Core Curriculum UNCC100: Self and Community: Exploring the ...

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Core Curriculum

Semester 2, 2021

UNCC100: Self and Community: Exploring the Anatomy of Modern Society

UNIT OUTLINE

Credit points: 10

Prerequisites: Nil

Incompatibles: PHCC102, PHCC104, UNCC301, UNCC302

Who to contact:

1. Questions about the unit: your Tutor

2. Tutorial selection or clash: [email protected]

3. Educational Inclusion Plan: Faculty Academic Liaison (See your local contact below)

4. Request for Extension: Faculty Academic Liaison (See your local contact below)

5. Request for Special Consideration: Faculty Academic Liaison (See your local contact below)

6. Other enquiry:[email protected]

Faculty Academic Liaison (Education & Arts):

Dr. Amy McPherson ([email protected] )

Faculty Academic Liaison (Health Sciences):

Ms. Laurine Hurley ([email protected] )

Faculty Academic Liaison (Law & Business):

Dr. Sr. Thuy-Linh Nguyen ([email protected] )

Faculty Academic Liaison (Theology & Philosophy):

Dr. Richard Colledge ([email protected] )

mailto:[email protected]





ftp://[email protected]/

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UNIT RATIONALE, DESCRIPTION and AIM

Is polluting our environment done for the common good? Does perpetuating discrimination respect the dignity of the individual?

These are just two examples of the many real challenges we face as individuals functioning as members of our community. They highlight the fact that as humans, we are all individuals, and yet none of us lives in isolation. The African concept of ‘ubuntu’ is helpful here: “I am what I am, because of who we are” - this concept is consistent with the principles of Catholic social thought. Understanding these principles helps us to determine how issues relating to the dignity of the human person and the realisation of the common good may be addressed in our personal and professional lives now and in the future.

This knowledge and understanding is a foundation for the development of the skills needed to be able to propose ways to address challenges where shared responsibility for the common good is not being realized. Given the pervasiveness of such problems in our community, addressing this need is important to our success as a community in realizing a more just world – and each student’s role as an individual who can, and must, be part of that.

In this unit students will first learn what the principles of Catholic Social thought are, then they will build on this knowledge by developing their understanding of how these principles relate to their own life and their own community. Lastly, they will apply this understanding in a reflection on how these principles are relevant to their professional context at a local level.

This unit aims to equip students with knowledge and understanding of the ideas of "self" and "community" as interrelated concepts in the context of nine principles of Catholic Social Thought and develop basic skills to enable them to contribute to a more just society.

LEARNING OUTCOMES

On successful completion of this unit, students should be able to:

1. Describe coherently the principles of Catholic Social Thought (CST), and drawing on these produce a personal commentary that explains how the concepts of 'self' and 'community' are interrelated.

2. Analyse and evaluate the principles of Catholic Social Thought (CST) in order to show how issues relating to the dignity of the human person and the common good may be relevant to the skills and knowledge that they are acquiring in the degree program that they are studying.

GRADUATE ATTRIBUTES

On successful completion of this unit, students should have developed their ability to:

GA1 demonstrate respect for the dignity of each individual and for human diversity

GA2 recognise your responsibility to the common good, the environment

and society

GA4 think critically and reflectively

GA5 demonstrate values, knowledge, skills and attitudes appropriate tothe discipline and/or profession.

GA8 locate, organise, analyse, synthesise and evaluate information

GA9 demonstrate effective communication in oral and written English language and visual media

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CONTENT Topics will include:

• The Good Life and the Golden Rule • I am because we are; the individual and society • The history and principles of Catholic Social Thought • Human flourishing and the common good

• The common good • Challenges to the common good – freedoms and the common good • Advocacy: personal and professional challenges of Catholic Social Thought

LEARNING AND TEACHING STRATEGY AND RATIONALE In order to support students’ learning experience in ways that are the most engaging, efficient and

effective, the overall teaching strategy used in this unit is a progressive developmental one. This

applies to all the modes of delivery in which this unit is offered. In all modes, the use of the Learning

Management System (LMS) is integral to the delivery of the learning and teaching strategy. The

approach to learning and teaching is via active learning where students are supported through the

provision of learning resources and class activities (either in physical or virtual classrooms) to take

responsibility for their individual learning. Students are expected to participate in the activities

provided either in class or online and to be able to extend their learning through working alongside

other students and undertaking individual research. Students are supported in their learning through

the provision of:

• Learning modules

• Discussion forums and chat rooms

• Guided readings and links to electronic readings

• Self-assessments and other self-directed learning activities.

The progressive and developmental strategy for teaching this unit means that the unit starts simply by

helping students to acquire the content knowledge that they will need to progress. It then builds on

this knowledge by engaging them in activities that will support the development of their understanding

of this content and what it means to them personally. Lastly, it supports students in reflecting on that

meaning in ways that help them to apply their understanding to situations beyond their immediate and

personal context, as they relate to their individual disciplines of study and the profession(s) they may

enter.

The unit is delivered in different modes. Students will only study in one of these modes. The modes

are:

• Intensive mode over a 2-week period in Winter and Summer Terms; and,

• Online mode over a 10-week period in a normal university semester.

The rationale for offering this unit in different modes is that each mode appeals to different people in

different circumstances. The rationale for the face-to-face mode is that this is often preferred by

students because of the personal engagement they experience studying alongside other students. The

rationale for intensive mode is that this is often preferred by students who are working (and cannot

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attend weekly classes), but who still value a face-to-face component. This mode offers learning

activities in ways that allow such people to take blocks of time in which they study intensively, and

which can therefore be fitted around their work commitments. The rationale for the on-line mode in

addition allows participation in learning by those who are unable to participate in any face-to-face

activities, or who simply prefer to work from a remote location.

Face-to-face and intensive modes adopt a ‘flipped classroom’ approach with no lectures. Instead of

lectures, small group classes of one hour’s duration involving ‘active learning’ methods are used. This

means that students’ learning will involve engaging with others, as a participant, not simply listening or

reading. Active learning methods may include but are not limited to the use of facilitated group

discussions; ice-breakers; buzz groups; role play and advocacy. Face-to-face and intensive modes are

both supported by resources that will be available through the university’s Learning Management

System (LMS) known as “LEO” – the Learning Environment Online. Accessing and using these on-line

resources and activities is integral to the student’s study. Accessing and using these on-line resources

and activities is integral to the student’s study

Please note: all classes in Semester 2 are taught remotely, via Zoom (due to the COVID- 19 pandemic).

ASSESSMENT STRATEGY AND RATIONALE

The design of the assessment in this unit is aligned with, and supportive of, the progressive and

developmental learning and teaching strategy. In this way, the assessment tasks scaffold and

support students’ learning in a sequence that is designed to make their learning as simple as

possible by supporting them as much as possible. The assignments relate progressively to their

achievement of the learning outcomes of this unit and the graduate attributes. A variety of

assessment methods is used. Where possible, students will be encouraged to present their work

using multi-media in preparation for presentation styles they may encounter in their professional life.

Some flexibility may be exercised in the options available to students, consistent with achieving the

learning outcomes and meeting the graduate attributes.

In practical terms this means that the assessments start with an “early and low stakes” assessment

which helps students to progress to more complex and more challenging assessments. In this unit,

this sequential support is provided through three assessment tasks so that they get feedback that

supports their learning as they progress throughout the unit.

The same assessment strategy is used regardless of the mode of study.

The first task relates to the foundations of Learning Outcome 1. It is scheduled early in the unit to

encourage students’ early participation in the simple first stages of learning they will need to

progress. It is low stakes to ensure that there is minimal risk to them but is simultaneously of

maximum learning benefit. It will consist of multiple-choice questions.

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Thus, the first assessment is designed as a helpful stepping-stone to the later tasks. Its focus is on

assessing students’ knowledge of the first basic content they will need, that is, their understanding of

the principles of Catholic social thought. The marks for the first assignment are therefore low, but the

value to students’ learning, and their ability to do the later tasks is high. This is designed to

encourage students to participate in the task in a meaningful and engaged way – it helps them to

progress.

The second task is designed to build on the first. Thus, engaging in the first task helps students with

the second. The second task is designed to assess students’ understanding of key concepts and

principles, but in a relatively simple way. It is given more marks than the first task as a reflection of

its value. In this unit, it assesses how the principles they will learn relate to them, and to how self

and community interrelate (the assessment requires them to describe the principles of Catholic

social thought and explain the inter-relationship between “self” and “community”).

Students should refer to their professional practice or degree discipline based in their address of

community for the assessment. This deliberately helps to make the assessment personally and

professionally relevant and valuable. This encourages students to participate in it in a meaningful

way – the unit is designed to help students to learn something that is relevant to themselves and

their chosen discipline.

The final assessment task is designed to build on the first two. Thus, engaging in the first two tasks

helps students with the last. The final task is designed to assess their ability to apply their

understanding of key concepts and principles. It is given more marks than the first and second

tasks as a reflection of its value. This task assesses students’ ability to apply their understanding of

the key principles to the themes of the unit. As with the second task, this helps to make the

assessment personally relevant and valuable to them and helps them to learn something useful.

Study schedule:

For the most up-to-date information, please check your LEO unit and also note advice from your

teaching staff for changes to this schedule.

Please note the schedule below reflects ACU's decision to offer all classes remotely due

to the Covid-19 pandemic.

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Week beginning Topics and class activities Preparation and other important information for classes

1

Monday

August 2

Introduction to UNCC100

Ice breaker

Read Unit Outline (on LEO)

2

Monday

August 9

The history and principles of Catholic Social

Thought (I)

Complete Module 1 in LEO

3

Monday

August 16

The history and principles of Catholic Social

Thought (II)


4

Monday

August 23

“I am because we are”; individual and

society


5

Monday

August 30

The Good Life and the Golden Rule Complete Module 3 in LEO

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6

Monday

September 6

Human Flourishing and the Common Good Complete Module 4 in LEO

7

Monday

September 13

The Common Good

Understanding the common good and

inequality


8

Monday

September 20

Case study – challenges to the common

good – freedoms and the common good

Vacation Week: September 27- October 3

Read Case Study Handouts provided in LEO

9

Monday

October 4

Advocacy – personal and professional

challenges of Catholic social thought


10

Monday

October 11

Unit “wrap-up”.

Assessment 3


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OVERVIEW OF ASSESSMENTS

The summary table presented below applies to all three modes of delivery for this unit.

Brief Description of Kind and Purpose of Assessment Tasks

Weighting Learning

Outcome/s Assessed

Graduate Attributes/

Generic Skills

Assessment task 1: Online quiz consisting of

questions that allow students to demonstrate their

learning of the knowledge components of LO1.

The quiz will focus on the principles of Catholic

Social Thought covered in the unit. The knowledge

components demonstrated here scaffold the

comprehension and application tasks that follow in

AT2 and AT3, hence this early low-stakes

assessment prepares students to develop their

knowledge, comprehension and application

progressively.

15%

LO1

GA5

Assessment task 2: written task; assessment of

comprehension in relation to LO1: for example, by

use of a reflective written paper or equivalent in

which students describe principles of Catholic

Social Thought (CST), and drawing on these,

produce a personal commentary that explains how

the concepts of 'self' and 'community' are

interrelated. For this assessment, “community”

includes the student’s discipline area.

35%

LO1 LO2

GA1, GA2

Assessment task 3: creative task and written

reflection; assessment of application skills in

relation to LO1 and LO2: following the generation

of a creative work, students will produce a written

paper in which they reflect on the creation of the

work and the ways in which the piece produced

articulates the connection between the themes

of the unit and principles of Catholic Social

Thought.

50%

LO1, LO2

GA4, GA5, GA8, GA9

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ASSESSMENT

In order to pass this unit, you are required to achieve a final grade of 50% or better as an aggregate score of all points from assessment tasks completed in this unit.

The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome.

Assessment tasks

Due date

Weighting (%) Learning outcome/s assessed

Graduate Attributes assessed

Quiz (online) September 1 5pm

15% 1 GA1, GA7, GA8, GA9

Reflection (essay) September 22

5pm

35% 1,2 GA1, GA7, GA8, GA9

Creative work and reflection October 20, 5pm 50% 1,2 GA2, GA4, GA7,

ELECTRONIC SUBMISSION, MARKING AND RETURN

Assessments 2 and 3 will be submitted and returned electronically through LEO. In accordance with University policy, penalties are applied for late submission without formal approval from the Faculty Academic Liaison. These penalties are 5% of the assignment’s value if the assignment is submitted up to 24 hours after the specified day and time (one day late); 10% if submission is between 24 and 48 hours after the due date (two days late) and 15% if the submission is received between 48 and 72 hours after the due date (three days late). Submissions after this time will not receive a mark. NB: the numerical grade for the unit will be released at the end of the unit.

Word limits

Students may exceed the word limit on assessments by up to 10% without penalty. However, the marking penalty for exceeding the word limit by more than 10% will be calculated in this way: 5% of the total available marks for the assessment will be deducted from the student’s mark for each further 10% by which the number of words in the student’s assessment exceeds the limit. Similar penalties are imposed for assessments that are below the required word limit. Word limits do not include the reference list or the in-text references. (References do not count in the word limit.)

ASSESSMENT TASK 1

Online quiz (LEO)

Answer questions worth 15 marks about the principles of Catholic Social Thought

Due date:

Weighting:

Length and/or format:

Purpose:

Opens August 27, 9am; closes September 1, 5pm

15%

Quiz (15 questions)

To test your comprehension of the nine principles of Catholic Social Thought

Learning outcomes assessed: 1

ASSESSMENT TASK 2

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Write a personal reflection (in essay form) explaining the meaning and value of some of the principles of Catholic Social Thought in your own life (and/or experience).

1. Choose and state two or three principles of Catholic Social Thought which are covered in the unit content, other than the principle of the common good and the principle of the dignity of the human person; define and explain what you understand each one to mean. 2. Explain how the chosen principles are relevant and valuable in relation to the skills and knowledge that you are acquiring in the degree program that you are studying. 3. Identify one specific community that you belong to and explain, with examples, how the chosen principles may be relevant and valuable in relation to the aims or objectives of this community 4. Explain how the principles of the dignity of the human person and the common good are relevant and valuable in relation to the degree program that you are studying

Readings for this assessment:

The readings from the modules available to you and the additional resources on LEO and through any wider

or further reading you wish to include.

Please note that you are not required to read outside of the reading list in the unit in order to achieve a

high distinction in this assessment task.

General Instructions:

• The nine principles are: the Dignity of the Human Person; the Common Good; the Preferential

Option for the Poor; Subsidiarity; the Universal Purpose of Goods; the Stewardship of Creation; the Promotion of Peace; Participation; Global Solidarity.

• From this assessment you will receive constructive feedback to assist you in completing assessment 3.

• The reflection is to be between 1,000-1,200 words in length (penalties will apply for assessments that exceed the word limit and also for late submissions: please see the assessment overview and instructions on LEO)

• All material must be referenced, if it is not original (see the notes on the UNCC100 LEO page for how to reference according to your discipline area).

• References and in-text citations do not count in the word limit. Please include a Bibliography or reference list for this assessment. Please see the General Instructions on LEO for this assessment

Due date:

Weighting:

September 22, 5pm

35%

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Length and/or format: 1,000-1200 words.

Purpose: Write a reflection explaining principles of Catholic Social Thought (CST), and how “self” and “community” are interrelated.

Learning outcomes assessed:

1. Describe coherently in writing the principles of Catholic Social Thought (CST), and drawing on these produce a personal commentary that explains how the concepts of 'self' and 'community' are

interrelated.

2. Analyse and evaluate the principles of Catholic Social Thought (CST) in order to show how issues relating to the dignity of the human person and the common good may be relevant to the skills and knowledge that they are acquiring in the degree program that they are studying.

How to submit: Your reflection must be uploaded to LEO via Turnitin.

Return of assignment: Assignments will be returned on October 8 providing feedback for

preparation of assignment 3.

Assessment criteria: A rubric outlining the criteria you will be marked on and the standard for

each criterion required to achieve each grade for Assignment 2 is attached below

UNCC100 Marking Rubrics

Assessment Task 2

Pass Fail

States 2-3 Catholic Social Thought Principles (other than the principles of the common good and human dignity)

(4 marks)

States 2-3 Catholic Social Thought Principles accurately. Fails to state 2-3

Catholic Social

Thought

Principles

HD

85-100

DI

75-84

CR

65-74

P

50-64

NN

0-49

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Explains 2-3 Catholic Social Thought Principles (other than the principles of the common good and human dignity)

(7 marks)

Exemplary, coherent, clear and accurate explanation of 2-3 Catholic Social Thought Principles.

Shows deep engagement with the unit materials.

Explains 2-3

Catholic Social

Thought

Principles very

coherently,

clearly and

accurately.

Shows evidence

of deep

engagement with

the unit materials

Explains 2-3

Catholic Social

Thought

Principles

coherently,

clearly and

accurately.

Shows evidence

of engagement

with the unit

materials

Explains 2-3

Catholic Social

Thought

Principles

coherently, and in

a largely clear and

accurate way

Fails to explain

clearly, coherently

and accurately 2-3

Catholic Social

Thought Principles

(descriptions of

the principles are

generally very

vague, or

inaccurate).

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Explains how the principles chosen are relevant and valuable in relation to the skills and knowledge that the student is acquiring in the degree program that they are studying and in relation to one specific community that they belong to

(12 marks)

Explains with exemplary clarity and coherence how the principles chosen are relevant and valuable in relation to the skills and knowledge that the student is acquiring in the degree program that they are studying and in relation to one specific community that they belong to

Explains in a very

clear and

coherent way how

the principles

chosen are

relevant and

valuable in

relation to the

skills and

knowledge that

the student is

acquiring in the

degree program

that they are

studying and in

relation to one

specific

community that

they belong to

Explains in a clear

and coherent way

how the principles

chosen are

relevant and

valuable in

relation to the

skills and

knowledge that

the student is

acquiring in the

degree program

that they are

studying and in

relation to one

specific

community that

they belong to

Explains in a

largely clear and

coherent way how

the principles

chosen are

relevant and

valuable in

relation to the

skills and

knowledge that

the student is

acquiring in the

degree program

that they are

studying and in

relation to one

specific

community that

they belong to

Fails to explain

how the principles

chosen are

relevant and

valuable in

relation to the

skills and

knowledge that

the student is

acquiring in the

degree program

that they are

studying and in

relation to one

specific

community that

they belong to

Explains how the principles of the dignity of the human person and the common good are relevant and valuable in relation to the degree program that they are studying

(6 marks)

Exemplary, coherent, clear and accurate explanation of how the principles of the dignity of the human person and the common good are relevant and valuable in relation to the degree program that they are studying

Explains very

coherently clearly

and accurately

how the principles

of the dignity of

the human person

and the common

good are relevant

and valuable in

relation to the

degree program

that they are

studying

Explains

coherently clearly

and accurately

how the principles

of the dignity of

the human person

and the common

good are relevant

and valuable in

relation to the

degree program

that they are

studying

Explains in a

largely clear and

accurate way how

the principles of

the dignity of the

human person

and the common

good are relevant

and valuable in

relation to the

degree program

that they are

studying

Fails to explain

clearly coherently

and accurately

how the principles

of the dignity of

the human person

and the common

good are relevant

and valuable in

relation to the

degree program

that they are

studying

(descriptions of

the principles are

generally very

vague, or

inaccurate).

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Style and Writing

Mechanics

(3 marks)

Presents all information clearly in a highly engaging style with no errors

Presents

information

clearly, overall, in

a very engaging

style with

occasional or no

errors in grammar,

capitalization,

punctuation and

spelling

Presents

information clearly

overall, in an

engaging style

with occasional

errors in grammar,

capitalization,

punctuation and

spelling

Presents

information

clearly, overall,

with few errors in

grammar,

capitalization,

punctuation and

spelling

Presents

information

unclearly Many

errors in grammar,

capitalization,

punctuation and

spelling, in

general.

Referencing

(3 marks)

Exemplary

citation.

Provides entirely accurate information about all sources used

Accurately cites

all sources of

information,

provides accurate

information about

all sources used

Sources are cited

accurately, and

student provides

accurate

information about

the sources used,

in general.

Sources are cited

and student

provides

information about

sources used, in

general.

No referencing or

sources not cited

accurately

throughout.

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ASSESSMENT TASK 3

The themes of the unit reflect a wide range of existential concerns that have an impact on us at various

times in our lives: for example, our concern for the promotion of human dignity and our desire for

flourishing.

Your first task is to identify one theme from the list below:

• The meaning and value of communities

• Ubuntu (I am because we are) and flourishing

• Virtues the “good life” and flourishing

• Human dignity and justice

• The Golden Rule and advocacy

• Self, community and belonging (local)

• Self, community and interconnectedness

Second task: think about the ways in which your selected theme connects with your own experience of

a community that you belong to. The community that you belong to can be small and must be local

(possibly a family, or a local volunteering group) or bigger such as a civic community or online

community.

Third task: create an original imaginative piece of work that expresses the theme that you have chosen

(and the way it connects with a community you belong to) and which relates to some of the principles of

Catholic Social Thought.

Your creative work should be based on your own experience in a local community that you belong to and

reflect the theme that you have selected.

Your creative work should be up to 300 words or the equivalent of 1-2 pages if it is a work of art.

Examples of a creative work might be:

• a diary entry

• a letter (to a political party, your local member, a leader in the community, and so on)

• a short story

• a poem

• a piece of art (a photo, a sketch, a painting, a collage, a short film etc.)

Finally, write a personal reflection in essay form on the work that you have created, explaining the

relationships between your created work, your selected theme and 3 or 4 principles (in total) of

Catholic Social Thought which are covered in the unit.

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General Instructions: The reflection should clearly explain to readers what the relationship is between your created work, the unit content and at least 3 or 4 principles of Catholic Social Thought.

• Please see the marking rubric at the end of the Unit Outline

• The idea is to express your thoughts clearly and concisely and make your reflection as clear,

accurate (in terms of your understanding of the principles) and coherent as you can.

• The reflection does require correct and full referencing. Please include a Bibliography or reference list for this assessment.

• References and in-text citations do not count in the word limit.

• See referencing guidelines on the UNCC100 LEO page (You can find it under

Assessment>How do I reference materials in UNCC units?

Due date: October 20, 5pm

Weighting: 50%

Length and/or format: 1200 words long.

Learning outcomes assessed: 1, 2

How to submit: The assessment must be uploaded to LEO via Turnitin.

Return of assignment: Assignments will be returned via LEO when final grades are released.

If you are unsure how to find your assignment results and feedback you can read how to do this on

LEO under Assessment > How to find your results and feedback

Assessment criteria: A rubric outlining the criteria you will be marked on and the

standard for each criterion required to achieve each grade for Assignment 3 is attached

below.

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UNCC100 Marking Rubrics

Assessment Task 3

PA NN

Creates an original imaginative piece of work that expresses the theme that has been chosen from the list in the Unit Outline (and the way it connects with a community the student belongs to) and relates to some of the principles of Catholic Social Thought.

10 marks (Pass/Fail)

Creates an original imaginative piece of work that clearly and coherently expresses the theme that has been chosen (and the way it connects with a community the student belongs to) and relates to some of the principles of Catholic Social Thought.

Does not create an original imaginative piece of work that clearly and coherently expresses the theme that has been chosen (and the way it connects with a community the student belongs to) and relates to some of the principles of CST

HD

85-100

DI

75-84

CR

65-74

PA

50-64

NN

0-49

States and defines at least 3 or 4 principles of

Catholic Social Thought

(5 marks)

States and defines at least 3 or 4 principles of Catholic Social Thought in completely clear and accurate terms

States and defines at least 3 or 4 principles of Catholic Social Thought in very clear and accurate terms

States and defines at least 3 or 4 principles of Catholic Social Thought in clear and accurate terms

States and defines at least 3 or 4 principles of Catholic Social Thought in largely clear and accurate terms

Fails to state and define clearly and accurately at least 3 or 4 principles of

Catholic Social

Thought

Provides a

personal

reflection on

the work that

they created,

explaining the

relationship

between the

created work,

the chosen

theme

Provides a fully clear, accurate and coherent reflection on the work that they created, explaining the relationship between the created work, the chosen theme and at least 3 or 4 principles

Provides a very clear, accurate and coherent reflection on the work that they created, explaining the relationship between the created work, the chosen theme and at least 3 or 4 principles

Provides a clear, accurate and coherent reflection on the work that they created, explaining the relationship between the created work, the

chosen theme

and at least 3 or 4 principles of

Provides a largely clear, accurate and coherent reflection on the work that they created, explaining the relationship between the created work, the

chosen theme

and at least 3 or 4 principles of

Fails to provide a clear accurate and coherent reflection on the work that they created, explaining the relationship between the created work,

the chosen theme and at least 3 or 4 principles of Catholic Social Thought

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and at least

3 or 4

principles of

Catholic

Social

Thought

(25 marks)

of Catholic Social Thought

of Catholic Social Thought

Catholic Social

Thought

Catholic Social

Thought

Style and Writing

Mechanics

(5 marks)

Presents all information clearly and coherently in a highly engaging style with no errors in grammar, capitalization, punctuation and spelling.

Presents

information

clearly and

coherently,

overall, in a

very

engaging

style with

occasional

or no errors

in grammar,

capitalization, punctuation and spelling.

Presents information clearly and coherently, overall, in an engaging style with occasional errors in grammar, capitalization, punctuation and spelling.

Presents

information

clearly and

coherently,

overall, with

few errors in

grammar,

capitalization, punctuation and spelling.

Presents information in a largely unclear way.

Many errors in grammar,

capitalization, punctuation and spelling, in general.

Referencing (5 marks)

Provides fully accurate information about all sources used.

Accurately

cites all

sources of

information,

provides

accurate

information

about all

sources used

Sources are cited accurately, and student provides accurate information about the sources used, in general.

Sources are

cited and

student

provides

information

about

sources

used, in

general.

No referencing or sources not cited accurately throughout.

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GENERAL INSTRUCTIONS FOR ALL ASSESSMENTS IN THIS UNIT

Referencing:

This unit requires you to use the referencing system used by your discipline area. See the

‘Academic referencing’ page of the Student Portal for more details.

ACU Policies and Regulations:

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including

regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and

responsibilities. These are in the ACU Handbook, available from the website.

A list of these and other important policies can be found at the University policies page of the

Student Portal.

Assessment Policy and Procedures:

You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge.

Academic integrity:

You have the responsibility to submit only work which is your own, or which properly acknowledges the

thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy and the

Academic Misconduct Procedures are available from the website. Please read them, and note in particular

that cheating, plagiarism, collusion, recycling of assignments and misrepresentation are not acceptable.

Penalties for academic misconduct can vary in severity and can include being excluded from the course. If you wish to reuse your own work (from any unit) you must have written permission from your Faculty Liaison in advance and attach this to your assignment; otherwise, this is considered recycling, which is not permitted.

Turnitin:

The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:

• students to improve their academic writing by identifying possible areas of poor citation and

referencing in their written work;and

• teaching staff to identify areas of possible plagiarism in students’ written work.

While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the Academic Skills Unit. For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission and the Turnitin Originality Report.

Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be used as a means of submitting, marking and returning assessment tasks and so a text matching percentage will appear on your submission automatically.

https://www.studentportal.acu.edu.au/acuinfo/services-and-support/academic-skills-unit/academic-referencing-skills

https://www.studentportal.acu.edu.au/acuinfo/services-and-support/academic-skills-unit/academic-referencing-skills

https://www.studentportal.acu.edu.au/ACUInfo/admin/up

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FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND

TORRES STRAIT ISLANDER STUDENTS

Every campus provides information and support for Aboriginal and Torres Strait Islander Students.

Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.

STUDENT SUPPORT

If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a

disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in

Charge, Course Coordinator and/or one of the services listed below as soon as possible.

For all aspects of support please visit ACU Info section in the Student Portal.

• Academic Skills offers a variety of services, including workshops (on topics such as

assignment writing, time management, reading strategies, referencing), drop-in sessions,

group appointments and individual consultations. It has a 24-hour online booking system

for individual or group consultations.

• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to

be involved with community projects.

• The Career Development Service can assist you with finding employment, preparing

a resume and employment application and preparing for interviews.

• The Counselling Service is a free, voluntary, confidential and non-judgmental service

open to all students and staffed by qualified social workers or registered psychologists.

• Disability Services can assist you if you need educational adjustments because of a

disability or chronic medical condition; please contact them as early as possible.

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

The LEO page for this unit contains further readings/discussion forums.

Campus URL

UNCC100 Semester 2 2021 Ballarat https://leo.acu.edu.au/course/view.php?id=38718

UNCC100 Semester 2 2021 Blacktown https://leo.acu.edu.au/course/view.php?id=38724

UNCC100 Semester 2 2021 Brisbane https://leo.acu.edu.au/course/view.php?id=38719

UNCC100 Semester 2 2021 Canberra https://leo.acu.edu.au/course/view.php?id=38720

UNCC100 Semester 2 2021 Melbourne https://leo.acu.edu.au/course/view.php?id=38721

UNCC100 Semester 2 2021 North Sydney https://leo.acu.edu.au/course/view.php?id=38722

UNCC100 Semester 2 2021 Strathfield https://leo.acu.edu.au/course/view.php?id=38723

http://www.acu.edu.au/453155

https://www.studentportal.acu.edu.au/ACUInfo/ss

https://leo.acu.edu.au/course/view.php?id=38718







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REPRESENTATIVE TEXTS AND REFERENCES

Witenberg, Rivka, “A Refugee Like Me: Why the Golden Rule Matters in an Era of Mass Migration”,

in The Conversation, 26 November, 2015, at https://www.dailybulletin.com.au/the-

conversation/10183-

a-refugee-like-me-why-the-golden-rule-matters-in-an-era-of-mass-migration (4 pages online)

United Nations, The United Nations Declaration of Human Rights, http://www.un.org/en/universal-

declaration-human-rights/index.html (4 pages online)

Pagnucco, Ron and Ensalaco, Mark, “Human Rights, Catholic Social Thought and the Liberal Rights

tradition”, in A Vision of Justice, Edited by Susan Crawford Sullivan and Ron Pagnucco, Liturgical Press,

Collegeville, Minnesota, 2014, pp. 139-160

United for Human Rights (UHR), http://www.humanrights.com/what-are-human-rights/brief- history/

declaration-of-independence.html (A Brief History of Human Rights, United for Human Rights)

There are many other recommended e-readings on LEO.

http://www.dailybulletin.com.au/the-

https://www.dailybulletin.com.au/the-conversation/10183-a-refugee-like-me-why-the-golden-rule-matters-in-an-era-of-mass-migration

http://www.un.org/en/universal-declaration-human-rights/index.html

http://www.un.org/en/universal-declaration-human-rights/index.html

http://www.humanrights.com/what-are-human-rights/brief-history/declaration-of-independence.html

http://www.humanrights.com/what-are-human-rights/brief-history/declaration-of-independence.html

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