Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Fiona Miller
Contact via Email
W3A 426
By appointment only
Tutor, marker
Lara Mottee
Contact via Email
By appointment only
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Prerequisites |
Prerequisites
Admission to MPASR(OUA)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Social impact assessment is a key tool in managing development in multicultural environments where stakeholders have different views of the world. Using case studies of resource projects, major infrastructure developments, native title, post-disaster recovery and climate change adaptation this unit develops conceptual, methodological and practical skills relevant to government, community and private sectors. Students will examine several major social impact studies and native title negotiations.
All enrolment queries should be directed to Open Universities Australia (OUA): see www.open.edu.au
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.open.edu.au/student-admin-and-support/key-dates/
On successful completion of this unit, you will be able to:
Assignment Submission
To successfully complete GEOX802 students must complete all assessment tasks. Failure to complete any single assessment task may result in failure of the unit. The final grade is based on the total mark accumulated from all four assessment tasks.
All students must keep an electronic copy of all assignments (preferably as a PDF) submitted for assessment.
All assignments must be submitted via Turnitin. You will be able to access the result of the Turnitin scan and be able to review your assignments in light of this result. Not everything that Turnitin picks up as comparable to other work is plagiarised. Use this process constructively to ensure you are referencing correctly and effectively. Instructions for submitting assignment to Turnitin can be found at: http://mq.edu.au/iLearn/student_info/assignments.htm
Late Penalties and Grading
Unless a Special Consideration request has been submitted and approved,
(a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and
(b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
Each assignment will be marked and commented upon before it is returned to you. The mark will be in the form of a graded letter and as consistent with University policy.
Further Guidance on Assessments
Rubrics and marking criteria for all assessments, as well as some samples of assessments, will be available on iLearn.
Name | Weighting | Hurdle | Due |
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Key Issues Summary | 20% | No | 19/08/2018 (midnight) |
Tutorial Presentation | 10% | No | Weeks 3-11 |
Tutorial Paper | 25% | No | Weeks 4-12 |
Research Essay Outline (A) | 0% | No | 14/10/18 (midnight) |
Research Essay (B) | 35% | No | 4/11/18 (midnight) |
Active Participation | 10% | No | Weeks 1-13 |
Due: 19/08/2018 (midnight)
Weighting: 20%
Write a (1000 word) review of the readings for weeks 1-3 and the introductory lectures. Your review should identify key themes in the literature and relate those themes to your own learning objectives in the unit and fields of interest/professional practice.
The purpose of this assessment task is to ensure that you understand the history, purpose and principles underpinning Social Impact Assessment. You are required to demonstrate a critical understanding of the introductory readings and lectures, the issues they raise and the relevance of these issues to your own learning objectives in the unit and fields of interest/professional practice. This assessment aims to provide you with a clear overview of SIA and how it relates to your own learning objectives.
Due: Weeks 3-11
Weighting: 10%
This task requires an online posting on iLearn (e.g., linking to a short video/s, a case study/ies, websites or articles) and leadership of an online discussion for your chosen week and a written paper (Task 3, below) which is due the following week.
All students are expected to prepare by reading at least 2-3 papers per week. The role of the student(s) leading the tutorial class is not to summarise papers that everyone should have read for themselves, but to lead an online discussion on the issues raised in the papers.
It is recognised that as adult learners students bring a range of experiences and insights to the task of understanding SIA and cross-cultural negotiation, and that a wide range of fields of practice are implicated. Students can make use of online tools such as Zoom to post video or audio files.
Due: Weeks 4-12
Weighting: 25%
Write a 1500 word paper that reflects upon and relates the readings, class discussion and your own understanding of the tutorial topic to the question of: what constitutes 'good practice' in SIA?
The purpose of this assessment task is to allow each student to demonstrate a deeper understanding of one area of SIA covered by the unit and how engagement with this topic can inform an understanding of 'good practice' in SIA. Your tutorial paper should reflect upon your tutorial presentation and be responsive to the class/online discussion as well as engaging with the literature.
This assignment is due before midnight on the Monday night the week following your tutorial presentation. So if you present on Monday of Week 4, the assignment is due by midnight Monday of Week 5.
Due: 14/10/18 (midnight)
Weighting: 0%
Students must submit a brief outline of their proposed SIA, topic and approach to the essay (max. one paragraph) to the convenor by 14 October to receive early feedback on the appropriateness of their case study.
Due: 4/11/18 (midnight)
Weighting: 35%
Choose one of the following (5) topics, undertake research on the topic and write a case study-based essay (3000 words) on your research that addresses the question: What conceptual, methodological and practical considerations need to be taken into account in the conduct of SIA in order to achieve more sustainable and equitable outcomes for different stakeholders? Illustrate your argument with reference to a case study of an SIA undertaken in a cross-cultural context.
The purpose of this assessment is to apply your understanding of SIA in cross-cultural settings, as well as demonstrate an understanding of the principles and practices associated with more negotiated approaches to SIA, through a research-based case study essay. You will select a topic, identify an example of an SIA related to that topic and present related evidence to the topic. The target is to produce work of publishable quality.
Examples of SIAs suitable for this research essay can be found in the SIA Library in Mendeley. See iLearn site for links.
This assessment task is in two parts. Students must submit Part A (see above) before they are able to submit Part B, even though no mark is given for Part A. Students must include a brief explanation of how they have incorporated feedback from Part A and on their previous assessment/s into this assessment task.
Due: Weeks 1-13
Weighting: 10%
All students are expected to make regular postings (150-300 words) on the unit’s iLearn website in response to the questions posted by the convenor or lead discussant, others’ comments and the readings.
Workload Expectation
GEOX802 is delivered online and it is expected that all students in the unit will both participate and contribute to online activities, including preparing by completing the required readings, and participating in web-based discussions. All students are required to complete all the required assessment set for the unit.
Technology Used and Required
GEOX802 provides all students with significant web-based support using iLearn, Macquarie University’s learning management system. If you need help with iLearn please refer to http://www.mq.edu.au/iLearn/student_info/index.htm or contact the unit convenor as soon as possible. The unit website will be maintained regularly, providing you with copies of lecture PowerPoint slides immediately before each lecture. Digital audio recordings of the lectures will be available via Echo360 linked to the unit’s iLearn site. External students are also encouraged to use Zoom for tutorial presentations.
UNIT SCHEDULE – S2, 2018
Week |
Week Beginning |
Lecturer |
Lecture Title |
Online Discussion Topic |
MODULE I - INTRODUCTION TO SIA |
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1 |
30/7 |
FM |
Introduction and scope of the unit Orientation to Impact Assessment Overview of SIA in cross-cultural contexts
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Introduction to and overview of SIA
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MODULE II - METHODS AND CONCEPTS FOR CROSS-CULTURAL SIA |
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2 |
6/8 |
FM |
Key moments in SIA
Paradigms, theories, methods and practices in SIA Discussion of Assessment Task 1
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Dominant and dissident paradigms in SIA
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3 |
13/8 |
FM |
SIA, Indigenous peoples and the Global South
*Assessment Task 1 due 19/8 |
SIA in cross-cultural settings: negotiation-based approaches to social change Student-led tutorial |
4 |
20/8 |
FM |
Critical skills and negotiation in cross-cultural SIA
Discussion of Assessment Tasks 2 and 3 |
Challenges and opportunities of multicultural environments Student-led tutorial |
MODULE III - SIA CASE STUDIES AND PROFESSIONAL PRACTICE |
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5 |
27/8 |
FM |
Assessing infrastructure and resource projects |
Negotiating social change in cross-cultural settings Student-led tutorial |
6 |
3/9 |
FM |
Conflict and SIA
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Addressing conflict in SIA |
7 |
10/9 |
FM |
Forced displacement Discussion of Assessment Tasks 4 and 5 |
Forced displacement and compensation Student-led tutorial |
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UNIVERSITY RECESS |
17/9-1/10: NO CLASSES |
8 |
1/10 Public holiday |
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No class, research time |
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9 |
8/10 |
FM |
SIA in Disaster Settings
Assessment Task 4 due 14/10 |
Vulnerability, shocks and stresses Student-led tutorial
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10 |
15/10 |
FM |
Ethics and SIA |
Ethics in cross-cultural SIA Student-led tutorial
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11 |
22/10 |
FM |
Participation, power and social change |
Public participation: conceptual and methodological issues
Student-led tutorial |
12 |
29/10 |
FM |
Negotiation changing cultures Assessment Task 5 due 4/11 |
Justice and SIA In-class tutorial |
MOUDLE IV - LOOKING FORWARD |
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13 |
5/11 |
FM |
Summary and reflections: Towards SIA for Justice Unit review and evaluation |
No tutorial
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Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
The University recognises that students may experience events or conditions that adversely affect their academic performance. If you experience serious and unavoidable difficulties at exam time or when assessment tasks are due, you can consider applying for Special Consideration.
You need to show that the circumstances:
If you feel that your studies have been impacted submit an application as follows:
Outcome
Once your submission is assessed, an appropriate outcome will be organised.
You can withdraw from your subjects prior to the census date (last day to withdraw). If you successfully withdraw before the census date, you won’t need to apply for Special Circumstances. If you find yourself unable to withdraw from your subjects before the census date - you might be able to apply for Special Circumstances. If you’re eligible, we can refund your fees and overturn your fail grade.
If you’re studying Single Subjects using FEE-HELP or paying up front, you can apply online.
If you’re studying a degree using HECS-HELP, you’ll need to apply directly to Macquarie University.
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/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 postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
This year some small changes have been made to the assessments, including an increase the weighting of the participation mark (to encourage class attendance and participation) and the introduction of a hurdle assignment (Part A) for the research essay, to encourage students to plan their essay early and to provide an opportunity for early feedback from the convenor to inform this major assessment task.