- Class Number 7641
- Term Code 3160
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Prof Kylie Catchpole
- Prof Kylie Catchpole
- Class Dates
- Class Start Date 26/07/2021
- Class End Date 29/10/2021
- Census Date 14/09/2021
- Last Date to Enrol 02/08/2021
Would you like to make a difference to the world, but are not sure how, or where to start?
This course invites students into a workshop environment with guest speakers from inside and outside the university. You will learn about the wide range of ways of contributing to global challenges, helping you to find directions that fit with your strengths and interests and to develop a sense of agency and empowerment. The focus of the course is on positive engagement with issues (not lectures on problems) and on solution-oriented action. You will come away from the course with increased clarity about the directions available to you, and an increased capacity to make a difference.
Upon successful completion, students will have the knowledge and skills to:
- Analyse the connections between their lives and large scale changes in society and our environment.
- Understand the hierarchy of actions from personal choices up to mobilising positive change across society.
- Demonstrate high level skills in working in teams; facilitate learning and provide developmental feedback to others.
- Develop an action plan for an active and constructive social engagement and to commence implementation.
- Apply a wide repertoire of leadership skills in a range of contexts including formal and informal settings and face-to-face and online environments.
A field trip is planned in week 2, and is anticipated to take approximately 3 hours. Details will be available on Wattle and in week 1 of the course.
Recommended student system requirements
ANU courses commonly use a number of online resources and activities including:
- video material, similar to YouTube, for lectures and other instruction
- two-way video conferencing for interactive learning
- email and other messaging tools for communication
- interactive web apps for formative and collaborative activities
- print and photo/scan for handwritten work
- home-based assessment.
To fully participate in ANU learning, students need:
- A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
- Speakers and a microphone (e.g. headset)
- Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
- Suitable location with minimal interruptions and adequate privacy for classes and assessments.
- Printing, and photo/scanning equipment
For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Why optimism and agency? - sources of meaning, examples of optimism and agency, benefits of a values-based approach, identifying ones own values and strengths, and values we share|
|2||Field trip - an example of optimism and agency - details in Wattle||Field trip|
|3||Understand the importance of learning by doing for clarifying direction, making progress and opening up new opportunities. Understand how to see the world as a system, and how parts of the system interact, and how change can occur. Understand the power of connecting - nestedness vs. networking. Be able to identify opportunities for action based on own values, strengths and circle of influence|
|4||Understand the steps in a design approach to projects: finding out what is needed, generating ideas, trying out ideas, iteration, reflection. Includes testing several approaches and having a method to evaluate them|
|5||Learn how to scope a project and write a proposal to clarify aims, methods, outcomes and resources required|
|6||In-class feedback on project proposal and managing projects: figuring out what needs to be done, distributing tasks, communicating well in your team, maintaining accountability. Barriers, fears, tiny steps, moving forward anyway and non-scary ways of thinking about networks||Project proposal due|
|7||Project check-in. Finding your voice and connecting with others. Learning to present your ideas and have creative conversations.|
|8||Putting your ideas in writing. Getting your message across clearly and persuasively.|
|9||Learning to reflect on progress, adjust direction and rescope as necessary. Project check-in and and reflection - checking direction, progress and pivoting, group discussion of learnings to date||Learning portfolio due|
|10||Practice activities in presention + project check-in|
|11||Student presentations of major projects||Major project group component due|
|12||Translate learnings from the course into future choices. How can I take what I have learned in this course and apply it through the rest of my degree program? Of the different paths to contribution, which appeal to me? What experiments could I do to see if they are a good fit? And: What are my concrete next steps beyond this course and when will I do them?||Major project individual component due in exam period|
|Assessment task||Value||Due Date||Learning Outcomes|
|Project proposal||10 %||30/08/2021||1,2,4|
|Learning portfolio||25 %||05/10/2021||1,2,3,4,5|
|Major project (group component)||30 %||20/10/2021||1,2,3,4,5|
|Major project (individual component)||35 %||05/11/2021||1,2,4,5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1,2,4
2-3 pages. Should include the aims of your project, what approach you will take, what resources you require and whether they are available, what the outputs of your project will be, and how you will evaluate your project. Full details are on the Wattle site.
Assessment Task 2
Learning Outcomes: 1,2,3,4,5
This will be a collection of in-class and weekly exercises, and your reflections on them. Full details are on the Wattle site.
Assessment Task 3
Learning Outcomes: 1,2,3,4,5
Major project (group component)
Video presentation in week 11. The video should explain the aims of your project and showcase what you have achieved.
Full details are on the Wattle site.
Assessment Task 4
Learning Outcomes: 1,2,4,5
Major project (individual component)
This consists of one of a choice of outputs (some options are listed below), plus a 1-page reflection. Full details are on the Wattle site.
Different types of outputs will be appropriate to different types of project.
Some possible types of output are:
· Journal article. Should include aims, methods, results, discussion, conclusion. 1000-1500 words
· Report for a funder. Should include, aims, results, future opportunities, lessons learned. 1000-1500 words
· Funding pitch. Should include aims, approach, potential benefit, value-for-money. 1000-1500 words
· Grant application. Should include aims, approach, innovation, potential benefit, value-for-money. 1000-1500 words
· Business plan. Should include market assessment, competing products or services, results of initial trials of product or service. 1000-1500 words
· Article aimed at the general public (see ‘The Conversation’ for good examples) – 600-800 words.
· Podcast interview – 15-20 minutes.
1-page reflection (approximately 500 words).
Your reflection should consider the questions: How can I take what I have learned in this course and apply it through the rest of my degree program? Of the different paths to contribution, which appeal to me? What experiments could I do to see if they are a good fit? And: What are my concrete next steps beyond this course and when will I do them?
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Assignments will be returned to students via Wattle.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Resubmisison is not permitted.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
solar energy, the energy transition
Prof Kylie Catchpole