposefully designed for you to explore key facets of engaging with service learning for sustainable futures through reflection on your readings, your own experience as learners and teachers and experience during placement. Please note that these dates indicate when the module should be completed. Refer to modules and Assessment Details (p7) for due dates for discussion postings required as part of completion of modules.ActivityWeightingDay/date

Subject materials availableN/A15 November

Module 1N/A26 November

Module 2N/A26 November

Module 3N/A3 December

Assessment task 1 15%8 December

Module 4 N/A28 January

Certification of completion of placement (completed by Organisation and submitted to Tsv Profex unit) 50%1 February

Module 5N/A11 February

Assessment task 235%18 February

Please note:

The census date for study period 11 is Thursday 16 December 2010. This is the last date for all students (domestic and international) to withdraw from subjects in which they are enrolled without incurring student contribution, tuition fee or international student fee liability or, for Commonwealth supported students, without consuming Student Learning Entitlement.

Deadline for withdrawal without academic penalty for study period 11 is 31 December 2010.3. ED4460 - Service Learning for Sustainable Futures XE "3. Insert your ED code and subject title here"

Subject description

This subject focuses preservice teachers on the pedagogy and practice of service learning. Preservice teachers will integrate meaningful community service (minimum 50 hours) with learning experiences and reflection to enrich their understanding of their own teaching role. The service learning projects will aim to strengthen communities with a focus on activities that promote social and environmental responsibility. Preservice teachers will explore a range of learning partnerships with community agencies, industry and business, preparing them for their role with students and in the wider community. Experiences will include options for local, national and international experiences.

Subject outcomes

Students who successfully complete this subject will: identify and access learning communities and networks that foster sustainable communities;

review legal, ethical and professional responsibilities associated with service learning experience and ensure conduct enhances the status of the profession;

establish learning goals and participate effectively in teams inline with personal skills and responsibilities;

explain how to apply approaches to learning that foster active citizenship in their own teaching;

critically reflect on professional learning and contribution to community.

Teaching and learning in this subjectThis subject aligns with JCUs commitment to a brighter future for life in the tropics, world-wide. In particular, it is aimed at inspiring students to make a difference as an educator and to serve and engage with the underserved populations of communities; locally, nationally and globally.With this in mind the subject is designed to enable respectful community engagement and extend notions of active citizenship in preservice teachers through cultivation and completion of a service learning project. It is a subject that will require you to become skilled in moving between theory and practice, underpinned by a focus on critical reflection. Being a reflective practitioner means that as a teacher, you will be trying to improve what you do in the classroom and wider community tomorrow, by thinking in an informed way about your service learning experience today. This subject uses a service learning pedagogical framework, informed by the example of Delve, Mintz and Stewart (in Bringle & Hatcher 1996). Using a service learning framework will facilitate learning through the following phases: Learning PhaseLearningModule

PreparationThis includes exploration and clarification of concepts of service learning and sustainability to lead to realisation/insight into the meaning of service.

1, 2 & 3

ActionParticipation and advocacy through completion of service learning placement.

4

ReflectionInternalisation of how the service learning experience influences career and life choices.5

Delivery of ED4460 involves student engagement in a range of learning experiences outlined in five learning modules. As adult learners and as preservice teachers, the more active you are in the learning process, the more resourceful you will become, and the more you will enjoy your experience. Students are required to self-manage their progress through the subject, exercising flexibility and self-direction in various elements including project choice and timetabling of 50 hours (minimum) of placement. Completion and assessment deadlines, however, are not negotiable.

Assumed knowledge

Professional Standards for Queensland Teachers (QCT, 2006) are integral to the B.Ed JCU subjects already completed. ED4460 is designed to build on this foundation by enabling students to identify and extend professional knowledge, skills and values by contributing effectively to a service learning project of their own interest.

The requirements of this subject assume that you have: strong academic literacy capabilities;

appropriate knowledge and skills to engage critically with texts and tasks; capacity for reflection and effective professional and interpersonal communication skills;

the ability to work in new settings and contribute in meaningful ways;

capacity for time-management and strong organisational skills. 4. Subject expectations and participation XE "4. Subject participation and attendance"

ED4460 is a three-point subject and results will be allocated as strictly pass or fail. Due to its offering in external mode, participation in this subject respects and requires the ability to work autonomously, collaboratively and reflectively. Emphasis is on students to self-manage their participation in the subject including completion of modules and assessment, and organisation of placement and relevant timetable to complete placement requirements.

Attendance details:

ActivityDayTime

Placement 50 hours minimum service learning placement20 December- 28 January. As negotiated by student.

Guidelines for Service Learning PlacementThe service learning must:

1. contribute to the development of a sustainable society;

2. involve work in a community and a context new to person undertaking project;

3. meet minimum workplace health and safety standards;

4. if in a school, not be undertaken in normal school hours of that school unless the project is undertaken outside Australia.

Please note: Your service learning placement will not be organised by the School of Education. Students are required to organise their own placement and undertake their own risk and suitability assessments, as outlined in module 3 and task 1. After the submission of task 1, the subject lecturer will review each placement proposal and notify the student if the proposed project is approved. Students may only proceed with placement if their project is approved. Guidelines for placement, including risk assessment and ethical considerations will be further explored in subject modules.

It is most important to understand that successful completion of the subject requires:

Completion of all five modules;

Completion and certification of 50 hours (minimum) service learning placement;

Completion of ALL assessment tasks to a pass standard;

Competency in professional literacies.

It is recommended that students schedule a minimum of 10 hours per week for engagement with subject requirements.5. Subject resources XE "5. Subject resources"

LearnJCU

LearnJCU is the key resource for this subject. During the 13 weeks of participation in this subject, you will be required to complete all modules and engage in on-line dialogue and reflection as described in the assessment details. The LearnJCU site will provide you with access to: Subject materials for each module;

Core readings for each module;

Guides for working through each module;

Access to fellow students via the discussion board;

Further advice on assessment;

Links to relevant websites.

It is recommended that you engage with the LearnJCU subject site at least once a week for subject announcements. If you have any technical difficulties using LearnJCU, please contact our IT support system people through Infohelp: 07 47815500 or [email protected]. Library Resources

General library resources: http://cms.jcu.edu.au/libcomp/index.htm

Specific Education resources

http://libguides.jcu.edu.au/content.php?pid=81862&sid=607594The Education librarians, Helen Hooper (Townsville) and Mark Collins (Cairns) are always ready to provide help with accessing library resources.

Helen Hooper Email: [email protected]

Mark Collins Email: [email protected]

Location: 1st floor Library Building Townsville and Cairns

Email

You should check your JCU email account at least once a week. If you make a habit of doing this, you are unlikely to miss out on important and timely communications. You can link your JCU email account to another email address so such messages get re-directed to your private email account. Details of how to do this can be found at this link.

http://www-public.jcu.edu.au/libcomp/JCUPRD_018257#_Access_to_Email_from%20home6. Assessment details XE "6. Assessment details"

Please consult the following policy pertaining to assessment:

http://www.jcu.edu.au/policy/teaching/teaching/JCUDEV_016741.html

http://www.jcu.edu.au/policy/teaching/teaching/JCUDEV_016745.html Note that no individual result on an assessment task should be taken as an indication of the final grade for this subject. Official subject grades are released after the exam period on scheduled release dates (see http://www.jcu.edu.au/student/assessment/JCUDEV_007196.html), through StudentsOnline or eStudent. Students should also be aware that raw scores may be scaled prior to the awarding of an overall grade.

A quick guide to important assessment issues in this subjectYES/NO

You must submit all assessment tasks in order to pass the subject overall. YES

You must receive a minimum of a pass grade in each assessment task to pass this subject overall.YES

This subject includes an assessment task that you must receive a pass grade in to pass the subject overall.NO

A supplementary examination is offered in this subject at the discretion of the subject coordinatorNO

This subject has minimum attendance requirements in order to pass the subject overall. i.e. 50 hours minimum service learning placement must be completedYES

Resubmission of assessment task/s that is/are unsatisfactory is offered in this subject at the discretion of the subject coordinator. i.e. ONLY in regards to professional literacies competency.YES

Scaling of raw marks may occur prior to the awarding of an overall grade (details of this scaling process are provided below).NO

Participation in tutorials forms part of the assessment for this subject. NO

Inclusion of certification (by your supervising teacher or equivalent) of your completion of task/s is required in this subject, and you will be deemed not to have met the invigilation requirements for this subject if these are not submitted. i.e. Certification of completion of placement YES

Assessment summary

A summary of the assessment tasks is provided in the table below.

AssessmentDue dateWeightRelevant JCU graduate qualitiesRelevant QCT standards

1. Assessment 1. Pre Task Assessment service learning planning, information gathering and reflection

8 Dec 201015% the ability to adapt knowledge to new situations,

the ability to deploy critically evaluated information to practical ends,

the ability to select and organise information and to communicate it accurately, cogently, coherently, creatively and ethically.

the ability to think critically, to analyse and evaluate claims, evidence and arguments, and to reason and deploy evidence clearly and logically,

the ability to communicate effectively with a range of audiences,

the ability to lead, manage and contribute effectively to teams

the ability to use online technologies effectively and ethically.

the ability to reflect on and evaluate learning, and to learn independently in a self directed manner,

a sense of professional, community and environmental responsibilities,

willingness to contribute to the intellectual, cultural and social life of the regional, national and international communities.Standard Six:

Support personal development and participation in society Standard Eight:


Standard Nine:

Contribute effectively to professional teams Standard Ten:


2. Service Learning placementCertification due 1 Feb 201150%

3. Assessment 2.

Post Task Assessment service learning summary and reflection

18 Feb 201135%

Assessment details

Assessment 1: Pre-placement task

Due date:

Wednesday 8 December 2010

Weighting:

15%Length:

700 words (1.3 appendices not included)Format:

This assessment has 3 parts:

1.1 Service Learning placement cover sheet

1.2 Rationale

1.3 Appendices (1.3.1 & 1.3.2)

Submission:

Individual electronic submission to LearnJCU Safe Assignment must include all 3 parts and a completed copy of Assessment Task 1 cover sheet and marking criterion (p. 20 of Subject Outline).Description of assessment

Purpose of task

The purpose of this task, undertaken before the census date and commencement of placement, is to give you feedback regarding your ability to engage with the subject and complete all requirements, as well as your ability to demonstrate professional literacy skills. After the submission of task 1, the subject lecturer will review each placement proposal and notify the student if the proposed project is approved. Students may only proceed with placement if their project is approved.

It is an opportunity to practice and demonstrate ability to:

Search for and synthesise information relevant to a topic of individual interest and to elements of professional standards for teachers

Connect with, and to learn from peers and communities/agencies in the community;

Reflect on information, interactions and experiences relevant to developing a professional identity.

Preparation

To prepare for this assessment task you will need to:

Communicate with posting buddies (allocated in week 1 of the subject) to negotiate and develop key understandings relevant to the subject and assessment task and post online.

Search for potential communities and information about your intended service learning placement

Activate and extend professional networks to initiate contact and to seek information, support and confirmation from a community/agency regarding your service learning placement.

Complete weekly preparation tasks as per subject modules.

Reflect on how your engagement in the tasks above develops your understanding of the subject objectives.

Structure of the task

1.1: Service learning placement cover sheet outlining the basic parameters of your proposed placement (refer to p. 22 of Subject Outline).1.2: Rationale (500 words & reference list) justifying how your project contributes to the development of a sustainable community.

Provide a rationale for the 3 goals you have identified for your service learning project. Your explanation and justification should demonstrate your ability to: Engage with readings that explore what service learning and sustainable community are;

Review legal, ethical and professional responsibilities associated with service learning experience, ensuring conduct enhances the status of the profession; and

Access learning communities and networks that foster sustainable communities.

1.3: Appendices (1.3.1 & 1.3.2)

Appendix 1.3.1 Email confirmation from the contact person at your nominated agency supporting proposed placement (to be printed, scanned and attached as pdf document).

Appendix 1.3.2 Collected discussion board entries from modules 1-3 as follows:

Module 1:

1. Due Friday 26 November 4pm. Reflect on the communities with which you have already developed links, identifying:

The community/ies

The period of your involvement e.g. short term/ongoing

How you contribute/d to the sustainability of the community/ies

Module 2:

2. Completed by Friday 26 November 4pm. With your posting buddies (each buddy should contribute approximately 100 words to each term), build a definition of each of the following terms that demonstrates a critical understanding of: (Use examples, if possible from your own experience and demonstrate careful engagement with subject readings with subject readings)

Sustainable community; Service learning.Module 3:

Due Wednesday 1 December 4pm. In a posting of approximately 250 words, briefly describe your proposed service learning project. location, description of community, what you will be doing (including possible learning goals), when you will be completing the project, listing the steps you have taken to prepare yourself for this placement and ethical dilemmas you may face in undertaking this placement. Refer to the Module 3 readings QCT Code of Ethics and Queensland Workplace Health and Safety website. Which of the issues noted in these readings link to your placement? Your response must demonstrate that you have carefully engaged with both these readings. Include discussion of what ways the community and context in which you propose to undertake your service learning project are different from your previous interactions with communities. a) Due Friday 3 December 4pm. In a posting of approximately 100 words, respond to the discussion on one of your posting buddies with the aim of contributing towards further refinement of their project. What strengths and/or weaknesses is it useful to highlight to them as they move towards the development of the three goals that they hope to achieve through completion of the project?

Note: Reflections posted as part of module work are to:

Be written in a scholarly way; Describe and analyse your engagement with subject materials and other sources found by you relevant to the subject. Where references are made a reference list must be included as part of post; Make links to elements of QCT Professional Standards for Queensland Teachers;

Respond effectively to current and emerging educational issues, trends and policies and/or; Reflect on your identity as a teacher who can work effectively and ethically within the profession and the community.

It is recommended that you compose and save your reflective threads as a word document then copy and paste into the relevant discussion forum. To collate reflections for final submission, threads should be collected by sender then downloaded from the relevant forum and submitted as a word document with all the identifying header information.

Assessment 2 Post-placement task

Due date:

Friday 18 February

Weighting:

35%Length:

1200 words (inclusive of all 3 parts)Format:This assessment task has 3 parts:

3.1 Critical reflection postings from modules 4 & 5

3.2 Information Sheet

3.3 Feedback on agency

Submission:

Individual electronic submission to relevant sections of LearnJCU site:

2.1: Module 4 & 5 forums

2.2: Gallery of Learning

2.3: Agency Feedback

Individual electronic submission to LearnJCU Safe Assignment of a completed copy of Assessment Task 2 cover sheet and marking criterion (p. 23 of subject outline).

Note: Failure to post each part to its relevant section will be considered a failure to submit.

Description of Assessment

Purpose of task

The purpose of this task, undertaken after your service learning placement, is for you to draw together your major learning about what service learning for sustainable futures means for your own teaching. The task requires you to critically reflect on your placement experience, and revisit the literature and subject material so that you can make meaning of how this will contribute to developing a framework for your own pedagogy and curriculum vision.

Preparation

To prepare for this assessment task you will need to:

Keep a file of correspondence and artefacts (e.g. photographs) related to your project development, implementation and outcome/s (from week 1 onwards).

Communicate, collaborate and interact effectively with the community agency supporting your placement.

Communicate and collaborate with posting buddies to further develop key understandings relevant to the subject and assessment task and post online. Reflect on your learning about your developing identify as a teacher, current and emerging issues, trends and policies in education and your ability to work effectively within the profession and the community.

Collect, synthesise and distil information about key understandings of the subject relevant to practice, knowledge and values.

Structure of the task2.1 Critical reflection postings from modules 4 & 5 as follows.

Module 4:

1. Due Friday 14 January 4pm. In a posting of approximately 250 words, reflect on the three following aspects as they relate to your placement experience:

a) Refer to the three goals outlined in the pre-task assessment. What intended learning is occurring? What unintended learning occurring?

b) Review your participation in the light of your legal, ethical and professional responsibilities as a teacher. E.g. Challenges have you faced? Insights you have gleaned from your experience so far?

c) In what ways is participation in your service learning project contributing to your development as a teacher? Examine both personal and organisational factors.

2. Due Friday 21 January 4pm. In a posting of approximately 100 words, respond to the reflection of one of your posting buddies comparing their experience with your own.

Module 5:Completed by Friday 11 February 4pm. With your posting buddies, build a discussion that reflects on how your understanding of sustainable communities has developed through your project experience. Each buddy should contribute at least 2 posts (approximately 100 words in total) to the discussion. The discussion should address the ways your service learning experience did and/or did not contribute to the development of a more sustainable community.2.2 Information Sheet giving an overview of learning (minimum 500 words)

Based on what you have learned from your project experience, create an information sheet (2 x A4 pages) that synthesizes and presents key issues, facts and sources of interest to the education profession regarding service learning. This sheet will be posted in the Gallery of Learning that forms part of module 5 on LearnJCU.When framing your information sheet you should consider:

Using evidence from your experiences to develop a successful framework for future learning experiences based on service learning principles at your site.

Your original project proposal in your pre-task assessment, intended and unintended learning during your placement and the final outcome of the project including refinements or amendments you would make to your original framework to ensure/strengthen alignment with service learning principles and the development of a more sustainable community.

What learning is transferable to your teaching area? How valuable could this service learning experience be to future teachers?

Explicit links to current curriculum or policy guidelines.

Engagement with readings to strengthen your response.

The format of the face page of your Information Sheet is to mirror that of the QCT Professional standards statements i.e. it must be one A4 page displaying a:

Descriptive title,

Statement of scope,

List of key points of practice, knowledge and values.

Include up to three photographs of you engaged in your placement (The focus of these photographs is you, not others).

Reference list for scholarly references made on the face page only.

The reverse side should display an annotated list of useful contacts and sources of relevant Further information. Reference must be made to a range of relevant research/information sources. These can include research articles, book chapters, and materials from educational texts, magazines, journals, web pages and the like.

Annotations must:

Specify how the reference informs of further information regarding service learning

Be less than 50 words each.

2.3 Feedback on agency by response to the following questions:

Would you recommend future students to work with this agency? Why/why not?In your response include both positive and negative aspects of your experience in relation to notions of service learning and sustainability (consider at least 2 of each positive and negative). This feedback will be posted on the Agency Feedback blog that forms part of module 5 on LearnJCU.7. Submission and return of written assessment tasks XE "7. Submission and return of written assessment tasks"

Submitting via LearnJCU

Electronic submission of assignments will be required.

Assessment Task One: submit entire assignment through SafeAssign.

Assessment Task Two: submit parts 2.1, 2.2 & 2.3 by posting to relevant sections nominated in Assessment Details. Cover sheet and marking criterion to be submitted through SafeAssign.Certification of completion of placement:

Originals are to be placed in the Professional Experience box, Room 110, B Block, DG255, Western Campus with annotation: "Attention: Frana McKinstry, Profex Unit"OR

Faxed to 4781 5699 with annotation: "Attention: Frana McKinstry, Profex Unit".

Students must keep a copy for their own records.Return of Assessment

Assessment Task 1 will be returned to students electronically via JCU email accounts.

Assessment Task 2 cover sheet and marking criterion only to be returned to students electronically via JCU email accounts.

Important advice

You are required to keep a duplicate copy (i.e. photocopy) of all work submitted and a master and back up copies of all computer-generated work and all marked and returned assignments until the final grade for the subject has been awarded and the period for appeal expired.

Except under exceptional circumstances, assessment tasks will be returned no later than three weeks after the submission date. Final presentation marks will not generally be available until sufficient moderation has been completed.

8. Policies and support for all students XE "8. Policies and support for all students"

Assessment and subject outline policies

Students must attempt all assessable activities and do so in accordance with the minimum expectation prescribed in the subject outline. Failure to complete any such assessment will automatically lead to a grade of X. The failure to submit any assessable activity and the submission of a partially completed assessable activity will automatically lead to a grade of X.http://www.jcu.edu.au/policy/teaching/teaching/JCUDEV_016741.html

http://www.jcu.edu.au/policy/teaching/teaching/JCUDEV_016745.html

Submitting assessments and deadlines (School of Education)

http://cms.jcu.edu.au/education/tli/student/JCUPRD_039012 Queensland College of Teachers standards and JCU Graduate Attributes http://www.jcu.edu.au/policy/teaching/teaching/JCUDEV_007031.html

http://cms.jcu.edu.au/idc/groups/public/documents/how_to/jcuprd_043234.pdf

APA referencing

http://www-public.jcu.edu.au/libcomp/az/JCUPRD_026181

FORMAL EXAMINATION INFORMATION (where applicable)Special consideration in an exam

Applying for special consideration is recommended in situations where a student considers before and up to the day of the exam their preparation has been/or is adversely affected by certain circumstances (eg medical, trauma etc). More information about the procedure for applying for special consideration can be found at: http://www.jcu.edu.au/student/assessment/examfaqs/JCUDEV_007268.html Deferred exam

http://www.jcu.edu.au/student/assessment/JCUDEV_007193.html Plagiarism, referencing and cheating

Referencing is a systematic way of acknowledging sources used. For a complete guide to the APA referencing style required in this subject, please refer to http://cms.jcu.edu.au/libcomp/assist/guides/azguides/JCUPRD_026181Plagiarism occurs when writers claim ownership of written words or ideas that are not their own. Plagiarism is a form of cheating and any instances of plagiarism will be dealt with promptly according to University procedures. Please check http://www.jcu.edu.au/policy/student/rights/JCUDEV_005375.html Important policy information is available for all students at the following website

http://cms.jcu.edu.au/education/tli/student/index.htm

Information is provided in relation to the following:

Email etiquette

Exam Procedures

Learn JCU Fast Guides for students

Links to JCU Policies Relating to Assessment, Teaching and Learning

Summary from AT&L policies at JCU

Appealing your Assignment Grade

Avoiding Plagiarism

Cover Sheets for Assignments

Formatting and Submitting Assignments

Return of Assignments

Applying for Extension for Assignments

Penalties for Late Submission of Assignments

Absence from Assessable Activities

Additional Student Support

Support NeededWho to Contact

Accommodationwww.jcu.edu.au/accommodation/

Childcarehttp://www.jcu.edu.au/student/JCUPRD_017384.html

Computers, IT, Library and emailhttp://cms.jcu.edu.au/libcomp/index.htm

Equity and diversitywww.jcu.edu.au/studentequity/

Access ability serviceswww.jcu.edu.au/office/disability

Indigenous studentshttp://www.jcu.edu.au/future/entry/indigenous/index.htm

Employmentwww.jcu.edu.au/careers/

EnrolmentFaculty Student Office www.jcu.edu.au/flbca/JCUDEV_003755.html

Examswww.jcu.edu.au/student/assessment/

FinancialStudent Loans www.jcu.edu.au/student/Loans/studentloans/

International Studenthttp://www.jcu.edu.au/international/

Personal / Emotional SupportCounselling Service www.jcu.edu.au/student/counselling/

Spiritual SupportMultifaith Chaplaincy Service http://cms.jcu.edu.au/chaplaincy/index.htm

Learning Skills / Language HelpLanguage & Learning Services http://www.jcu.edu.au/learningskills/

Equity Statement

James Cook University is committed to encouraging equity and diversity. In particular, JCU aims to provide an optimal learning environment to students from a variety of backgrounds:

Aboriginal and Torres Strait Islander Students

People from rural and isolated areas

People from low socio-economic backgrounds

People with disabilities

People from Non-English Speaking Backgrounds.

Information relating to scholarships, bursaries and services is available at www.jcu.edu.au/studentequity, or by free call 1800 300 064.

9. Subject and teaching feedback XE "9. Subject and teaching feedback"

For general information about processes for student feedback and grievances at JCU, students should consult http://www.jcu.edu.au/student/feedback/index.htm

Student feedback is one way of gaining recognition of subject and teaching strengths, and provides information on areas that may need further development or change. JCU provides two formal mechanisms for you to provide feedback about your subjects and instructors: Student Feedback about Teaching (SFT) and Student Feedback about Subjects (SFS). The SFT is paper-based, and is conducted at the request of your lecturer or tutor and usually occurs in the latter weeks of semester. The SFS is available to all students through StudentsOnline towards the end of each study period. School of Education staff value and appreciate student feedback as a source of evidence about the quality of our teaching and courses so you are strongly encouraged to provide considered feedback for each of your subjects. As this is the first time this subject has been offered in this mode, we are greatly interested in student feedback on all aspects of the subject in order to refine future formats.10. Subject calendar XE "10. Subject calendar"

QCT standards are available at http://cms.jcu.edu.au/idc/groups/public/documents/how_to/jcuprd_043234.pdfWeek/

DateModuleReadings Focus QCT Professional Standard

Relationship to assessmentStaying on track in this subject

Week 1

Monday 20 Nov1. Introduction to Service learning for sustainable futures

Mind Tools Ltd. (2010). Time Management. Retrieved from:

http://www.mindtools.com/pages/main/newMN_HTE.htm

National Service-Learning Clearinghouse. (2010). What is Service Learning? Retrieved from: http://www.servicelearning.org/what_is_service-learning/service-learning_is

Queensland College of Teachers. (2006). Professional Standards for Teachers. Retrieved from: http://www.qct.edu.au/Publications/ProfessionalStandards/ProfessionalStandardsForQldTeachers2006.pdfSustainable Sonoma County. (2010). Defining Sustainability. Retrieved from: http://www.sustainablesonoma.org/keyconcepts/sustainability.html

Standard Six:



Standard Nine:


Commit to reflective practice and ongoing professional renewal Orientation to the subject is crucial to understanding the philosophy of the subject which underpins the assessment, timeline of assessment and the part placement plays in the subject and assessment.

Understanding the terms service learning and sustainable community are integral to task 1. Read the subject outline closely.

Familiarise yourself with the LearnJCU site

Complete Modules 1 & 2 postings due for both modules by Friday 4pm (required for task 1) Students will be put into posting buddy groups for discussion forums

Start exploring possible projects and agencies for placement (see module 3)

2. Service learning & sustainable futuresAustralian Government Department of the Environment and Heritage. (2005). Educating for a sustainable future: A national environmental education statement for Australian schools. Retrieved from: http://www.environment.gov.au/education/publications/sustainable-future.htmlGlickman, C & Thompson, K. (2009). Tipping the tipping point: Public engagement, education, and service-learning. Voices from the Middle, 17(1), pp9-15.Kahne, J & Westheimer, J. (1996). In the service of what? The politics of service learning. Phi Delta Kappan, 77(9), pp592-598.

Tapia, M & Mallea, M. (2003). Service-Learning in Argentina in Service in the 21st Century (pp203-215). Retrieved from:

http://www.service-enquiry.org.za/downloads/chapter%2016.pdf

Week 2

Monday 29 Nov3. Framing considerations for placement

Queensland College of Teachers. (2008). Code of Ethics.Retrieved from: http://www.qct.edu.au/PDF/PCU/CodeOfEthicsPoster20081215.pdf Service Learning for Sustainable Futures Student Handbook (available on LearnJCU)

Queensland Government: Workplace Health and Safety QLD (2010). Health and Safety Tips. Retrieved from: http://www.deir.qld.gov.au/workplace/safety/industry/index2.htm Queensland Government: Workplace Health and Safety QLD (2010). Workplace Health and Safety Topics. Retrieved from: http://www.deir.qld.gov.au/workplace/safety/topics/index2.htm

Youth Off the Streets. (2010). Service Learning. Retrieved from:

http://www.youthoffthestreets.com.au/servicelearning/index.html

Standard Eight:


An in-depth understanding of placement guidelines and related issues is integral to task 1 and organisation of service learning project. Includes templates required for different sections of task 1. Complete Module 3 individual posting due by Wednesday 4pm, reply to posting buddy due by Friday 4pm (required for task 1) Outline project and initiate contact with agency early in the week.

Week 3 Monday 6 Dec Task 1 due 4pm Wednesday 8December

Notification of project approval from lecturer will begin this week

Week 4 Monday 13 Dec Census date Thursday 16 December last date to withdraw if not able to meet requirements of subject

Week 5 Monday 20 Dec4. Placement

Standard Eight:


Standard Nine:



Experiences and reflections on placement are the core focus of task 2. Start placement hours

Ensure you have established a timetable to complete placement hours by Friday 28 January (ensure you consider any personal/other commitments, e.g. Fourth year students need to consider commencement dates for ED4488)

Week 6 Monday 27 Dec

Week 7 Monday 3 Jan

Week 8 Monday 10 JanMid-point posting initiates critical reflection that directly informs 2.1 & 2.2 of task 2. Mid-point posting due in module 4 blog by 4pm Friday 14 January (required for task 2)

Week 9 Monday 17 JanResponse develops critical reflection that directly informs 2.1 & 2.2 of task 2. Response to mid-point posting due in module 4 blog by 4pm Friday 21 January (required for task 2)

Week 10 Monday 24 Jan Complete module 4. 50 hours (minimum) placement completed by the end of this week.

Week 11 Monday 31 Jan5. Post-placement

Constantine, K & Audas, D. (2008). Our Wetlands: a field based research unit. Retrieved from: http://www.epa.qld.gov.au/wetlandinfo/resources/static/pdf/FinalReports/Education/OurWetlands_curriculum%5B1%5D.pdfMcShane, J. (2007). Pedagogy what does it mean? Learning and Teaching update (July). Retrieved from:

http://www.teachingexpertise.com/articles/pedagogy-what-does-it-mean-2370

Queensland College of Teachers. (2006). Professional Standards for Teachers. Retrieved from: http://www.qct.edu.au/Publications/ProfessionalStandards/ProfessionalStandardsForQldTeachers2006.pdfSchneller, A. (2008). Environmental service learning: outcomes of innovative pedagogy in Baja California Sur, Mexico. Environmental Education Research, 14(3), pp291-307.

Standard Six:



Standard Nine:



Informs task 2, including guided exploration of template required for 2.2 of task 2. Certification of completion of placement due by 4pm Tuesday 1 February

Week 12 Monday 7 Feb Complete module 5 posting due by Friday 4pm (required for task 2).

Week 13 Monday 14 Feb Task 2 due 4pm Friday 18 February.

11. Assessment criteria and cover sheets XE "11. Assessment criteria and cover sheets"

Important: Assessment criteria

Students must achieve a pass in each criteria in order to pass each task overall.

If assessment submissions do not pass the Professional Literacies criterion ONLY, students will be asked to resubmit, however will not be able to resubmit more than twice

SCHOOL OF EDUCATION

JAMES COOK UNIVERSITYASSESSMENT TASK 1 COVER SHEET

STUDENTS TO COMPLETE A COVER SHEET FOR EACH ASSESSMENT TASK.

THE COVER SHEET NEEDS TO BE THE FIRST PAGE OF STUDENTS ASSESSMENTS.

SIGN, DATE AND ATTACH COVER SHEET TO FRONT OF EVERY ASSESSMENT TASK.

SUBJECT CODEED4460

ASSESSMENT TITLEPre-placement task

DUE DATE

LECTURER NAME

TUTOR NAME

STUDENT NAME

JCU STUDENT NUMBER

STUDENT DECLARATION

1. This assignment is my original work and no part has been copied from any other persons work or from any other source except where acknowledgement has been made.

2. I hold a copy of this assignment and can produce a copy if requested.

3. This assignment has not been written for me by any other person.

4. This work has not been submitted for any other course/subject.

5. This work may be photocopied and/or communicated for the purpose of identifying plagiarism.

Student signature Date ../../ 20

Grade:

P NMarkers Comments:

_________________________________________Markers Signature:

Grade descriptorPassFail

Criterion/standard for 1.2

Understanding of service learning and sustainabilityClearly identifies and accesses learning communities and networks that foster sustainable communities.

Reviews legal, ethical and professional responsibilities associated with service learning experiences and clearly establishes learning goals that endeavour to facilitate active engagement with the community and ensure conduct enhances the status of the profession.Demonstrates command and engagement with readings and resources pertaining to service learning and sustainability.

Limited identification and/or access to learning communities and networks that foster sustainable communities.

Limited or no review of legal, ethical and professional responsibilities associated with service learning experiences and demonstrates limited ability to establish learning goals that endeavour to facilitate active engagement with the community and/or ensure conduct enhances the status of the profession.

Demonstrates no or limited engagement with reading or resources pertaining to service learning and sustainability.

Commitment to reflective practice

Provides clearly articulated insights into the role and application of learning to professional learning and contribution to community.

Provides limited or no insights into the role and/or application of learning as pertaining to professional learning and contribution to community.

Professional literaciesDemonstrates sound level of personal proficiency in written language. Responses engage with appropriate professional discourses. Minimal errors in grammar or spelling are noted.

Accurate in-text citation and reference list, according to APA conventions

Demonstrates poor level of personal proficiency in written language OR responses use inappropriate professional discourses. Errors in grammar or spelling are noted and may interfere with meaning.

Inaccurate in-text citation and reference list, according to APA conventions

1.1: Cover sheet completed and includedYesNo

1.3.1: Email confirmation from organisation includedYesNo

1.3.2: Collected discussion board entries includedYesNo

1.1 Service Learning Placement Cover Sheet: (spaces are NOT indicative of required length)

Name:

Student Number:

Proposed Project:

Brief description (150 words):

Location:

Contact person:Email

Phone no:

Three goals for this service learning project:

1.

2.

3.

I certify that:

I understand that I will be responsible for all expenses associated with my proposed placement, including travel and accommodation where applicable.

I deem the placement suitable for me, having undertaken the required risk assessment.

Student signature:

Date / / 20 Placement requirementStudent audit

Yes/No

(To be completed by student)Lecturer agreement (To be completed by lecturer)

If in a school, my proposed project will not be in normal school hours of that school unless outside Australia or part of an internship

My proposed project meets minimum workplace health and safety guidelines.

My proposed project contributes to development of a sustainable community.

My proposed project is in a community and context new to me.

Requirements for placement met: Yes/NoLecturers signature

Date . / / 20Please note that meeting the above requirements does not mean that your project will automatically be approved.SCHOOL OF EDUCATIONJAMES COOK UNIVERSITYASSESSMENT TASK 2 COVER SHEET

STUDENTS TO COMPLETE A COVER SHEET FOR EACH ASSESSMENT TASK.

THE COVER SHEET NEEDS TO BE THE FIRST PAGE OF STUDENTS ASSESSMENTS.

SIGN, DATE AND ATTACH COVER SHEET TO FRONT OF EVERY ASSESSMENT TASK.

SUBJECT CODEED4460

ASSESSMENT TITLEPost-placement task

DUE DATE

LECTURER NAME

TUTOR NAME

STUDENT NAME

JCU STUDENT NUMBER

STUDENT DECLARATION

6. This assignment is my original work and no part has been copied from any other persons work or from any other source except where acknowledgement has been made.

7. I hold a copy of this assignment and can produce a copy if requested.

8. This assignment has not been written for me by any other person.

9. This work has not been submitted for any other course/subject.

10. This work may be photocopied and/or communicated for the purpose of identifying plagiarism.

Student signature Date ../../ 20

Grade: P NMarkers Comments:

_________________________________________Markers Signature:

Grade descriptorPassFail

Criterion/standard for 2.1 & 2.2

Commitment to reflective practice and ongoing professional renewal

Demonstrates the capacity to critically reflect on professional learning and contribution to community.

Demonstrates limited capacity to critically reflect on professional learning and contribution to community.

Develop service learning for sustainable futuresProvides a clearly articulated teaching pedagogy that includes insights into the application of teaching and learning as pertaining to service learning principles, including explanation of how to apply approaches to learning that foster active citizenship in own teaching.

Demonstrates command and engagement with readings and resources (including policy and curriculum documents) pertaining to service learning and sustainability

Provides limited or no insights into the application of learning as pertaining to service learning principles with limited or no explanation of how to apply approaches to learning that foster active citizenship in own teaching.

Demonstrates no or limited engagement with reading or resources (including policy and curriculum documents) pertaining to service learning and sustainability.

Professional literaciesDemonstrates sound level of personal proficiency in written language. Responses engage with appropriate professional discourses. Minimal errors in grammar or spelling are noted.

Accurate in-text citation and reference list, according to APA conventions

Demonstrates poor level of personal proficiency in written language OR responses use inappropriate professional discourses. Errors in grammar or spelling are noted and may interfere with meaning.

Inaccurate in-text citation and reference list, according to APA conventions

2.3: Feedback of Agency posted YesNo

(

ED4460Service Learning for Sustainable FuturesCertification of Completion of Placement XE "Certification of Completion of Placement" This is to certify that ______________________________________________________________

(Preservice teachers name & signature)

has completed a minimum of 50 hours in a service learning project in partnership with

_____________________________________________________________________________

(School / Centre/Organisation)

and that during these hours, the preservice teacher has:

worked to support the goals of the organisation

displayed legal, ethical and professional behaviour;

participated effectively in teams

performed all duties as required

Overall performance

( Satisfactory engagement in organisation

( Unsatisfactory engagement in organisation Comments: (eg: has your agency benefited from the service provided by the preservice teacher)

Supervisors name ____________________________ (please print)

Supervisors signature ________________________

Contact phone number for agency (verification purposes only) ________________________It is the preservice teachers responsibility to place this completed statement into the Professional Experience Box, or fax the statement to (07) 4781 5699.

Preservice teachers should make and retain a copy before submitting the original.

Feedback on Course: Course Experience Questionnaire (CEQ)

FINAL YEAR STUDENTS

-----------------------------------------------------------------------------------------------------------------------------------

Dear Student,

Congratulations on approaching the completion of your JCU degree.

We want to make you aware that nationally, early each year, Graduate Careers Australia conduct a survey called the Graduate Destination Survey (GDS) and Course Experience Questionnaire (CEQ). This is administered to every graduate of every degree of every university in Australia. The CEQ asks you to evaluate your experiences of the whole degree you will have completed, on aspects like quality of teaching, generic skills, intellectual stimulation, and your overall satisfaction.

The results of the CEQ are used in a number of significant ways: The federal government uses them as key criteria in allocating funds to universities for teaching and learning Good Universities Guide uses them to allocate star ratings to unis We use them as part of our annual course review process, to improve the quality of all our courses.So you can see that the CEQ has real impact.

You will receive the CEQ survey either when you attend your Graduation ceremony, or in the mail. We ask that you take some time to complete the survey honestly, accurately and in full. Please note too that the survey uses a 5-point scale from Strongly Disagree (1) to Strongly Agree (5). The central, neutral point - 3 is always scored as negative by GCA when they compile the results, so we urge you in particular to avoid that 3 score, and tell us what you really think use the 1, 2 or the 4, 5. This way, your honest evaluation will really count.Thank you and very best wishes for your future.School of Education

Agency Stamp

PAGE

James Cook University School of Education Page 2

Date post:	04-Sep-2015
Category:	Documents
Upload:	derek-vanderkruk
View:	230 times
Download:	2 times

ED4460 subject outline 2010.doc

Documents