EDUC 7071 - Contemporary Issues in Wellbeing Education
North Terrace Campus - Semester 2 - 2025
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General Course Information
Course Details
Course Code EDUC 7071 Course Contemporary Issues in Wellbeing Education Coordinating Unit School of Education Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Assessment Literature Review (35%), Essay (45%), Discussion Boards (20%) Course Staff
Course Coordinator: Dr Lynda MacLeod
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Intensive #1
Friday 09 August 2024 in Barr Smith South, 2052, Teaching Room
Saturay 10 August 2024 in Barr Smith South, 2052, Teaching Room
Intensive #2
Friday 4 October 2023 in Barr Smith South, 2052, Teaching Room
Saturday 5 October 2023 in Barr Smith South, 2052, Teaching Room -
Learning Outcomes
Course Learning Outcomes
* Australian Professional Standards for Teachers (APST): https://www.aitsl.edu.au/teach/standardsOn successful completion of this course students will be able to: APST (Lead)* 1 Analyse and evaluate contemporary issues in wellbeing education. 2 Analyse and evaluate how wellbeing education creates flourishing communities. 3 Compare and contrast the efficacy of different wellbeing approaches to creating positive wellbeing outcomes. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1,2,3 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1,2,3 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
1,2,3 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1,2,3 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1,2 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
1,2 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1, 2, 3 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
All readings for this course will be made available upon enrolment via Leganto course's MyUni page.Online Learning
This course is delivered in blended mode and MyUni will be used extensively in this course for announcements, resources, and assessment. Students are expected to be actively checking the MyUni course page regularly for announcements, lecture slides, general course information, assessment details, intensives preparation, additional readings and suggested links. Please ensure you access the MyUni course page before the start of semester. This is your responsibility. -
Learning & Teaching Activities
Learning & Teaching Modes
This course is taught as a blended intensive.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
*A total of 80% attendance at both intensives is a requirement for students to pass this course. Attendance at Intensives is a coursework requirement.Delivery or Engagement Mode Hours Face-to-face intensive workshops (4 full days) 30-32 hours Online discussion 6-8 hours Assignments, reading and research (Approx 12 hours per week) 120 hours TOTAL 156 hours
Learning Activities Summary
Please note this course taught as blended learning.
Intensive 1 Module Topic 1 Defining Wellbeing in Education 2 Contemporary issues and philosophical underpinnings of wellbeing education 3 The peaks and valleys of wellbeing education 4 International perspectives in wellbeing education
Interactive Online Activities Modules 5 - 9 (Interactive discussions on MyUni)
Topics include: Challenges, equity, and teacher wellbeing; Measurement, assessment and evaluation of wellbeing; Strength-based approaches in education, students, schools, teacher and parents
Intensive 2 Module Topic 10 Are we all talking about the same thing? Language, wellbeing in different cultures and contexts 11 Wellbeing, pedagogy and academic accomplishment 12 Evaluating Wellbeing Interventions 13 Future Directions in Wellbeing: Education
* PLEASE NOTE: This course is taught as blended learning.Interactive Online Activities Modules 14 - 18 (Interactive discussions on MyUni)
Topics include: Future Directions in Wellbeing Education: Politics and Policy
Modules are not weeks and may be subject to change. Refer to MyUni for
the start date for the course.
*80% attendance at both intensives is required for students to participate in structured learning activities to achieve the learning outcomes for this course.
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Learning Outcome APST (Lead) 2000-word Literature Review Summative 35% 1, 2 2000-word Research Essay Summative 45% 1, 2, 3 Discussion Forum (x4) Summative 20% 1, 2, 3 Assessment Related Requirements
*A total of 80% attendance at both intensives is a requirement for students to pass this course. Attendance at Intensives is a coursework
requirement.Assessment Detail
Assessment Task Description Due Date Literature Review
(2000 words; 35%)After reflecting on the many discussions during the first intensive choose a contemporary topic from the field of your course in education (schools and/or higher education) that interests you in consultation with your lecturer.
Your review should:- Determine what has already been written on a topic
- Provide an overview of critical concepts
- Identify major relationships or patterns
- Identify strengths and weaknesses
- Identify any gaps in the research
- Identify any conflicting evidence
Please note: APA, Harvard, Vancouver or style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper. Please
refer to the University of Adelaide Referencing Guides for assistance.Refer to MyUni Research Essay
(2000 words; 45%)A 2,000-word research essay chosen from three topics.
About the tasks: A common form of university assessment is the essay. The purpose of essays is for you to demonstrate your understanding of certain key concepts associated with your course and communicate this understanding in a formal, structured way. Essays involve more than simply repeating information from your readings and lecture. They require analysis rather than description, as well as an evaluation of the material and the formation of an argument or interpretation of the set topic.
Please note: APA, Harvard, Vancouver or style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper. Please refer to the University of Adelaide Referencing Guides for assistance.Refer to MyUni Discussion Forums
(20%)There are eight (8) discussion forums for this course. Four (4) discussion boards will be assessed where your comments will be assessed using a marking rubric. Students will complete a total of 6 hours’ worth of discussion boards over the duration of the course. Submission
You must submit an assessment task in accordance with the specified deadline, format and lodgement instructions, except as provided in the Modified Arrangements for Coursework Assessment Policy. All submissions will be via MyUni. Specific information will be provided in the Assessment instructions for each item online. Students will be required to upload all written Assignment via Internet-based plagiarism detection service turnitin on MyUni.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
