Delivery and Resources
The unit has an academic component (delivered through 5 workshops) and a practical component (students' research work for an organisation)
For the academic component students will be required to:
- Submit the required assessment tasks in a timely manner.
- Complete all the required readings for the unit.
- Contribute to online discussions and activities.
- Deliver a presentation to the rest of the classroom and other invitees including partner organisations in Workshop 4.
For the practical component students will be required to:
- Define a work schedule with their host supervisors and commit to it.
- Work on a research project according to the research plan they discuss with their supervisors.
- Submit a final output of the research project to their organisations.
Assignment Submission and return of marked work
The Project Management Plan and Final Report are to be submitted via the Turnitin function inside the ilearn site. Likewise, marked work will be returned to students electronically via ilearn. Grademark will be used to mark students' work.
Online forum discussions will be rated within each forum. Students will get a mark out of 100 for each posting and can refer to the relevant rubric (Engagement rubric) to understand why they received that rating.
Late submissions, Special Consideration and Extensions
Please email the unit convenor if you find yourself unable to meet the submission dates for assessments. For all written assessment tasks, the Sociology Department applies the following penalties for late work (without an extension): 5% for the first day, then 1% for each subsequent day late. Online forum postings that are submitted after the deadline will not be considered.
SOC 301 iLearn Site. Learning and Teaching resources, assessment guidelines, and links to individual learning modules will be on SOC301’s iLearn page. You will also use the discussion boards to keep in touch with other students and share your experiences of your internship placement.
Academic Honesty Policy
Academic honesty is an integral part of the core values and principles contained in the Macquarie University Ethics Statement (http://www.mq.edu.au/ethics/ethic-statement-final.html). Its fundamental principle is that all staff and students act with integrity in the creation, development, application and use of ideas and information. This means that:
All academic work claimed as original is the work of the author making the claim.
All academic collaborations are acknowledged.
Academic work is not falsified in any way
When the ideas of others are used, these ideas are acknowledged appropriately.
The link below has more details about the policy, procedure and schedule of penalties that will apply to breaches of the Academic Honesty policy.
University Grading Policy
The grade a student receives will signify the overall performance in meeting the learning outcomes of a unit of study. Grades will not be awarded by reference to the achievement of other students nor allocated to fit a predetermined distribution. In determining a grade, due weight will be given to the learning outcomes and level of a unit (ie 100, 200, 300, 800 etc). Graded units will use the following grades:
HD High Distinction 85-100
D Distinction 75-84
Cr Credit 65-74
P Pass 50-64
F Fail 0-49
The works listed below are required for specific workshops and online forum contributions. All readings will be available through e-Reserve.
Boud, D. (2001), Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 2001: 9–18. doi: 10.1002/ace.16
CDRI (2013). Research Project Development and Management: A Handbook. Phnom Penh, Cambodia CDRI. Chapter One: Conceptualising the Research Project: Pages 9-24.
Guillemin, M. & Gillam, L. (2004) “Ethics, reflexivity, and “ethically important moments” in research”, Qualitative Inquiry, 10(2): 261-280.
Thomas, D. R., & Hodges, I. D. (2010). Managing a Research Project in Designing and Managing Your Research Project: Core Skills for Social and Health Research (pp. 131-148). London SAGE Publications
Thomas, D. R., & Hodges, I. D. (2010). Communicating Research Findings in Designing and Managing Your Research Project: Core Skills for Social and Health Research (175-189). London SAGE Publications.
The following readings will enhance your understanding of the topics that underpin this unit. Except for the first resource listed which will be made available on iLearn, all readings can be obtained via e-Reserve.
CDRI (2013). Research Project Development and Management: A Handbook. Phnom Penh, Cambodia CDRI.
Ghaye, T. (2010). "In what ways can reflective practices enhance human flourishing?" Reflective practice 11(1): 1-7.
Jordi, R. (2010). Reframing the concept of reflection: Consciousness, experiential learning, and reflective learning practices. Adult Education Quarterly, 0741713610380439.
Kolb, A. and David A. Kolb (2005). “Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education”. Academy of Management Learning & Education, 4:2, 193-212.
Moon, J.A. (2004). A handbook of reflective and experiential learning: Theory and practice. London: Routledge. (Chapters 6, 8; and Resource 2 –p187-189-, and Resource 7 –p 210-211)
Ramos, M. J. (2004). Drawing the lines. Working Images. Visual Research and Representation in Ethnography.
Rarieya, Jane. "Promoting and investigating students' uptake of reflective practice: a Pakistan case." Reflective practice 6.2 (2005): 285-294.
Thorpe, K. (2004): “Reflective learning journals: From concept to practice”, Reflective Practice: International and Multidisciplinary Perspectives, 5:3, 327-343.