Working with Diverse Communities PG (12013.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Online real-time |
UC - Canberra, Online |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Health |
| Discipline | Study level | HECS Bands |
| Social Work | Post Graduate Level | Band 2 2021 (Commenced Before 1 Jan 2021) Band 2 2021 (Prof Pathway Social Work- After 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan 2021) |
Learning outcomes
Upon successful completion of this unit, students will be able to:1. Evaluate complex theories and practices about diversity, difference, culture, language, race, gender, ability and power and their application to social work practice in different contexts;
2. Explicate the range of theoretical approaches to community development practice in social work; and
3. Demonstrate skills in community work in a range of settings, including digital skills.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - evaluate and adopt new technology
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways
Prerequisites
None.Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2026 | UC - Canberra, Online | Study Block 3 | 11 May 2026 | Online real-time | Prof Lynne Keevers |
| 2027 | UC - Canberra, Online | Study Block 3 | 10 May 2027 | Online real-time | Prof Lynne Keevers |
Required texts
Howard A and Rawsthorne M (2020) Everyday community practice: Principles and practice. Allen and Unwin Australia
Howard A, Rawsthorne M, Joseph P, Terare M, Sampson D and Katrak Harris M (2022). Social work and human services responsibilities in a time of climate change: Country, community and complexity. Taylor & Francis Group.
Ife, J. (2016). Community development in an uncertain world: Vision, analysis and practice (2nd Edition). Cambridge University Press.
Please note: All readings relating to the course are digitised and a reading list, with links to online readings, will be available on the Unit Canvas site.
Submission of assessment items
Extensions & Late submissions
Assessment 3 requires students to upload a video recording of their Community Development Strategy group presentation. Please see the detailed instructions on the Unit Canvas site for how to record and upload a video-related assessment.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Participation requirements
Attendance at tutorials is considered essential in this course. Students will be strongly supported to attain and demonstrate the required learning outcomes in their assessments via ttendance and participation in weekly tutorials. Recordings will be made available for those students who are unable to attend live tutorial sessions, however recordings cannot replicate the live learning experience of engagement with peers, teachers and guest speakers. Please note sections of tutorial recordings may be removed if sensitive information has been disclosed.
Required IT skills
In order to engage in this unit, you are expected to have a reliable computer with the latest operating system. You will also need reliable internet connections and the latest version of Google Chrome (preferred browser) to access UCLearn.
You are expected to have access to Microsoft Office applications: including Word, Excel and PowerPoint equivalent. In some units, you will be required to download specific software applications to complete the unit content and assessment successfully.
This unit involves online meetings in real time using Zoom. Zoom allows you to communicate in real time with your lunit convenor, tutors and other students.
To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset.
Please see the Social Work Hub on Canvas for orientation to key software and applications.
Work placement, internships or practicums
This unit involves work integrated learning: Simulation. Students must adhere to University policy during WIL activities, including the Student
Conduct Rules 2018, the WIL Policy and WIL Procedure, and the Assessment Policy and Assessment Procedure.
Assessment 3 involves simulation of a Social Work practice activity: Community Development Strategy Presentation. The skills you will develop through successful completion of this unit are essential for Social Work practice.
Additional information
Use of Artificial Intelligence in this Unit
ALL students must include a GenAI Acknowledgement statement for every assessment. If students do not use AI, they still need to provide an Acknowledgement Statement indicating that AI has not been used in their assessment.
Students have permission to utilise assistive academic support services or tools (translation, editing and paraphrasing tools or services) and / or Generative Artificial Intelligence (Gen AI) programs for assessments in this unit, provided the following conditions are met:
1. Students utilise GenAI in line with the specific instructions provided on each assessment description page (located in the Canvas site)
2. Students appropriately acknowledge the use of assistive academic support services or Gen AI in the assessment itself, as well as in the reference list (as per APA7 style)
3. Students provide a GenAI Acknowledgement Statement that is placed after the reference list. The GenAI Acknowledgement Statement should clearly outline what tools or services were utilised and in what ways they were utilised in the process of completing the assessment.
Your Unit Convenor may require additional specific information about how you have used GenAI, such as including the prompts you used or providing the output of the GenAI as an appendix to the submission. These requirements will be specified in the assessment instructions.
It is recommended that you:
- Keep records of the development of the work submitted for the assessment, and any drafts of the works submitted for a work-in-progress review, in a learning portoflio or equivalent. Access to these records may be requested by teaching staff.
- Ensure you are ready to respond to questions about your assessment to demonstrate your achievement of the learning outcomes of that assessment if / when you may be requested to participate in a conversation about your submission.
GenAI Acknowldgement Statement Examples
Complete the relevant GenAI Acknowledgement Statement for your assessment before copying the statement into your submission after the reference list:
- I did not use any genAI tools/services in the preparation of this assessment. I understand that providing false or misleading information in this GenAI Acknowledgement Statement may constitute a breach of the University of Canberra (Student Conduct) Rules 2023.
OR
- I have used the following Generative Artificial Intelligence (GenAI) tools/services in the preparation of this assessment:
• GenAI service name and version: [Insert]
• Link to the GenAI service: [Insert]
• I used this GenAI service: [insert]
I confirm I have not used GenAI in the preparation of this assessment for any purpose other than what I have acknowledged above. I understand that providing false or misleading information in this GenAI Acknowledgement Statement may constitute a breach of the University of Canberra (Student Conduct) Rules 2023.
EXAMPLE:
I have used the following Generative Artificial Intelligence (GenAI) tools/services in the preparation of this assessment:
• GenAI service name and version: Microsoft Copilot
• Link to the GenAI service: https://copilot.microsoft.com/
• I used this GenAI service: for initial ideation in response to the topic, assisting in structuring my thinking, developing a comparison table, and suggesting clearer language.
I confirm I have not used the Generative Artificial Intelligence service in development of this work for assessment other than what I have declared and acknowledged above. I understand that providing false or misleading information in this declaration and acknowledgement may constitute a breach of the Student Conduct Rules
GenAI supporting information for students
The GenAI for Students guide will assist you in understanding GenAI and how it can be used at the University of Canberra: https://canberra.libguides.com/genai
GenAI and referencing
Each referencing guide provided by the Library provides advice on how to appropriately reference the use of GenAI in-text.
Free and protected access to Microsoft Copilot
The University provides students with free and protected access to Microsoft Copilot and Dall-E. These GenAI services are accessible when you log-in using your UC username and password at https://copilot.microsoft.com/
Recommendation
UC students should avoid using GenAI tools other than the secure Microsoft Copilot system and Studiosity Feedback +, provided by the University for completing assessments. Using this version of Microsoft Copilot ensures your student data, personal information, and intellectual property are protected.
