Unit convenor and teaching staff |
Unit convenor and teaching staff
Jennifer Barr
Lecturer, tutor
Susan Taylor
Contact via Email
X5B206
Lecturer, tutor
Wanda Snitch
Contact via Email
X5B206
Kerry-Ann O'Sullivan
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
6cp in EDUC units at 300 level
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This capstone unit provides a synthesis of students’ theoretical and professional understandings within the contemporary educational context. It draws together various studies from within the discipline of Education and integrates psychological, philosophical, historical and sociological viewpoints. It is framed around an exploration of people and their communities, contemporary perspectives and policies, and professional contexts and change.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
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TASK 1: INDEPENDENT RESEARCH | 30% | No | Mon 25th September 5.00pm |
TASK 2: TUTORIAL PRESENTATIONS | 30% | No | Thursday 26th October |
CREATIVE AND CRITICAL RESPONSE | 40% | No | Tuesday, 14th November |
Due: Mon 25th September 5.00pm
Weighting: 30%
“Teachers’ identities are central to their beliefs, values and practices that guide their actions within and outside the classroom” (Sutherland, Howard & Markauskaite, 2010, p. 455).
Discuss the concept of professional identity and its connection to being an educator in the twenty-first century.
For your discussion, reflect upon the EDUC399 lectures, readings and the workshops, and use independent research.
You must refer to at least 5 academic, scholarly references, which will provide your discussion with appropriate and current research-based evidence.
Due: Thursday 26th October
Weighting: 30%
In pairs, you will be providing an 8-10 minute engaging tutorial presentation based on a critical identification of the key discourse/ideology/idea about education within a current media text. Your presentation will be supported by maximum 3 powerpoint slides, and you are to include a title slide in addition with both names clearly shown on it in your individual submission of the slides through turnitin.
Due: Tuesday, 14th November
Weighting: 40%
You have been invited to give the occasional address at the University’s Graduation ceremony for Education. This is a celebration of all you have achieved and an opportunity for you to share your understanding of the field of Education.
Prepare a 5–6 minute address to mark this significant graduation occasion.
Present your speech and create an audio file of this for online submission.
Include in your ONLINE submission a copy of the text of your speech. This will be considered as the ‘framework’ for your oral presentation.
The unit is offered internally and externally. Internal students receive a 1-hour live lecture (weeks 3-7) and one workshop per week and the on campus sessions cover the tutorial material. Students are expected to attend all tutorials or on campus sessions as they are workshop–based.
Students are strongly encouraged to attend all lectures.
Lectures are digitally recorded and are available on the unit webpage but will only be posted after the lecture. Lecture slides will also be available through iLearn.
On Campus Days
There are two on-campus sessions for external students. You are expected to attend both sessions and rolls will be taken.
There are 3 Modules for this unit:
Lectures: Thursday 17 August to Thursday 14 September
Tutorials: Thursday 17 August to Thursday 14 September
2. Contemporary Perspectives and Policies
Tutorials: Weeks 8 and 9
3. Professional Contexts and Change
Tutorials: Weeks 10 to 13 inclusive
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: