Undertaking a degree can be both exciting and daunting. To get you off to the best start possible, this unit will orientate you to a number of core academic and professional expectations. You will first learn how to identify quality material on which to base your scholarship, as opposed to 'fake news', 'junk science', or 'pop psychology'. Even so, you will still learn to read the academic and professional literature skeptically. Then you will learn how to write impactfully in a variety of formats for both academic and professional audiences. Key to this is being orderly, evidential and being able to justify your conclusions. Finally, how an audience (e.g., client, employer, legal professional) receives your communicated ideas often rests on how your reputation is perceived. You will therefore also engage: the important notion of maintaining your personal/professional reputation; what constitutes (im)proper academic/professional conduct; and how matters of misconduct should be handled.
Unit code: CO1001Z
Unit status: Approved (Minor revision)
Points: 18.0
Unit level: Undergraduate Level 1
Unit discipline: Counselling
Proposing College: School of Professional Practice - Counselling
Show when this unit is running| 1. | Source high value scholarly and professional material (e.g., journal articles) suitable for inclusion in future assignments. |
| 2. | Read scholarly/professional material in a thoughtful and sceptical way. |
| 3. | Communicate clearly in both written and oral form with academics and professionals alike. |
| 4. | Describe what constitutes academic integrity vs. misconduct, how to avoid misconduct, and how misconduct is to be appropriately dealt with. |
Offering: This unit is to be taught in year 1, semester 1 (term 1). Prerequisites: NA Prohibited combinations: NA
Andragogy In practice: Students will have the opportunity to engage issues which interest them, reflect on their own lives, engage in problem-based learning, and actively take part in the learning process. These aspects of Andragogy are reflected in online self-directed learning which includes both personal reflections and activities. Students will also participate in online seminars or attend an in-person intensive. The intention of seminars/intensives is to stimulate conversation to promote active learning. Activities undertaken during intensives are also designed to promote problem-based learning. Although dependent upon the year level at which a unit is offered, assessments provide students with the opportunity to consider problems in new ways and so enhance their ability to describe and/or apply knowledge, analyse information, as well as to synthesise/create new knowledge.
| Type | Description | Word count | Weight (%) |
|---|---|---|---|
| Skeleton Argument | For 5 different module “Activities” across the unit provide either: (1) a response of approx. 100 words to the question posed; or (2) a response of approx. 100 words to another student’s post. Each response will be marked as satisfactory or unsatisfactory. |
500 | 5.0 |
| Personal Reflection | For 5 different module “Reflection questions” across the unit provide either: (1) a response of approx. 100 words to the question posed; or (2) a response of approx. 100 words to another student’s post. Each response will be marked as satisfactory or unsatisfactory. |
500 | 5.0 |
| Multiple Choice Quizzes or Tests | Within ARK you will be provided with 20 questions pertaining to “APA style”. |
300 | 20.0 |
| Event | For a mental health topic of interest source a limited number of high quality journal articles. Use these to create an audio-visual presentation appropriate to a professional audience. Provide a list of references in APA style. Complete this work in the week prior to your intensive. All presentations will be made available to the class. During your intensive you will be expected to participate in a discussion about your presentation as if at a conference. This discussion may include a justification of your source material. |
1500 | 35.0 |
| Essay | Briefly investigate one example of scholarly misconduct (see, for example, Retraction Watch). What factors led to the misconduct? What checks-and-balances failed to allow the misconduct to go unnoticed? How was due process (i.e., fairness) embedded into the investigation and outcome? What has this example taught you about avoiding academic misconduct or, if necessary, adequately defending a charge? |
1200 | 35.0 |
Unit approved for the University of Divinity by Prof Albert Haddad on 4 Nov, 2024
Unit record last updated: 2024-11-04 08:51:17 +1100