代写SUSTAINABILITY [BUS2SUS]

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代写SUSTAINABILITY [BUS2SUS]

Subject Details

GENERAL DETAILS
Subject Code:	BUS2SUS	Subject Title:	Sustainability
Teaching Period:	Semester 2, 2016	Location(s):	Melbourne, Bendigo, Shepparton, Albury-Wodonga
Credit Points:	15CP	Mode:	Blended mode	Level:	Undergraduate

 

ENROLMENT REQUIREMENTS
Prerequisites:	N/A
Co-requisites:	N/A
Incompatibles:	N/A
Assumed Skills & Knowledge:	N/A
Special Study Requirements:	N/A

 

STAFF CONTACTS
Role	Campus	Name	Email
Subject Coordinator	Melbourne	Swati Nagpal	s.nagpal@latrobe.edu.au
Lecturer	Sydney	Jessica Santos	SANJ@sydney-campus.com

 

SUBJECT DESCRIPTION

This subject introduces you to the concept of sustainability, and a systems approach to understanding the complex interactions between the environmental, economic and social dimensions of sustainability. The subject attracts students from a range of fields, bringing a multidisciplinary team perspective to the researching, analysis and problem-solving aspects of creating positive change for sustainability. In teams, you are required to critique, design and present an action plan aimed at resolving a sustainability issue that has impacts now and for future generations. This subject provides you with the opportunity to enhance, demonstrate and document work-ready skills appropriate to your chosen career path.

 

SUBJECT INTENDED LEARNING OUTCOMES (SILOS)
Upon successful completion of this subject, students should be able to:
1	Identify the interplay between the social, environmental and economic pillars of sustainability.
2	Recognise the need for individual, team and organisational change for sustainability, and develop the skills and competencies for creating that change.
3	Design and evaluate innovative, systems-based solutions through the application of disciplinary knowledge and skills to researching, analysing and resolving sustainability challenges.
4	Engage and communicate professionally and effectively with individuals and teams, in a manner that is respectful of the needs, values, personalities and capabilities of others.

 

LATROBE  ESSENTIALS
The following Essentials  areevaluated in this subject:
	Essentials	Assessment Task
3	Sustainability Thinking	All

 
 

GRADUATE CAPABILITIES
The following Graduate Capabilities (GCs) are evaluated in this subject:
	GC	GC Point
a	Literacies and Communication Skills	Keystone
b	Inquiry and Analytical Skills	Keystone
c	Personal and Professional Skills	Keystone

 

LEARNING ACTIVITY SUMMARY
Learning Activity:	Schedule
Online lectures/activities. Before attending the weekly seminars, students are required to complete all the online learning activities available on LMS.  These include the online lectures and any associated online materials.	Weeks 1-12
Online quizzes. The weekly online quizzes form ONE of the assessment items in BUS2SUS. Students must complete weekly quizzes before attending class.	Weeks 2-10
Enquiry Based Learning (EBL) Class - Business Application of Sustainability Concepts (2 hours per week)	Weeks 1-12

Further information is available at http://sydney-campus.com
 

ASSESSMENT AND FEEDBACK SUMMARY						Comments
Assessment Tasks:	Due Date	%	SILOs	GCs	Feedback	Comments
1. Weekly online quizzes (15 multiple choice and/or true/false questions per week)	Weekly (Each Thursday)	20%	1,2	b	Weekly, online	All quizzes are available on LMS under each topic
2. Individual research paper (2000 words)	9December before 9AM	40%	1,2,4	a,b,c	In turnitin	Students are expected to research, apply and critically evaluate the role of systems thinking in a chosen global sustainability challenge.
3a. Group project (5 students per group, 3000 words in total)	20 Januarybefore 9AM	25%	1,2,3,4	a,b,c	Summative assessment-no feedback	Students are introduced to how they, as members of civil society, can act as positive change agents in achieving sustainability outcomes for the planet, people and profit.  In teams, students are expected to appraise an existing activism campaign, and use the skills and knowledge gained to develop their own campaign on a sustainability-related issue of interest to them in assessment 3b.
3b.Group campaign poster (Assessed Individually)	In class during week 11 class	15%	4	a,c	Summative assessment- no feedback	Professional poster presentation.  5 students per group, 2 minutes per student, total of 12 minutes per group including questions. Presented as a group, but assessed individually.

 
 
 
 
 
 
 
 
 
 

Learning Resources

 
All prescribed and recommended reading materials for BUS2SUS will be available through the subject reading-list, which can be found on the subject LMS page.  The reading resources in the list link to the online resources on the La Trobe Library website.
 
BUS2SUS READING LIST 2015
 
 
Prescribed Reading
 
Chapter 1 – Sustainability, Economy and Society
Moscardo, G 2013, Sustainability in Australian Business: Principles and practice. John Wiley and Sons Australia, Queensland.
 
Recommended Reading
 
Chapter 2 – Global Emergence of the Sustainability Concept
Mulligan, M 2014, An Introduction to Sustainability: Environmental, Social and Personal Perspectives, Taylor and Francis, Hoboken.
 
Chapter 1 – What is Sustainability?
Robertson, M 2014 Sustainability Principles and Practice, Taylor and Francis, Hoboken
 
 
Prescribed Reading
 
Chapter 1 – The Basics
Wright, D, & Meadows, Donella H 2012. Thinking in Systems A Primer. Hoboken: Taylor and Francis.
 
Chapter 1 – The Secret’s in the Overlap: Sustainability as an Integrated System
Higgins, KL 2015, Economic Growth and Sustainability: Systems Thinking for a Complex World. Academic Press.
 
Recommended Reading
 
Chapter 1 – Systems Simplified
Kassel, K 2013, The Thinking Executive's Guide to Sustainability, Business Expert Press, USA.
 
 
 
Prescribed Reading
 
Chapter 4 – Global Challenges and Wicked Problems
Mulligan, M 2014, An Introduction to Sustainability Environmental, Social and Personal Perspectives, Taylor and Francis, Hoboken.
 
Chapter 2 – Drivers of Change
Benn, S., Dunphy, Dexter, Griffiths, Andrew 2014 Organizational Change for Corporate Sustainability. Third ed. Taylor and Francis, Hoboken.
 
Recommended Reading
 
Australian Public Service Commission, 2007, Tackling Wicked Problems: A Public Policy Perspective, Australian Public Service Commission, Canberra,
http://www.apsc.gov.au/__data/assets/pdf_file/0005/6386/wickedproblems.pdf
 
 
Prescribed Reading
 
Chapter 15 – Sustainability and the Natural Environment
Carroll, A &Buchholtz, A 2014, Business and society: Ethics, sustainability, and stakeholder management,Cengage Learning.
 
Recommended Reading
 
Chapter 2 – The Threat of Climate Change
Linnenluecke, M. K &Griffiths, A 2015, The Climate Resilient Organization : Adaptation and Resilience to Climate Change and Weather Extremes, Edward Elgar Publishing
 
 
 
Prescribed Reading
 
Chapter 4 – Commerce as a System
Kassel, K 2013, The Thinking Executive's Guide to Sustainability, Business Expert Press, USA.
 
Recommended Reading
 
Chapter 1 - Overshoot
Meadows, D. H., Meadows, D. L., & Randers, J.,2005,Limits to growth: The 30-Year update, Vermont, USA: Chelsea Green Publishing Company.
 
Jackson, T, 2010, Prosperity without growth: Planning for a sustainable economy (THE ECONOMICS REVOLUTION). Pacific Ecologist, vol. 19, no. 10, pp. 10-18.
 
 
 
Prescribed Reading
 
Chapter 9 – Social Dimensions of Sustainability
Mulligan, M 2014, An Introduction to Sustainability Environmental, Social and Personal Perspectives, Taylor and Francis, Hoboken.
 
 
Prescribed Reading
 
Chapter 1 – What is a Social Movement?
Johnston, H 2014, What is a Social Movement. Wiley, Hoboken.
 
Chapter 1: Activism, Advocacy and the Practice of Democracy
Ricketts, A 2012, The activists' handbook: a step-by-step guide to participatory democracy, Zed Books, London
 
Recommended Reading

Weber, K., Soderstrom, S. 2011, ‘Social movements, Business and the Environment’ in Bansal, P & Hoffman, A (eds.) Oxford Handbook of Business and the Environment, Oxford University Press, pp. 248-265

 
 
 
 
Prescribed Reading
 
Chapter 3: Strategy: The Art of Activism
Ricketts, A 2012, The activists' handbook: a step-by-step guide to participatory democracy, Zed Books, London
 
Chapter 4: Planning and Mapping Your Campaign: Practical Tools and Processes
Ricketts, A 2012, The activists' handbook: a step-by-step guide to participatory democracy, Zed Books, London
 
 
Prescribed Reading
 
Chapter 11 – Business, Government and Regulation
Carroll, A &Buchholtz, A 2014, Business and society: Ethics, sustainability, and stakeholder management,Cengage Learning.
 
 
Prescribed Reading
 
Bringing it All Together
Robinson, L 2013, Changeology : how to enable groups, communities, and societies to do things they’ve never done before, Scribe Publications.
 
 

STUDENT FEEDBACK ON SUBJECT SURVEY (SFS)

The Student Feedback on Subjects (SFS) Survey is part of the quality assurance process that occurs across the university.  In this survey you are invited to tell us about your learning experiences in this subject.  We want you to tell us of your experience in this subject.  Your views will be taken seriously and will assist us to enhance this subject for the next group of students.  Your feedback will also contribute to the text for ‘Summary of Previous Student Feedback’ below so please take the time to tell us your views.  The surveys are anonymous and will be distributed prior to the end of the teaching period.

SUMMARY OF SFS SURVEY FROM LAST YEAR

The subject received an overall rating of 3.9 out of 5 for Semester 2. 2015.    Action was taken in terms of improving the marks and feedback turnaround time for the individual assessment, and adjustments made to linking class activities more closely to the subject and topic intended learning objectives.

 

Policies, Procedures and Guidelines

The University has a comprehensive policy framework to which both staff and students must adhere.  You should familiarise yourself with those policies, procedures and guidelines likely to affect you especially the following:

• Academic Integrity
• Academic Progress
• Assessment and Feedback
• Extension to Submission Dates
• Late Submission of Assessment Tasks
• Occupational, Health and Safety [OHS]
• Privacy
• Special Consideration
• Student Charter
• Use of Electronic Mail

The relevant policies, procedures and guidelines can be found on the website at: http://www.latrobe.edu.au/policy/

Academic Integrity

Academic integrity means being honest in academic work and taking responsibility for learning the conventions of scholarship.  La Trobe University views this seriously as evidenced by the following extract:
Academic honesty is a fundamental principle in teaching, learning, research and scholarship. The University requires its academic staff and students to observe the highest ethical standards in all aspects of academic work and it demonstrates its commitment to these values by awarding due credit for honestly conducted scholarly work, and by penalising academic misconduct and all forms of cheating.
Academic Integrity Procedures (2012, p. 1 of 6)
Academic misconduct includes improper referencing, plagiarism, copying and cheating.  You should familiarise yourself with your responsibilities in relation to Academic Integrity and if you have any questions, direct them to your Course Coordinator. Information can be found on the website at http://www.latrobe.edu.au/students/academic-integrity.
All hard copy assignments should be accompanied by the Academic Integrity Assignment Declaration Form available at:http://www.latrobe.edu.au/policy/documents/Assignment-Declaration-Form.pdf
For assistance with referencing visithttp://www.latrobe.edu.au/students/learning/academic-integrity/referencing-help
Academic Misconduct
Plagiarism and collusion are academic offences.  They are forms of cheating and severe penalties are associated with them.  If a student is caught plagiarising they may be failed in that piece of assessment.
Plagiarism occurs when a student passes off as their own another student’s work, or copies without acknowledgment of its authorship, the work of any other person.
Collusion occurs when a student obtains the agreement of another person for a fraudulent purpose with the intent of obtaining an advantage in submitting an assignment or other work.
The following warning is issued by the University (Undergraduate Course Handbook: 2016.  You can access the Handbook at:
 
                            http://www.latrobe.edu.au/handbook/2016/index.htm
 
“One form of academic cheating is plagiarism: the reproduction of someone else’s words, ideas or findings and presenting them as one’s own without proper acknowledgment. There are many forms of plagiarism, including the following:
·         direct copying of sentences, paragraphs or other extracts from someone else’s published work (including on the Internet and in software) without acknowledging the source
·         paraphrasing someone else’s words without acknowledging the source
·         using facts and information derived from a source without acknowledging it
·         using ideas directly derived from an identifiable author without acknowledging the source
·         producing assignments which should be the student’s own, independent work in collaboration with and/or using the work of other people (e.g. a student or tutor).”
 
Plagiarism and copying the work of other students are forms of cheating and will be treated accordingly. Students found guilty of academic misconduct may receive penalties ranging from a requirement to participate in academic counselling or a reduction in marks for an individual piece of assessment for minor cases, through to suspension from your course in serious cases or repeat offences.
 
Whenever you refer to another person’s research or ideas (whether directly quoting or by paraphrasing them) you MUST acknowledge the source.  Also, copying paragraphs from web pages and presenting them as your own work is plagiarism.  If you download and copy paragraphs from a web page, you must identify the source.
 
La Trobe University Sydney Campus will provide plagiarism detection software (Turnitin) to assist both staff and students with the identification of instances where work intended for submission or actually submitted is inappropriately copied from another source either in whole or in part.
 
To ensure that you are not guilty of plagiarism you must, in all your written assignments, declare all sources from which you have obtained materials or ideas.
 
STUDENTS ARE ADVISED TO FAMILIARISE THEMSELVES WITH THE RULES CONCERNING ACADEMIC MISCONDUCT
 
Further explanations for ‘academic misconduct’ and for ‘plagiarism’ are available at:
http://www.latrobe.edu.au/students/academic-integrity
 
It is the responsibility of all students to ensure that they are aware of relevant academic requirements (e.g., accurate and correct referencing), and to seek assistance from staff where required. The above policy links provide relevant information about plagiarism, academic misconduct, and penalties that may apply.
 
Support and advice with respect to the writing of essays/assignments is available through the La Trobe University Sydney Campus Writing Support Workshop.
 
Plagiarism detection and prevention software (e.g., Turnitin) is used to aid in identifying possible incidences of plagiarism in written assignments.
 
Examination Misconduct
This may take various forms, for example:
·         Bringing into an examination forbidden material (notes) or gaining access to such material during an examination (e.g. by communication via mobile phone with another person, planting material in a toilet, speaking or using hand gestures to communicate with others, etc).
·         Copying from an adjacent student in a formal examination.
·         Gaining knowledge of or revealing content of an examination in a circumstance in which a student has taken the examination earlier or later than the scheduled time.
Any form of misconduct in an exam will be treated as a serious offence and students will face severe penalties. Where the intent of the student is to cheat they will receive zero marks for their exam.
Should an examination invigilator suspect a student of engaging in examination misconduct, they shall normally allow the student to complete the examination. They will complete an incident report, attach any relevant evidence, and submit it to the Academic Manager within 72 hours of the date of the exam. The Academic Manager will notify the student of the alleged misconduct in writing via email and give the student an opportunity to submit their case. The student shall then be notified of the outcome in writing via email. Please note, some exams are open book.  If you see somebody using notes, this is not an invitation for you to also take out notes.  If an exam is an open book exam, it will be clearly stated on the front page.
 
Special Circumstance Processes
Special consideration may be provided when a student completes a piece of assessment (for example a class test, assignment or an examination) and the student believes there have been adverse circumstances affecting their performance.
 
Problems, Who to see for help
Challenges and difficulties in a variety of circumstances are not unusual during the years of university studies. If you are feeling pressure about anything, in the first instance, see a Student Services Officer (studentservices-sydney@latrobe.edu.au) who will give you some direction. If your problem is subject specific, and if your challenges and difficulties are seen to need other input, they will help you with a referral to another section of the University such as the on-campus Psychologist.
 
If there are permanent or ongoing issues that may affect study, further information is available at the below links (note that registration for equity provisions must be completed before census date each semester).
 
http://www.latrobe.edu.au/students/equality/disability
 

http://www.latrobe.edu.au/students/equality/equality-and-diversity-documents/Registration-Form-2013-V2-.pdf

 

Special Consideration

Special Consideration is an equity measure to ensure that the assessment of students takes account of temporary adverse circumstances that impact negatively on individual students’ ability to demonstrate their learning achievements in an assessed task.
If you consider that your performance during an examination has been adversely affected by illness or other cause immediately prior to, or in the course of, the examination, you may in the first instance; inform the supervisor at any time during the examination.
Students who consider that their performance in an assessed task was adversely affected by compelling or compassionate circumstances may apply to the University for Special Consideration. It is not a substitute for knowledge or skills you should have learned, and because of this you will not be granted special consideration for your performance throughout a semester.
 
Important Notes
 
·       University Special Consideration Eligibility and links to the online application can be found http://www.latrobe.edu.au/special-consideration
·       Eligibility to apply for Special Consideration does not automatically imply eligibility to receive it.  Certain criteria must be satisfied in order to receive Special Consideration.
·       An application for special consideration does not guarantee that you will be granted a special examination or an adjustment to your results. Each application will be reviewed on an individual basis.
·       In most cases, you will NOT be given a second opportunity to sit an examination as a result of an application for special consideration. The approval of second examinations is only in extraordinary cases.
·       If you do not submit your application on the Application for Special Consideration online, then your application will not be considered.
·       If your application does not contain all of the information requested including the required supporting documentation, then your application will not be considered.
·       If your application is not submitted within the required time frame (72 hours) after the due date of the assessed task, then your application will not be considered.
·       The confirmation of lodgement email you receive once you complete your application must be forwarded to studentservices-sydney@latrobe.edu.au
·       Should you apply for Special Consideration during the final exam period due to unavoidable illness, or experience other extraordinary circumstances that prevent you from sitting an exam, your attendance and progress in the unit will also be taken into account with your application.
·       To be considered eligible for Special Consideration you will need to have attended a minimum of 80% of your classes and have achieved results that prove you have the ability to pass the final exam for that subject. Providing a valid medical certificate and not meeting these requirements will significantly disadvantage your application.
 
Who should apply for special consideration?
·             A student who is unable to sit an examination due to illness or other cause.
·             A student who considers that his or her performance in an assessed task has been adversely affected by illness or other cause immediately prior to the due date of the assessed task.
·             Requests for special consideration must be for serious circumstances beyond the control of the student and will usually fall within the following causes:
-       Serious illness or psychological condition – e.g. hospital admission, serious injury, severe illness, severe anxiety, or depression (not on-going conditions)
-       Loss or bereavement – e.g. death of a close family member
-       Hardship/trauma – e.g. victim of crime, sudden loss of income or employment, family relationship breakdown, severe disruption to domestic arrangements.
 
What documentation should be included with the application?
If your application relates to illness on your part, it must be accompanied by a medical certificate which has been completed by a registered medical practitioner. The following principles will apply in the evaluation of applications involving medical certificates:
·         The medical certificate must be completed by a registered medical practitioner. The best way to ensure that this is the case is to ensure the certificate includes a Medicare Provider Number. (This is normally a 5 or 6-digit number followed by 2 letters). Certificates that do not include a Provider Number are not likely to be accepted
·         The medical certificate must state that in the medical practitioner’s opinion you were or will be unfit to attend an assessment component or have been or will be adversely affected by illness. Medical certificates in which the medical practitioner reports that you claim to be unwell will not be accepted
·         The medical certificate must cover the date on which the assessment is held
·         Backdated medical certificates will not be accepted
 
If you are unable to complete an assessment component or your study is adversely affected due to a non-medical reason, you are encouraged to provide as much documentary evidence as you can to support your application. This should be objective evidence from an independent source. Documentation may include a death notice or certificate, a police report, a letter from an employer, a current letter from La Trobe University Sydney Campus Psychologist. If you have questions or concerns about documentation, see your Administration on your campus for advice. Students can contact studentservices@auscampus.net with queries about documentation.
 
What outcomes are possible?
Applications will be assessed and will be assigned one of the following outcomes:
·                     reschedule an Assessment Task; or
·                     set a substitute Assessment Task; or
·                     allow extra time to complete an Assessment Task; or
·                     award a Reasonable Adjustment of Mark for the Assessment Task or subject for which Special Consideration is sought; or
·                     a formal Special Examination; or
·                     decide that there are insufficient grounds for the award of Special Consideration.
 
How will you know the outcome of your application?
The decision will be emailed to your La Trobe University email address which is accessible via login in http://www.latrobe.edu.au/students/. Please check your e­mail for outcomes.
 
The following circumstances are not normally matters covered by special consideration:
·         If you need support because of a disability, mental health issue, or ongoing medical condition, this is not normally a matter for special consideration. For this type of long-term assistance, contact Student Services to book an appointment with the La Psychologist as soon as you become aware of the need for assistance (and as early in the semester as possible)
 
·         If you have timetable clashes, exams scheduled close together, or more than the usual number of exams because you have been allowed to overload your enrolment, you will not be eligible for special consideration
 
·         Special consideration will not be granted to accommodate travel plans, attendance at social events such as weddings, visits with relatives/friends or any discretionary activities
 
·         Special consideration will not be granted because of avoidable issues related to visa requirements.
 
 
 
Assessment submission
 Assignments must be submitted by 5.00pm Sydney time on the day they are due through Moodle unless otherwise advised by your lecturer.
Generally, any assignment worth 5 percent or more of the total mark requires the use of the Assessment Cover Sheet downloadable from the La Trobe University Sydney Campus Student Portal (to be uploaded with your assignment). Re-occurring assessment submitted during tutorial, or any assignments with less than 5 percent of the total marks may not require the use of the Assessment Cover Sheet but it is highly recommended that the cover sheet is used at all times for all submissions
Any assignment worth 10 percent or more of the total mark requires the use of the Statement of Authorship form to be uploaded with your assignment
 
 
Students must keep a copy of each assignment submitted and must be able to produce the copy in the unlikely event that the original assignment is misplaced.  Students must maintain backup copies of all their assignment work.  Electronic loss of data is possible, but is not a satisfactory excuse for an extension of a submission date.
 
 
Special Consideration is the term used to describe a process that applies an equity measure to ensure that where any temporary adverse circumstances beyond the control of a student, that impact negatively on that student’s ability to demonstrate their learning achievement for an assessment task, is taken into account.
Eligibility to apply for Special Consideration does not automatically imply eligibility to receive it.  Certain criteria must be satisfied in order to receive Special Consideration.
Please refer to the relevant policies, procedures and guidelines website at: http://www.latrobe.edu.au/policy/
Submission of special consideration applications for assignments, mid-semester tests and final examinations should be made online at: http://www.latrobe.edu.au/special-consideration

Extensions, Late Submissions and Penalties

There are policies  and procedures  to guarantee fair, consistent and transparent treatment of late submission of assessment tasks provide equity around extensions to submission dates and penalties associated with not submitting assessment by the due date and time.
The University requires fair, consistent and transparent treatment of late submission of assessment tasks. The procedure for late submission is documented in the Late Submission of Assessment Tasks document (Ref. no. 112027D). It states:
 The standard penalty for late submission of assessment tasks is 5% of the marks for that task for each delay in submission of a day or partial day up to a maximum of five (5) working days after the due date. Assessment tasks will not be accepted after the earlier of the following occurrences:
·         The fifth (5th) working day after the due date; or
·         Feedback on the assessment task has been returned to any student by the Teaching Team member.
 These penalties apply only to individual assessment tasks worth 15% or more of the total assessment for the subject. Late submission of take home examinations is not permitted.
Submission of special consideration applications for assignments, mid-semester tests and final examinations should be made online at: http://www.latrobe.edu.au/?a=668155.
Please refer to the relevant policies, procedures and guidelines website at: http://www.latrobe.edu.au/policy/

Student Complaint

La Trobe University is committed to an effective complaints handling mechanism for students in line with its policy of creating a harmonious and productive study environment. Feedback stemming from student complaints is a valuable source of information that helps the University improve the quality of its service.
You should lodge a complaint if:

• you are unhappy about something specific in your academic life (eg not enough seating in a lecture, staff not available during office hours, cancelled lectures...)
• you don't think 'the rules' (university policy or procedure) are being followed
• a university staff member has been rude or their behaviour to you was inappropriate
• you have a dispute about a process used during an appeal
• you have reported something to I&O, security or academic staff and you have not received a response after a reasonable amount of time
• you are a victim of bullying or harassment

For more information on student complaint process and to lodge a formal complaint visit: http://www.latrobe.edu.au/students/complaints

Learning Activity Details

Times and rooms are subject to change.  To view the full time and location details for learning activities in this subject, please ensure you seek further information available on your timetable athttp://learning.auscampus.net
You should also regularly check [at least once per week] the subject’s LMS site for updated information.

Student Learning Unit (SL)

The Student Learning Unit (SL) works closely with teaching staff in the Schools and on the Melbourne and regional campuses to ensure that all La Trobe students – including those from non-English-speaking backgrounds – develop high-level academic speaking, writing, reading, and numeracy skills required for successful learning in their courses.  For further information, please see the website at: http://www.latrobe.edu.au/students/learning/

Learning Management System (LMS)

The Learning Management System (LMS) is an Internet based system which allows you access to learning materials and to interact with other students and teaching staff in activities related to your studies from any location with Internet access.  Most subjects have a LMS site into which you are automatically added as part of your enrolment into the subject.
The LMS can be accessed at: https://www.latrobe.edu.au/lms/login/ by using your Username and Password provided to you on your Statement of Account.  If you are having trouble accessing the LMS or want to find out more about LMS, please see the website at: http://www.latrobe.edu.au/students/it/teaching/lms
The Sydney portal is also accessible for current news updates, forms, checking attendance, and more https://learning.auscampus.net/user/login.
 

Library

Your Library offers many ways to support your study.  Play Library Quest lib.latrobe.edu.au/libraryquest  to discover more about how we can help, or visit our website and explore these essential resources:

• Achieve@ Uni [latrobe.edu.au/students/support/achieve]–  learn important skills needed at university, includes finding and using information in your assessment tasks, referencing, reading, writing and presenting, academic language, and maths skills;
• Assignment Calculator [latrobe.edu.au/library/assignment-thesis-support/assignment-calculator] – plan your assignment schedule and submit on time;
• Referencing [latrobe.libguides.com/referencing]- understand why and how we reference, includes the four major styles;
• Expert Help [latrobe.libguides.com] –provides expert discipline and specialist help; get help here with assessment tasks;
• Live chat to library staff [lib.latrobe.edu.au/chat] –  live chat for help; during semester hours only;

Student Support Services

If you have special needs due to disability or other factors the Equality and Diversity Centre can provide advice and support.  This Centre can be contacted by telephone on (03) 9479 2900 (Melbourne); (03) 5444 7410 (Bendigo); (02) 6024 9628 (Albury-Wodonga); National Relay Service Deaf and Hearing Impaired:  T: 133677 (within Australia only).  Email: Equality@latrobe.edu.au or refer to the website at: http://www.latrobe.edu.au/equality/.
Additional Support
La Trobe University Sydney Campus has an onsite psychologist available to assist with any issue which is affecting your study
 
Psychologist: Jane Rouse
Email: jane.rouse@sydney-campus.com
 
For help with essay and report writing, referencing, oral presentation skills, study skills
 
Academic Skills Advisor:  Julian Ledger
Email:  Julian.Ledger@auscampus.net
 
We are also running some mentor programs, workshops and weekly peer-assisted learning sessions. Ask at Reception for more information.
 

Schedule of Learning Activities

Wk.	Date	Topic	Weekly assessments	Assessments due dates	Required (Prescribed) Reading
1	w/b 7 November	Introduction to Sustainability	Quiz 1 (Topic 2)	Quiz opens Thursday10/11 at 9AM Quiz closes Thursday 17 /11 at 9AM	Chapter 1 – Sustainability, Economy and Society Moscardo, G 2013, Sustainability in Australian Business: Principles and practice. John Wiley and Sons Australia, Queensland.
2	w/b 14 November	A systems approach to sustainability	Quiz 2 (Topic 3)	Quiz opens Thursday17/11 at 9AM Quiz closesThursday24/11 at 9AM	Chapter 1 – The Secret’s in the Overlap: Sustainability as an Integrated System Higgins, KL 2015, Economic Growth and Sustainability: Systems Thinking for a Complex World. Academic Press.   Chapter 1 – The Basics Wright, D, & Meadows, Donella H 2012. Thinking in Systems A Primer. Hoboken: Taylor and Francis.
3	w/b 21 November	Global sustainability challenges as wicked problems	Quiz 3 (Topic 4)	Quiz opens Thursday 24/11 at 9AM Quiz closes Thursday 1/12 at 9AM	Chapter 4 – Global Challenges and Wicked Problems Mulligan, M 2014, An Introduction to Sustainability Environmental, Social and Personal Perspectives, Taylor and Francis, Hoboken.   Chapter 2 – Drivers of Change Benn, S., Dunphy, Dexter, Griffiths, Andrew 2014 Organizational Change for Corporate Sustainability. Third ed. Taylor and Francis, Hoboken.
4	w/b 28 November	The environmental system	Quiz 4 (Topic 5)	Quiz opens Thursday 1/12 at 9AM Quiz closes Thursday 8/12 at 9AM	Chapter 15 – Sustainability and the Natural Environment Carroll, A &Buchholtz, A 2014, Business and society: Ethics, sustainability, and stakeholder management,Cengage Learning.
5	w/b 5 December	The economic system	Quiz 5 (Topic 6)	Quiz opens Thursday 8/12 at 9AM Quiz closes Thursday 15/12 at 9AM Individual Research Paper Due Friday, 9 Dec before 9AM	Chapter 4 – Commerce as a System Kassel, K 2013, The Thinking Executive's Guide to Sustainability, Business Expert Press, USA.
6	w/b 12 December	The social system	Quiz 6 (Topic 7)	Quiz opens Thursday 15/12 at 9AM Quiz closes Thursday 22/12 at 9AM	Chapter 9 – Social Dimensions of Sustainability Mulligan, M 2014, An Introduction to Sustainability Environmental, Social and Personal Perspectives, Taylor and Francis, Hoboken.
7	w/b 19 December	Social movements, change for sustainability and advocacy – Part 1	Quiz 7 (Topic 8)	Quiz opens Thursday 5/1 at 9AM Quiz closes Thursday 12/1 at 9AM	Chapter 1 – What is a Social Movement? Johnston, H 2014, What is a Social Movement. Wiley, Hoboken.   Chapter 1: Activism, Advocacy and the Practice of Democracy Ricketts, A 2012, The activists' handbook: a step-by-step guide to participatory democracy, Zed Books, London
8	w/b 3 January	Social movements, change for sustainability and advocacy – Part 2	Quiz 8 (Topic 9)	Quiz opens Thursday 12/1 at 9AM Quiz closes Thursday 19/1 at 9AM	Chapter 3: Strategy: The Art of Activism Ricketts, A 2012, The activists' handbook: a step-by-step guide to participatory democracy, Zed Books, London   Chapter 4: Planning and Mapping Your Campaign: Practical Tools and Processes Ricketts, A 2012, The activists' handbook: a step-by-step guide to participatory democracy, Zed Books, London
9	w/b 9 January	Government – Policy and Politics	Quiz 9 (Topic 10)	Quiz opens Thursday 19/1 at 9AM Quiz closes Thursday 26/1 at 9AM	Chapter 11 – Business, Government and Regulation Carroll, A &Buchholtz, A 2014, Business and society: Ethics, sustainability, and stakeholder management,Cengage Learning.
10	w/b 16 January	The Challenge of Change		Group Report Due Friday ,20Januarybefore 9AM	Bringing it All Together Robinson, L 2013, Changeology : how to enable groups, communities, and societies to do things they’ve never done before, Scribe Publications.
11	w/b 23 January	Group Campaign Poster Presentations		Presentations in class
12	w/b 30 January	Group Campaign Poster Presentations

Assessment and Feedback Details

Assessment Task One:ONLINE QUIZZES	Due Date		%	SILOs Assessed
15 multiple choice and True/False questions per week from topics 2-10		Weekly (Thursday 9AM)	20%	1,2
Submission Details
Weekly online multiple choice/ true or false quizzes available on LMS and must be completed online.
Grading Criteria and Feedback
Automatic feedback of marks provided online after quiz closes.
Description of Task
Each week, students are required to complete a quiz, made up of 15- questions each, which consists of multiple choice/true or false questions. Each quiz will assess the various learning outcomes, from basic recall application, analysis and evaluation. Each quiz measures the learning outcome relative to each week’s content. There are 9 quizzes in total for the semester. Students must complete the online weekly quiz before the due date. Students who fail to complete each weekly quiz before the due date will automatically receive a zero.

 

Assessment Task Two: INDIVIDUAL RESEARCH PAPER	Due Date	%	SILOs Assessed
Individual Research Paper (2000 words)	Friday 9 December at 9AM	40%	1,2,4
Submission Details
Submission via LMS through Turnitin.
Grading Criteria and Feedback
Refer to the end of this document for grading criteria. Detailed feedback will be available via the ‘grademark’ tab in Turnitin.
Description of Task
This assessment is designed to apply the knowledge and skills developed by students in evaluating the role of systems thinking in global and local sustainability challenges.  The topic for your paper is:   ‘Systems thinking is critical in developing solutions to sustainability challenges.’   To what extent do you agree with this statement, and why?  Draw on ONE of the following wicked problems to illustrate your answer: ·         Homelessness in Australia ·         Highways vs. train lines ·         Placing a price on carbon   Further detail on the assessment can be found on page 15.

 
 

Assessment Task Three Part A: GROUP REPORT	Due Date	%	SILOs Assessed
Activism campaign appraisal (5 students per group, 3000 words in total)	Friday 20 January at 9AM	25%	1,2,3,4
Submission Details
Submission via LMS through Turnitin
Grading Criteria and Feedback
Refer to the end of this document for grading criteria. This is a summative assessment, so students will not receive feedback on this assessment.
Description of Task
In teams, students are expected to research, analyse and critically appraise an existing activism campaign aimed at addressing a social or environmental issue.   Each team is required to choose ONEcampaign from a list, which will be provided to them as the basis for their critical analysis and appraisal of the campaign objectives, planning, design and outcomes.  Teams are required to research, analyse and present the findings inan executive business report.  Further details on the assessment can be found on Page 17.

 
 
 

Assessment Task Three Part B: GROUP CAMPAIGN POSTER	Due Date		%	SILOs Assessed
Group Campaign Poster		In class  - Week 11	15%	4
Submission Details
Presented in Class during Weeks 11 and 12
Grading Criteria and Feedback
Refer to the end of this document for grading criteria. This is a summative assessment, so students will not receive feedback on this assessment.
Description of Task
In their groups, students will apply their learning from Assessment Task 3a to researching, designing and presenting an activism campaign on a sustainability-related issue of interest to them (Different from the campaign analysed in Assessment task 3a). This assessment gives students the opportunity to demonstrate their learning and understanding of both the theoretical perspectives on sustainability, and implications with respect to developing practical solutions for positive change and how they can get involved as members of civil society.   Students are expected to prepare a professional poster presentation of their work that is informative, succinct and engaging.  The length for the total presentation is 12 minutes (including 2 minutes of question time), and each student is expected to present for 2 minutes.Further guidelines on the poster presentation can be found on page 18.   This task is to be completed in a group; but will be assessed individually.

Assessment Task 1: BUS2SUS quizzes
 

Assessment task 1	BUS2SUS quizzes
Due date/ Assignment submission	Each Thursday at 9AM (please refer to learning activities plan on p 9-10) Weekly quizzes are available and must be completed online via LMS
Word limit/page limit	Not applicable
Type of assignment	Individual assessment
Weighting	20% of the total marks for this subject
Grading criteria:	Automated grading

 
Purpose and aims:
The purpose of this assessment is to gauge student learning and comprehension, to see if students understand what they have been taught and what is to be covered in the next topic. The short quizzes are a learning tool for the student and a feedback mechanism to the lecturer.
Description of assessment:
 
Each week, students are required to complete a quiz, made up of 15- questions each, which consists of multiple choice/true or false questions. Each quiz will assess the various learning outcomes, from basic recall application, analysis and evaluation. Each quiz measures the learning outcome relative to each week’s content.  There are a total of 9 quizzes for the semester.
Students must complete the online weekly quiz before the due date. Please note, that once you start the quiz, you have 60 minutes in which to complete it. You cannot save and return to the quiz.
Students who fail to complete each weekly quiz before the due date will automatically receive a zero.
 
Assessment Task 2: Individual Research Paper

Assessment Task 2	Individual Research Paper
Due date/ Assignment submission	Friday 9 December at 9AM Submit your assignmentelectronically via LMS
Word limit/page limit	2000 words (+/-10%), plus references (Students are required to use the LTU Harvard Referencing style)
Type of assignment	Individual assessment
Weighting	40% of the total marks for this subject
Grading criteria:	Assignment-specific grading criteria in the Subject Learning Guide
Important notes	-       For electronic submissions: ONLY Microsoft Office document types are accepted -       Font size not smaller than Times New Roman 12 You MUST keep a duplicate copy of your assignment

 
Purpose and aims:
This assessment is designed to apply the knowledge and skills developed by the students in evaluating the role of systems thinking in global and local sustainability challenges.  The topic for your paper is:
 
‘Systems thinking is critical in developing solutions to sustainability challenges.’
 
To what extent do you agree with this statement, and why?  Draw on one of the following wicked problems to illustrate your answer:
o    Homelessness in Australia
o    Highways vs. train lines
o    Placing a price on carbon
 
 
How to write a Research Essay
 
1. Finding, reading and selecting your sources
At a minimum, this essay will reference 5 sources identified by the student, in addition to the subject readings (10-15 references in total).  Your references should primarily includeacademic journals and books.  The University library has developed a useful resource on how to evaluate your sources, and can be found in the subject LMS page.
 
2.  Writing the Introduction
In the introduction you will need to do the following things:
·         Present relevant background to the topic and its significance
·         Introduce your ‘wicked problem’
·         Define terms or concepts when necessary
·         Explain the aim/purpose of the essay
·         Reveal your plan of organization for the essay
 
3. Writing the Body
·         Build your essay around points you want to make (i.e., don't let your sources organize your paper)
·         Integrate your sources into your discussion
·         Be critical, and where relevant present two sides of an argument
·         Give examples where relevant
·         Summarize, analyse, explain, and evaluate published work rather than merely reporting it
·         Make sure you have answered the topic question – to what extentdo you agree with the statement?
 
4. Writing the Conclusion
·         If the argument or point of your paper is complex, you may need to summarize the argument for your reader.
·         If prior to your conclusion you have not yet explained the significance of your findings or if you are proceeding inductively, use the end of your paper to add your points up, to explain their significance.
·         Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction.
 
5. Revising the Final Draft
·         Check overall organization: logical flow of introduction, coherence and depth of discussion in body, effectiveness of conclusion.
·         Paragraph level concerns: topic sentences, sequence of ideas within paragraphs, use of details to support generalizations, summary sentences where necessary, use of transitions within and between paragraphs.
·         Sentence level concerns: sentence structure, word choices, punctuation, spelling.
 
Source: Adapted from The writing centre at the University of Wisconsin, Madison. 
 
Reference List and sources:
Students are required to reference at least 3 types of resources in the essay:
 
1.Minimum of 6 journal articles (students are required to use scholarly and peer-reviewed articles) and textbooks.
2.Newspaper/Magazine articles
3.Company/NGO Websites
 
A total of 10-15 references are expected for the essay.
 
Students are required to use the LTU referencing style and to list resources in alphabetical order using the LTU Harvard Referencing Style. More information at: http://www.lib.latrobe.edu.au/referencing-tool/harvard
 
 
 
ASSESSMENT TASK 3a: Group Written Report

Assessment Task 3a	Activism campaign appraisal - Group written report
Due date/ Assignment submission	Friday 20 Januaryat 9am Submit your assignmentelectronically via LMS
Word limit	3000 words in total (+/- 10%), plus references (Students are required to use the LTU Harvard Referencing style)
Type of assignment	Group assessment
Weighting	25% of the total marks for this subject
Grading criteria:	Assessment specific grading criteria in the Subject Learning Guide
Important notes	-       For electronic submissions: ONLY Microsoft Office document types are accepted -       Font size not smaller than Times New Roman 12 -       You MUST keep a duplicate copy of your assignment

 
 
 
 
 
Purpose and aims:
 
As a small group**, students will research, analyse and critique an existing activism campaign aimed at addressing a social or environmental issue.  Each team is required to choose ONE campaign from the following list:
 
1.       Fossil Free Unis -http://gofossilfree.org.au/fossil-free-unis/
2.       Unsustainable palm oil - http://palmoilaction.org.au/campaigns/
3.       Choose cruelty free - http://www.choosecrueltyfree.org.au/
 
Once the campaign of interest has been chosen, students will critically analyse and appraise the campaign objectives, planning, design and outcomes and write up their findings in an executive business report.
 
** This assessment requires students to actively engage and work collaboratively with a diverse range of students to be able to understand the perspectives of others; therefore, small groups of 5 (groups will be formed in week 3 or 4) will be formed by self-selection (with the support of the lecturer) however, you are highly recommended to have a range of disciplines, ages, cultural and linguistic skills as the greater the diversity of your group, the broader the range of ideas that will be available to you. This assessment task provides students an opportunity for inter-cultural learning, which requires a culturally heterogeneous mix of students.
 
Description of the assessment:
 
Students are required to reference at least 4 types of resources in the group written report:
 
4.Minimum of 6 journal articles (students are required to use scholarly and peer-reviewed articles) and textbooks.
5.Newspaper/Magazine articles
6.Company/NGO Websites
7.Company Sustainability reports
 
A total of 15-20 references are expected for the report.
 
Suggested Template for Group Written Report
 
1.       Assignment Cover Sheet
2.       Executive Summary (5%)**
3.       Background to the Issues (20%)
a.        Identifying the problems/issues the campaign aims to address
b.       Defining the campaign goals/objectives
c.        How did the campaign establish credibility as an activist?
4.       Analyzing the policy environment (15%)
a.        Power-holder maps
5.       Developing the strategy (20%)
a.        Integrated Strategy Maps
6.       Implementing the plan (20%)
a.        Campaign calendars
7.       Critical discussion of campaign outcomes (15%)
8.       Conclusions (5%)
9.       References
10.    Appendices
** The percentages give you an indication of the relative word count for each of the sections, for example, 20% of 3000 words is 600 words. Tables, figures, references and appendices do not contribute to the word count for the report.
 
ASSESSMENT TASK 3b: Group Poster Presentation

Assessment Task 3b	Group Poster Presentation
Due date/ Assignment submission	Week 11 class. Each group will present their campaign poster to the rest of the class. Format: Poster Paper Size A2/A1 Time: 12 mins (2mins per student, 5 students per group including questions)
Type of assignment	Group Presentation
Weighting	15% of the total marks for this subject
Grading criteria:	Assignment specific grading criteria in the Subject Learning Guide

 
Aims and description of the assessment:
         In their groups, students will apply their learning from Assessment Task 3a to researching, designing and presenting an activism campaign on a sustainability-related issue of interest to them (Different from the campaign analysed in Assessment task 3a). This assessment gives students the opportunity to demonstrate their learning and understanding of both the theoretical perspectives on sustainability, and implications with respect to developing practical solutions for positive change and how they can get involved as members of civil society.
 
Students are expected to prepare a professional poster presentation of their proposed campaign that is well researched, informative, succinct and engaging.  The length for the total presentation is 12 minutes (including 2 minutes of question time), and each student is expected to present for 2 minutes. 
 
After their presentation, students are required to keep their poster on display for at least 30 minutes and be present to answer any further questions the audience may have.
 
All presenting groups will be provided with peer feedback. During presentations, students will be providing feedback using the grading rubric.  The feedback will be anonymous, and will be collated and provided back to each group.
 
Guidelines for poster preparation and presentation
 
·         Each group member to present for an equal length of time (2 mins)
·         The presentation must be 10 mins in total, with each member of the group presenting.
·         Your poster must be professionally prepared, organised and easy to read.  You can find some useful guidelines on how to develop poster presentations at the following website:
http://www.writing.wisc.edu/Handbook/PosterPresentations.html
This task is to be completed in a group, but will be assessed individually.

Criteria	Excellent (A80-100%)	Very Good (B 70-79%)	Good (C 60-69%)	Pass (D 50-59%)	Fail (N 0-49%)	Marks
Structure, Argument and Context	Excellent, logically developed structure matched to the task.  Generates a highly developed, focused and sustained argument(s) related to the essay topic.	Uses logically developed structure matched to the task.  Generates developed and focused argument(s) related to the essay topic.	Uses somewhat logical structure of paragraphs but with errors.  Generates few developed and focused argument(s) related to the essay topic.	Poor logic in structure of paragraphs.  Poor development and focus of argument(s) related to the essay topic.	Paragraph structure is not clear, well ordered or logical.  Generates a series of statements or claims without connecting these to form a clear, logical argument.	/15
Critical Thinking	Classifies multiple perspectives employing and integrating theory very well.  Explores relationships between component elements/variables.  Integrates perspectives to develop insights.	Classifies perspectives employing and integrating some theory.  Explores relationships between component elements/variables.  Integrates contrasting perspectives to develop insights.	Identifies, compares and contrasts perspectives in a wider context with limited theoretical application.  Organises component elements/variables in a given framework.  Formulates a response that integrates perspectives with limited contrast.	Poor comparison and contrast of key perspectives with limited theoretical application. Poor organisation of elements/variables in a given framework.  Response does not integrate contrasting perspectives.	Does not compare and contrast key perspectives. Unable to organise elements/variables in a given framework.  Response does not integrate contrasting perspectives on the issues.	/10
Ethical Awareness	Excellent recognition of the implications for their own values framework when interacting with different values-based perspectives in professional and global concerns.	Very good recognition of the implications for their own values framework when interacting with different values-based perspectives in professional and global concerns.	Acknowledges and engages other values- based perspectives in professional, societal or global concerns.	Limited engagement with other values- based perspectives in professional, societal or global concerns.	No engagement with other values- based perspectives in professional, societal or global concerns.	/5
Grammar and Vocabulary	Employs excellent discipline based vocabulary relevant to the context and adheres to grammatical convention.	Employs a competent discipline based vocabulary relevant to the context and adheres to grammatical convention.	Employs a developing disciplinary based vocabulary that adheres to the basic rules of grammar.	Demonstrates limited disciplinary based vocabulary that adheres to the basic rules of grammar, with a number of errors.	The task largely reverts to the use of non-discipline specific vocabulary with grammatical errors that interfere with meaning.	/5
Referencing	Employs an accurate academic referencing convention citing multiple sources.	Employs an accurate academic referencing convention citing multiple sources, with some errors.	Employs a basic academic referencing convention appropriate to the discipline, with an adequate number of sources.	Employs a basic academic referencing convention appropriate to the discipline with limited sources.	Shows unfamiliarity with, and inconsistent application of the conventions of academic referencing with inadequate sources.	/5
COMMENTS                                                                                                                                                                                                                                                                                                                                                                                                               /40

Grading Criteria Assessment Task 2: Individual Research Paper (40%)
Grading Criteria Assessment Task 3a: Group Campaign Appraisal Report (25%)

Criteria	Excellent (A80-100%)	Very Good (B 70-79%)	Good (C 60-69%)	Pass (D 50-59%)	Fail (N 0-49%)	Marks
Inquiry Research and Problem-Solving	Aligns analytical process to campaign objectives to derive convincing evidence- based outcomes.	Reliably interprets research evidence about campaign given an analytical process.	Some interpretation of research evidence about campaign given an analytical process.	Poor interpretation of research evidence about campaign given a weak analytical process.	Application of a poorly researched analytical process about the campaign has produced inaccurate outcomes.	/10
Writing, Argument and Report Structure	Excellent logically developed structure matched to the task.  Generates a highly developed, focused and sustained argument(s) related to the campaign appraisal report.	Uses logically developed structure matched to the task.  Generates developed and focused argument(s) related to the campaign appraisal report.	Uses somewhat logical structure of paragraphs but with errors.  Generates few developed and focused argument(s) related to the campaign appraisal report.	Poor logic in structure of paragraphs.  Poor development and focus of argument(s) related to thecampaign appraisal report.	Paragraph structure is not clear, well ordered or logical.  Generates a series of statements or claims without connecting these to form a clear, logical argument.	/7
Referencing	Employs an accurate academic referencing convention citing multiple, highly relevant sources.	Employs an accurate academic referencing convention citing multiple sources, with some errors.	Employs a basic academic referencing convention appropriate to the discipline, with an adequate number of sources.	Employs a basic academic referencing convention appropriate to the discipline	Shows unfamiliarity with, and inconsistent application of the conventions of academic referencing	/5
Collaboration and Participation	An integrated contribution to the report, which reflects critical assimilation of group perspectives, reaching a balanced and well-founded conclusion, set of findings or recommendations.	A co-ordinated contribution to the report, which reflects assimilation of group perspectives, reaching a qualified conclusion, set of findings or recommendations.	A response to the report which attempts to accommodate or draw upon the group contribution in a coherent and structured fashion, reaching a tentative conclusion, set of findings or recommendations.	A response to the report which reflects group contribution, and constructs a less than coherent, but plausible, conclusion, set of findings or recommendations.	Response does not account for group social contributions, or is unable to effectively include other points of view to reach a plausible conclusion.	/3
COMMENTS                                                                                                                                                                                                                                                                                                                                                                                                               /25

 
 
 
 
 
 

Criteria	Excellent (A80-100%)	Very Good (B 70-79%)	Good (C 60-69%)	Pass (D 50-59%)	Fail (N 0-49%)	Marks
Presentation & Engagement	Informative presentation that focuses on supporting its central argument, well-structured poster and presentation, and uses clear, powerful and appropriate language for student and academic audience.	Coherently and logically structures the poster and presentation and uses clear and appropriate language for student and academic audience.	Logically structures the poster and presentation - approaching coherence, and uses some appropriate language for student and academic audience.	Attempts to structure the poster and presentation if somewhat incoherently, and uses minimal appropriate language for the audience.	Does not present a coherent and succinct explanation and ideas are not logically organised nor relevant to topic, and does not appropriate language for the audience.	/7
Disciplinary Knowledge	Disciplinary knowledge is clearly presented and uses disciplinary language authoritatively; shows critical understanding of the issue presented and demonstrates depth and accuracy of understanding.	Disciplinary knowledge is clearly presented and uses disciplinary language competently, shows a proficient awareness of the issue presented and demonstrates accuracy of understanding.	Disciplinary knowledge is presented and uses disciplinary language approaching competency, shows an awareness of the issue presented and demonstrates limited content understanding.	Disciplinary knowledge lacks clarity and uses disciplinary language tentatively, shows an awareness of the issue presented and some evidence of gaining new understanding.	Disciplinary knowledge is unclear and does not use the language of the discipline in a sustained fashion, and demonstrates no evidence of gaining new understanding.	/3
Questions and Discussion	Responds to questions in a precise, persuasive manner with relevance to the poster presentation and refers to information that goes beyond ideas already presented.	Responds to questions in a precise manner with relevance to the poster presentation and refers to some information that goes beyond ideas already presented.	Responds to questions in an appropriate manner and with some relevance to the poster presentation, and shows knowledge and understanding of the topic	Responds to questions in an appropriate and coherent manner, but demonstrates a limited knowledge of the topic	Does not respond to questions or does so with little coherence and relevance to the topic.	/3
Participation and Collaboration	An integrated contribution to the response to the task, which reflects critical assimilation of other group perspectives, reaching a balanced and well-founded conclusion, set of findings or recommendations.	A co-ordinated contribution to the response to the task, which reflects assimilation of other perspectives, reaching a qualified conclusion, set of findings or recommendations.	A response to the task which attempts to accommodate or draw upon each individual contribution in a coherent and structured fashion, reaching a tentative conclusion, set of findings or recommendations.	A response to the task, which reflects each individual contribution, and constructs a less than coherent, but plausible, conclusion, set of findings or recommendations.	Response does not account for other contributions, or is unable to effectively include other points of view to reach a plausible conclusion.	/2
COMMENTS                                                                                                                                                                                                                                                                                                                                                                                                               /15

Grading Criteria Assessment Task 3b: Group Campaign Poster Presentation (15%)