OCCTH 2001 - Participation in Diverse Communities
North Terrace Campus - Semester 2 - 2023
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General Course Information
Course Details
Course Code OCCTH 2001 Course Participation in Diverse Communities Coordinating Unit Occupational Therapy Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Prerequisites OCCTH 2000 AND OCCTH 2003 Corequisites OCCTH 2000 Restrictions Bachelor of Occupational Therapy (Hons) Assessment Final examination, various assignments and continuous assessment tasks Course Staff
Course Coordinator: Eliza Huppatz
Course Coordinator: Dr Emma George
Phone: +61 8 8313 3122
Email: emma.george@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Tutor: Eliza Huppatz
Phone: +61 8 8313 3663
Email: eliza.huppatz@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences BuildingCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Timetable information can be found in the MyUni website for this course. -
Learning Outcomes
Course Learning Outcomes
1 Apply occupational science and primary health care principles to practice with diverse communities. 2 Analyse different cultural understandings of occupation, health and well-being within the context of diverse community practice and scenarios, including working with Aboriginal and Torres Strait Islander communities. 3 Apply professional skills in self-organisation, communication and teamwork on placement and explain the role of occupational therapists in professional settings. 4 Critically reflect on personal assumptions in relation to equity, diversity, and social and occupational justice in a placement setting. 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 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, 4 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.
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.
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.
2, 3, 4 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, 3, 4 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
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
Taylor, J., O’Hara, L., Talbot, L., & Verrinder, G. (2021). Promoting health: the primary health care approach (7E. ed.). Elsevier Australia.Online Learning
All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites. -
Learning & Teaching Activities
Learning & Teaching Modes
Learning in this course is supported by a blended learning model that uses a mixture of delivery modes to ensure the course materials are aligned to and facilitate student achievement of learning outcomes. Learning activities will include weekly workshops and placement supervision from a university tutor. Students are required to complete 32 hours of placement. Through course content, placement experiences and assessments, students will apply key concepts to the practice setting. The university will host a final seminar for students to present on their placement experience and agency supervisors and community members are welcome to attend.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Lectures: 12 x 1 hour = 12 hours
Workshops: 12 x 2 hours = 24 hours
Tutorial: 10 x 2 hours = 20 hours
Placement: 8 x 4 hours = 32 hours
Examination: 1 x 2 hours = 2 hours
Preparation for Workshop Sessions: 1 hour per session = 12 hours
Preparation for Assessment Tasks = 25 hours
Weekly reading: 1 hour per week = 12 hours
Online modules: 1 hour per week = 12 hours
TOTAL = 151 hoursLearning Activities Summary
No information currently available.
Specific Course Requirements
Students must complete a pre-placement checklist evidencing readiness for placement.
Students must complete 32 placement hours in pairs, which will contribute to their placement hour requirement for the program (with allowance for 4 hours of missed placement due to illness or other extenuating circumstances)
Students must participate in the required supervision sessions (with allowance for 1 missed supervision session due to illness or other extenuating circumstances). -
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 Seminar Presentation Summative 20% 1,2,3,4 Assignment Summative 30% 1,2,3,4 Continuous Assessment Summative 50% 1,2,3,4 Preplacement Checklist, Placement Hours & Participation in Supervision Formative & Summative (Hurdle requirement) 0% 1,2,3,4 Assessment Related Requirements
Preplacement Checklist, Placement Hours & Participation in Supervision (0%) Hurdle Requirement
Students must complete a pre-placement checklist evidencing readiness for placement
Students must complete 32 placement hours in pairs, which will contribute to their placement hour requirement for the program (with allowance for 4 hours of missed placement due to illness or other extenuating circumstances)
Students must participate in the required supervision sessions (with allowance for 1 missed supervision session due to illness or other extenuating circumstances).Assessment Detail
Seminar Presentation (20%)
In placement pairs, students present on the placement experience, with reference to occupational science and primary health care principles including community development and the role of occupational therapy in diverse communities.
Written Assignment (30%): Analysing Participation with Diverse Communities
Students analyse an issue of equity or justice identified while on placement in a diverse community from an occupational justice perspective. The Participatory Occupational Justice Framework may be used to reframe the chosen issue and connect the issue to occupational rights.
Continuous Assessment (50%): Competency on Placement
1. Online quiz on underlying theory related to participation in diverse communities completed prior to beginning placements (10%).
2. Midway Reflection using the SPEF-R2 to identify core competencies of strength and core competencies in areas to be developed. Presentation given during supervision tutorial to a small group of peers and University supervisor (20%)
3. Final Reflection using the SPEF-R2 to consolidate core competencies of strengths and review core competencies in areas to be developed at midway. Presentation given during supervision tutorial to a small group of peers and University supervisor (20%)
Preplacement Checklist, Placement Hours & Participation in Supervision (0%) Hurdle Requirement
Students must complete a pre-placement checklist evidencing readiness for placement
Students must complete 32 placement hours in pairs, which will contribute to their placement hour requirement for the program (with allowance for 4 hours of missed placement due to illness or other extenuating circumstances)
Students must participate in the required supervision sessions (with allowance for 1 missed supervision session due to illness or other extenuating circumstances).Submission
No information currently available.
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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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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