Negotiated Project in Student Wellbeing

This subject has the following teaching availabilities in 2015:

340 hours

For students not enrolled in the Master of Education (Student Wellbeing) the permission of the course coordinator Master of Education (Student Wellbeing) is required in order to enrol in this subject.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website: http://www.services.unimelb.edu.au/disability

This subject comprises the [AQF] Capstone experience for this course. Drawing on theory, knowledge and skills developed throughout the Master of Education (Student Wellbeing) students will complete an individually negotiated project in which they undertake a workplace project, or an approved relevant educational experience. On completion of the prerequisite subject, EDUC90629 “Leading Change for Student Wellbeing”, students will be required to submit a project proposal (hurdle requirement) for approval by the beginning of the semester. During the project students will be expected to undertake independent work on their project, act as a peer consultant to a fellow student, and attend seminars focusing on relevant project methodologies and the project progress. The Capstone project will culminate with students synthesizing their project findings in a written report incorporating a reflection on the key learnings gained from their studies in the Master of Education (Student Wellbeing). Students will also provide an oral presentation of their findings (hurdle requirement).

On completion of this subject students, should be able to:

• use action research to develop, implement and evaluate an improvement in an educational setting;
• appropriately apply knowledge of interpersonal communication and problem solving, interpersonal behaviour, group dynamics and program development and evaluation to the change process in an educational setting;
• use peer consultancy skills to support and challenge peers undertaking school improvement
• critically reflect on personal effectiveness in a change agent role.

There are two assessment tasks:

• Literature Review (3000 words) due mid-semester, 30%
• Final Project Report (7000 words) due end of semester, 70%

There are two hurdle requirements:

• Project Proposal due at beginning of semester
• 20 minute oral presentation at end of semester

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

This subject is not available as a breadth subject.

On completion of this subject students, should be able to:

• design, conduct and report original research;
• demonstrate intellectual integrity and embrace the ethics of scholarship in an original research project;
• work collaboratively with colleagues in school improvement initiatives that require teamwork;
• manage time effectively in the conduct of self-directed project work;
• report and disseminate project findings in effective oral and written presentations.