EDUC 7071 - Contemporary Issues in Wellbeing Education

North Terrace Campus - Semester 1 - 2019

Wellbeing is increasingly seen as a significant issue in educational settings. Schools and school systems are being challenged to improve the quality of care offered to students. This course focuses on contemporary issues in education from around the world. Students will explore current developments and trends in wellbeing science and its impact on schools and schooling. Students will also analyse and evaluate how wellbeing education can help to create flourishing communities. Upon successful completion of this course, students will have critical knowledge and understanding of current themes of wellbeing literature and be able to critique wellbeing interventions.

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Course Details

Course Code	EDUC 7071
Course	Contemporary Issues in Wellbeing Education
Coordinating Unit	School of Education
Term	Semester 1
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: 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 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.

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

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	1,2,3
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 & Teaching Modes

This is a blended course delivered in two two-day on-campus intensives on Fridays and Saturdays (9 – 5pm) with regular online activities to support student learning. Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create class community. Intensives are highly interactive and may include expert guest speakers.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

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

*A total of 80% attendance at both intensives is a requirement for students to pass this course. Attendance at Intensives is a coursework requirement.

Learning Activities Summary

Interactive Online Activities (Weel 1-4)
Module*	Topic
1	Defining Wellbeing
2	Contemporary issues and philosophical underpinnings of wellbeing education
3	The peaks and valleys of wellbeing education
4	2019 Global Happiness and Well-Being Policy Report & Preparing for Intensive 1

Intensive 1 (Week 5)
Module*	Topic
5	International perspectives in wellbeing education
6	Challenges, equity, and teacher wellbeing
7	Measurement, assessment and evaluation of wellbeing
8	Strength-based approaches in education, students, schools, teacher and parents

Interactive Online Activities (Week 6-10)
Module*	Topic
9	Reflection on Intensive #1 and Wellbeing Interventions
10	Are we all talking about the same thing? Language, wellbeing in different cultures and contexts
11	Wellbeing, pedagogy and academic accomplishment
12	Working on Assignment 2
13	Preparing for Intensive 2

Intensive 2 (Week 11)
Module*	Topic
14	Evaluating Wellbeing Interventions
15	Wellbeing, Pedagogy and Academic Accomplishment
16	Future Directions in Wellbeing: Education
17	Future Directions in Wellbeing Education: Politics and Policy

Interactive Online Activities (Week 12)
Module*	Topic
18	Module 18: Reflection

* PLEASE NOTE: Modules are not weeks.

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 topic from the field of contemporary issues in wellbeing that interests you in consultation with your lecturer. Contemporary refers to within the past 5 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 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%)	Choose one of the following questions and write a 2,000-word research essay: You have been invited to prepare a paper for a school/university college board or decision-making body on the strengths and limitations of wellbeing interventions. Write your paper critiquing at least three (3) interventions that aim to build flourishing communities and putting forward the case to support or reject the integration of these within the curriculum. According Mission 最新糖心Vlog’s 2018 Youth Survey, "Mental health is the number one issue of national concern in this year’s Youth Survey. Over the past three years, we have seen the proportion of young people identifying mental health as an issue of national importance double, rising from 21% in 2016 to 43% in 2018." (Carlisle et al., 2018, p.2). This has also been reflected internationally. By evaluating scholarly publications compare and contrast the efficacy of different wellbeing approaches to creating positive wellbeing outcomes. A topic developed in consultation with your lecturer. 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. Pleaserefer 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.	Refer to MyUni

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 . 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 .

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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