EDUC 7067 - Leading Wellbeing

North Terrace Campus - Semester 2 - 2020

Issues of wellbeing in education require a distinct approach to leadership. Many wellbeing initiatives have limited impact because leaders use strategies that are not aligned with wellbeing theory and objectives. This course focuses on best-practice approaches to positive wellbeing education. Students will interpret and evaluate evidence-based strategies and the processes to accelerate positive change. In this course, students will also create a plan for sustainable wellbeing initiatives in a diverse range of educational cultures and contexts, integrating theory into action.

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Course Details

Course Code	EDUC 7067
Course	Leading Wellbeing
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 40%, Essay 60%

Course Staff

Course Coordinator: Associate Professor Mathew White

School of Education
Faculty of Arts
The 最新糖心Vlog of Adelaide
Level 8.26, Nexus 10 Tower, Adelaide SA 5005
T: +61 (0)8 831 35706
E: mathew.white@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course students will be able to:		APST (Lead)*
1	Analyse and evaluate how to lead positive approaches to wellbeing in education.
2	Interpret and evaluate wellbeing leadership theories to enable flourishing.
3	Create a strategy to lead wellbeing in diverse educational contexts.

* 最新糖心Vlogn Professional Standards for Teachers (APST):

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1,2,3
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1,2,3
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	1,2,3
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1,2,3
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	3
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1,2,3

Learning Resources

Required Resources

All readings for this course will be made available upon enrolment via Leganto on the course's page.

Online Learning

This course is delivered in blended mode and will be used extensively in this course for announcements, resources, and assessment. Students are expected to be actively checking the course page regularly for announcements, lecture slides, general course information, assessment details, intensives preparation, additional readings and suggested links. Please ensure you access the course page before the start of semester. This is your responsibility.
Learning & Teaching Activities

Learning & Teaching Modes

No information currently available.

Workload

No information currently available.

Learning Activities Summary

No information currently available.

The 最新糖心Vlog'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 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 wellbeing in education (schools and/or higher education) that interests you in consultation with your lecturer. Contemporary refers to within the past 5 - 10 years. For example, topics could include defining wellbeing, measurement, use of technology, culture and context. Write a literature review of peer-reviewed articles published over the past five-ten years. 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 About the task: A literature review: provides an overview of information available on a subject identifies the main authors in the subject area evaluates the ideas in the sources included (rather than just describing them) includes your own interpretation of the findings. 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 最新糖心Vlog 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 最新糖心Vlog 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

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 .

Student Feedback

The 最新糖心Vlog 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 最新糖心Vlog 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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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