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Core Curriculum
Summer 2022
Online
UNCC300: Justice & Change in a Global World
UNIT OUTLINE
Credit points: 10
Prerequisites: UNCC100 or PHIL102 or PHIL 104
Incompatibles: UUNCC301, UNCC302, PHIL320
Who to contact:
1. Questions about the unit: yourTutor
2. Tutorial selection or clash: [email protected]
3. Educational Inclusion Plan: Faculty Academic Liaison (See your Faculty contact
below)
4. Request for Extension: Faculty Academic Liaison (See your Faculty contactbelow)
5. Request for Special Consideration: Faculty Academic Liaison (See your Faculty
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])
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Unit rationale, description and aim:
“Interdependence obliges us to think of one world with
a common plan”.
(Pope Francis, Laudato Si’: On Care for our Common Home, 2015, p.122)
Pope Francis challenges us to extend our thinking across new ways in which the relationship
between self and community can be realised. In achieving a global consensus on the nature
of our relationship to each other and the world in which we live, Pope Francis calls for a
renewed emphasis on the dignity of the human person as the basis of all action, advocacy
and solidarity. Universal fraternity and aspirations for the common good begin with a basic
recognition that we need one another. In this unit you should develop your understanding of
the dignity of the human person within the context of a global community. You should
develop skills that may assist the cooperative efforts of government, business, faith groups,
and not-for-profit agencies to achieve a more just and equitable world. On completion of this
unit you should have acquired the skills and knowledge to become an active agent for
change in an interconnected and interdependent world.
This unit is the second of two units which are part of the University Core Curriculum.
Mode/attendance pattern: This unit is offered in intensive mode. This means you are required
to complete activities in LEO prior to and after tutorial classes. The activities are designed to
support your completion of the assessment tasks. It is vital to the successful completion of the
unit that you engage in both the LEO and class learning modes.
Duration: You should anticipate undertaking 150 hours of study for this unit, including online
class attendance, LEO activities, readings and assignment preparation.
LEARNING OUTCOMES
Upon successful completion of this unit, and building upon the learning outcomes of UNCC100,
you should be able to apply knowledge of Catholic Social Thought to:
1. Describe how the efforts of public, private, not-for-profit agencies, faith-based groups
and you as a professional, can result in the realisation of a more just globalcommunity.
2. Critically analyse the challenges with realising aspirations of the common good in
your professional community, locally andglobally.
3. Critique a global issue where shared responsibility for the common good is not being
realised, and propose ways to address this challenge.
GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. You can view
the ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian
universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater
emphasis on ethical behaviour and community responsibility than those of many other
universities. All of your units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
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GA1 demonstrate respect for the dignity of each individual and forhuman diversity
GA2 recognise your responsibility to the common good, the environment and society
GA3 apply ethical perspectives in informeddecision making
GA4 think critically andreflectively
GA5 demonstrate values, knowledge, skills and attitudes appropriatetothe discipline and/or
profession
solve problems in a variety of settings taking localand international perspectives into
account
work both autonomously andcollaboratively
GA6
GA7
GA8 locate, organise, analyse, synthesise and evaluateinformation
GA9 demonstrate effective communication in oral and writtenEnglish language and visual
media
AssignmentTutorOnline
GA10 utilise information and communication and other relevant technologieseffectively
CONTENT
Topics will include:
• Revisiting key concepts from UNCC100, e.g., HumanDignity
• Frameworks for Human Dignity
• Historical examples where human dignity was absent
• Human dignity in contemporary society
• Defining advocacy
• How does one achieve advocacy in a professionalcontext?
• Community engagement principles
• Models of community engagement
• Community engagement – globalorganisations
• Working for change and the common good
QUALITY ASSURANCE AND STUDENT FEEDBACK
This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT)
online surveys.
The following changes have been made:
-we have updated the assessment questions
-we have updated the marking guides
-we have updated the e-readings on LEO
SELT surveys are usually conducted at the end of the teaching period. Your practical and
constructive feedback is valuable to improve the quality of the unit. Please ensure you complete
the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers,
course coordinators and/or through student representatives.
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TEACHING AND LEARNING STRATEGIES
This unit is delivered in intensive mode, with self-guided LEO activities and tutorials delivered
online (NB: tutorial classes will not be recorded).
This unit will consist of 150 hours of study. The use of the LMS is integral to the unit.
The approach to learning and teaching is via active learning where students are
supported through the provision of learning resources to take responsibility for their
individual learning, Students are expected to participate in the activities provided
online and to be able to extend their learning through working with other students and
undertaking individual research.
Students are supported in their learning through the provision of
•Learning modules
•Discussion forum and chat rooms
•Guided readings and links to electronic readings
•Self-assessments and other self-directed learning activities.
SCHEDULE
This Unit is This Unit is designed with a constructive developmental sequence and
utilises active learning techniques (i.e. requiring your participation), together with
required readings and small group classes. Each of the components of the unit support
each other – and you – with your learning. The readings are of fundamental
importance. They have been selected and sequenced to support you with the learning
activities undertaken in each class. Together, these progressively scaffold your
engagement and achievement through each assessment task. The assessments also
support your learning. They are designed as a linked series, whereby each successive
task builds on the previous one(s).
For the most up-to-date information, please check your LEO unit and also note advice from
yourteaching staff for changes to this schedule.
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Class Date Topics and class activities Complete these activities
or Modules on LEO;
before or after the class
1 November 22 Community Engagement: Principles
and models
ACU and Community Engagement Module 1.1
– Principles &
Models
– Identity & Self
Community engagement – Global
Organisations
Example: CARITAS International –
http://www.caritas.org Module 1.2
– ACU’s Catholic
Identity & Mission
– Examples of ACU
Engagement
– Pitch Activity
Module 1.3
– Case Studies –
Global organisations
– UNICEF &
Caritas
– Small-scale
engagement
2 November 24 Introduction to the UN’s Sustainable
Development Goals (SDGs) Complete the SDG
activity found in
Module 2
Human Dignity: core concepts and
landmarkdocuments
United Nations. Universal Declaration of
Human Rights.
http://www.un.org/en/universal-declaration
human-rights/index.html Module 2.4
– Introducing Human
Dignity
– Human Rights &
Human Dignity
– The Foundation of
Human Dignity
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3 November 26 Human Dignity: historical issues
andcontemporary challenges
Human Dignity: Professional
Practice Revise Module 2.5
– Historical issues &
Contemporary
Challenges
– To be human is to be
multidimensional
– -To be human is also
to evolve
Module 2.6
– Human dignity in
Professional
Practice
– Your personal
understanding of
human dignity
Module 3.7
– What is
advocacy?
– Malala’s story
– From little things
4 November 29 Principles of Advocacy: Subsidiarity andSolidarity
Case Studies of Advocacy Module 3.8
– Case studies of
advocacy
– Advocacy links
and resources
5 December 1 Everything is Connected: Care for Our
CommonHome
Pope Francis. (2015). Laudato Si’: On
Care forOur Common Home [Encyclical]. Module 3.9
– Everything is
connected
– modern
challenges
The Common Good and the UN’s
SustainableDevelopment Goals.
Information about assessments 2 & 3.
Unit “wrap-up”. Complete Module 3.10
Choose the SDG that you
will write about
ASSESSMENT STRATEGY AND RATIONALE
A range of assessment procedures will be used to meet the unit learning
outcomes and develop graduate attributes consistent with University assessment
requirements. The assessments undertaken in this unit are intended to assess
student learning through application in ‘real world’ settings.
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Where possible, students will be encouraged to present their work using multimedia to prepare students for presentation styles they may encounter in their
professional life.
Assessment will also focus on demonstration of ‘deep’ learning, through a written
piece, which enables students to develop an argument about the topic they choose
to write about from the list provided in the Unit Outline.
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. If your final grade is between 45% and 49%, you may be eligible for a
supplementary assessment to provide you with another opportunity to pass the unit.
Supplementary assessment will address those Learning Outcomes not yet demonstrated
and a mark of 50% or greater will be required to pass the supplementary assessment.
NB: the numerical mark for the unit will be released at the end of the unit. Individual assessment
tasks will only receive a letter grade.
ELECTRONIC SUBMISSION, MARKING AND RETURN
Assessments will be submitted and returned electronically through LEO
Assessment tasks Due date Weighting
(%) Learning
outcome/s
assessed Graduate
Attributes
assessed
1. Assessment Task 1
Quiz questions 500-700 words November 29, 2021
11.00pm AEDT
(10.00pm Queensland) 20% 1, GA2,
GA7,
GA8, GA9
andGA10
2. Assessment Task 2
Written paper 700-900 words December 15, 2021
11.00pm AEDT
(10.00pm Queensland) 30% 1,2 GA1, GA2, GA4,
GA5, GA7 and
GA9
3. Assessment Task 3
Written paper 1000-1200
words January 17, 2022
11.00pm AEDT
(10.00pm Queensland) 50% 1,2,3 GA2, GA3, GA6,
GA7, GA8 and
GA9
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.)
The marking guides for the assessments are found on LEO.
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Assessment 1
Description:
This assessment task asks you to relate some of the content previously covered in
UNCC100 to the course you are studying and the work you may do when you graduate.
For this assessment you will answer a set of questions as a quiz in LEO. It is important
that your submission is in your own words as it is your understanding that we are
assessing. There will be a guide showing what is expected in this assessment on
LEO.
The questions will ask you to consider your future profession or ideal job, and where the
Catholic Social Thought (CST) principles introduced in UNCC100 can be related to the
skills and knowledge you have developed so far in your course.
The four questions below are preparation for the quiz: they provide the context for the
extended questions you will be asked in the assessment.
A. What is your course?
B. What is your “ideal job”? It may or may not be directly related to your current course.
C. Identify ONE task that you would do in this role that will involve other people. These may
be people you work with, or people who are affected by the task (eg students, if you are a
teacher).
D. Choose two of the 9 CST principles used in UNCC100 (these are provided on LEO in the
“Assessments” tab) that interest you.
Due date: November 29, 11.00pm AEDT (10:00pm Queensland)
Weighting: 20%
Length and/or format:
Purpose: Answers to set questions: 500-700 words
Relating the content of UNCC100 to the course you
are studying, and the work you may do when
you graduate, will help to prepare you for
assessment tasks 2 and 3.
Learning outcome assessed: 1
How to submit:
Assessment criteria: This assessment is completed as a Quiz in LEO
A marking guide outlining the expectations for each question
will be found on LEO under Assessment > Marking Guide for
Assignment 1.
You may not need any references for this assessment. If you do use them, choose ones that are
relevant and readily found, and prepare a reference list for this assessment using the referencing
style in your course (name the style at the top of your reference list).
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Assessments 2 and 3 relate to the UN Sustainable Development Goals
“Think global, act local”
The Sustainable Development Goals (SDGs) are the blueprint to achieve a better and more
sustainable future for all. They address the global challenges we face, including poverty,
inequality, climate change, environmental degradation, peace and justice.
The 2030 Agenda for Sustainable Development provides a global blueprint for dignity, peace
and prosperity for people and the planet, now and in the future.
https://www.un.org/sustainabledevelopment/
These goals are important both in our local communities (suburb, city, state, country) and
communities and countries across the world. In AT2 you will prepare an overview of the global
situation related to one of these goals, and in AT3 you will extend this to an investigation in the
local setting.
1. Choose one of the 5 goals listed below that interests you and where you can see
relevance to your future profession or career, either directly or indirectly.
GOAL 2: Zero Hunger
GOAL 10: Reduced Inequality
GOAL 11: Sustainable Cities and Communities
GOAL 12: Responsible Consumption and Production
GOAL 13: Climate Action
2. In the SDG report 2020, pages 24-59 describe current examples that show the rationale
for these goals. Choose one of these associated ‘examples’ for your goal from the report.
Assessment tasks 2 and 3 will be based on these.
ASSESSMENT TASK 2
Description:
For this assessment you will answer the questions below, related to the SDG goal and
example that you have chosen. It is important that your submission is in your own words as
it is your understanding that we are assessing. There will be a guide showing how to do this
assessment on LEO.
1. Clearly identify the goal and the example you are writing about.
2. Explain briefly what the goal aims to achieve; what are the problems that it hopes to
solve? Use your own words: do not copy from the document.
3. Explain how/why this goal is relevant to your future profession (or ideal job): explain
how the situation described in the example could affect the work your profession does
and the people you may work with.
4. In one-two paragraphs, summarise the message from the example you chose from the
report – describe the current situation globally (does it vary in different countries)?
5. Explain how the situation described in the example affects human dignity in the
broader global context. (ie, are there differences in different areas of the world?).
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6. Explain how the situation described in the example affects the common good in the
broader global context.
7. Explain how the situation described in the example affects one other CST principle in
the broader global context.
8. Find a real example of a community in another country.
a. Describe the community.
b. Explain how achieving the goal would improve the life of that community and
why this matters.
Please choose references that are relevant and readily found, and prepare a reference list for this
assessment using the referencing style in your course (name the style at the top of your reference
list).
Due date:
Weighting:
Length and/or format:
Purpose: December 15, 11.00pm AEDT (10:00pm Queensland)
30%
answers to set questions: 700-900 words
This assessment is designed to help you understand
why the UN Sustainable Development Goals are necessary, and how they are relevant
to your profession. Understanding their importance across the world will help you to
discuss their local relevance in AT3.
Learning outcome assessed:
How to submit: 1, 2
Submit this assessment as a Word document via Turnitin.
Instructions explaining how to do this can be found on the
UNCC300 LEO page under Assessment > Turnitin Submission Quick Guide.
Return of assignment:
Assignments will be returned on January 6 for preparation of assignment 3. If you are
unsure how to find your results and feedback you can read how to do this on LEO under
Assessment > How to find your results and feedback.
Assessment criteria: A marking guide outlining the expectations for each question will
be found on LEO under Assessment > Marking Guide for Assignment 2.
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ASSESSMENT TASK 3
Description: Continuing from AT2, you will now explore the local status of the SDG
goal you chose. For this assessment you will answer the questions below, relating the
SDG goal and example that you wrote about in AT2 to the local context.
It is important that your submission is in your own words as it is your understanding that
we are assessing. There will be a guide showing how to do this assessment on LEO.
1. Explain how the situation you wrote about in AT2 affects human dignity in Australia.
2. Explain how the situation you wrote about in AT2 affects the common good in
Australia.
3. Explain how the situation you wrote about in AT2 affects one other CST principle in
Australia.
4. Choose an actual local community in which you may live or work: (this may be friends
and family, your town/suburb/city, a workplace etc). Describe it briefly.
5. Discuss one ACTUAL, REALISTIC way that people in your future profession/ideal job
(ie with your skills and attributes) could work towards achieving the goal in this
community. In your answer, discuss how these people would engage with the
community, including the individuals and/or communities they would work with.
6. How would this help this community achieve this goal?
7. Does advocacy play any role in your solution? If so, explain how it might occur and
who might be involved: if not, explain why.
8. What problems might prevent your suggestion (in Q5) from succeeding, or from being
put into practice? What are some barriers, and what might be needed to overcome
them?
9. How do you think achieving the goal in one country (such as Australia or the country
you wrote about in AT2) could contribute to a better global situation?
Please choose references that are relevant and readily found, and prepare a reference list for this
assessment using the referencing style in your course (name the style at the top of your reference
list).
Due date:
Weighting: January 17, 11.00pm AEDT (10:00pm Queensland)
50%
Length and/or format:
Purpose:. 1000-1200 words
In this assessment you will apply your knowledge and understanding
of relevant CST principles, advocacy and community engagement to
explore how people in your profession could work with local
communities on problems related to the SDGs
.
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Learning outcomes assessed: 1,2,3
How to submit: The paper must be submitted via Turnitin as a MS Word document.
Instructions explaining how to do this can be found on the UNCC300
LEO page under Assessment > Turnitin Submission Guide.
Return of assignment: Assignments will be returned via LEO when final grades are released.If
you are unsure how to find your results and feedback you can read how
to do this on LEO under Assessment > How to find your results and
feedback.
Assessment criteria: A marking guide outlining expectations for each question will be
found on LEO under Assessment > Marking Guide for Assignment 3.
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 ACU
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.
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.
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While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism ismore
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 via 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.
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 opportunitiesfor 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 forinterviews.
• 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 current readings and discussion forums as well as
assessment information and marking guides.
Campus URL
UNCC300 Summer Term 2022 Online https://leo.acu.edu.au/course/view.php?id=39120
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REPRESENTATIVE TEXTS AND REFERENCES
Aslin, H.J. & Brown,V.A. (2004). Towards Whole of Community Engagement: A
practical Toolkit. Murray-Darling Basin Commission.
Australian Catholic Bishops Conference (2015). 2015–2016 Social Justice Statement.
‘For Those Who’ve Come Across the Seas’: Justice for refugees and asylum seekers.
Editors: John Ferguson and David Brennan. www.catholic.org.au.
Korgen, J. (2007). Solidarity Will Transform the World. Orbis Books, 2007.
Massaro, T. (2015). Living Justice: Catholic Social Teaching in Action (3rd edition). Faculty
Book Gallery.
Pope Francis. (2015). Laudato Si’: On Care for Our Common Home [Encyclical].
http://w2.vatican.va/content/francesco/en/encyclicals/documents/papafrancesco_20150524_enciclica- laudato-si.html.
Scottish Centre for Regeneration Communities Scotland. (2004). Creating a
learning landscape: A skills framework for community regeneration.
www.scr.communitiesscotland.gov.uk
United Nations. Universal Declaration of Human Rights.
http://www.un.org/en/universal- declaration-human-rights/index.html
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