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  2. Rural, Regional and Remote Community Development [RPS1130]

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Rural, Regional and Remote Community Development

  • Unit Code

    RPS1130

  • Year

    2016

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

The unit introduces the philosophy, principles and practices of community development, as it relates to the human services (health, education and social service) practice in rural, regional and remote (RRR) communities in Australia. The unit examines the needs of RRR communities and considers possible service responses, drawing on community development principles and strategies.

Learning Outcomes

On completion of this unit students should be able to:

  1. Describe and analyse key features of a community (such as schools, medical services, governance structures) in order to develop a community profile and/or intervention.
  2. Discuss the principles, elements and strategies of community development.
  3. Identify characteristics of rural, regional and remote communities.
  4. Identify historical and contemporary factors shaping the experiences of RRR communities.

Unit Content

  1. Community development principles, elements and strategies.
  2. Human service delivery in RRR communities.
  3. RRR communities within a contemporary Australian and international context.
  4. Social justice, economic and sustainability issues in RRR communities.
  5. Strengths, adaptability, resilience and capacities of RRR communities.

Additional Learning Experience Information

Lectures, tutorials, online learning activities, discussions, projects and presentations, guest speakers and audiovisual resources.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentYour community20%
ReportCommunity needs analysis40%
VivaCommunity development project analysis40%
ONLINE
TypeDescriptionValue
AssignmentYour community20%
ReportCommunity needs analysis40%
VivaCommunity development project analysis40%

Text References

  • ^ There is no textbook for this unit. Note: Students will be directed to readings on E Reserve.
  • Weeks, W., Hoatson, L. & Dixon, J. (eds.). (2003) Community practices in Australia. Frenchs Forest: Parson Education.
  • Alston, M. (2009). Innovative human services practice: Australia's changing landscape. South Yarra, Australia: Palgrave MacMillan.
  • Cocklin, C. & Dibden, J. (eds.), (2005). Sustainability and change in rural Australia. Sydney: UNSW Press.
  • Haberkorn, G., Kelson, S., Tottenham, R. & Magpantag, C. (2004). Country matters: Social atlas of rural and regional Australia. Canberra: Bureau of Rural Sciences.
  • Ife, J. (2002) Community development: Community-based alternatives in an age of globalisation (2nd ed.). Frenchs Forest, Australia: Pearson Education.
  • Kenny, S. (2006). Developing communities for the future. (3rd ed.). Australia, Thomson.
  • Pritchard, B. & McManus, P. (eds.). (2000). Land of discontent: The dynamics of change in rural and regional Australia. Sydney: UNSW Press.
  • Taylor, J., Wilkinson, D., & Cheers, B. (2008). Working with communities in health and human services: Providing the skills needed by community practitioners. South Melbourne, Australia: Oxford University Press.
  • Tutwiler, S. (2005). Teachers as collaborative partners. Mahwah, NJ: Lawrence Erlbaum Assoc Inc Publishers.

Journal References

  • Rural Society
  • Aust Journal of Rural health
  • Aust Journal of Social Issues
  • Australian Social Work
  • Community Development Journal
  • Education in Rural Australia
  • Journal of Progressive Human Services
  • New Community Quarterly

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

RPS1130|2|1

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Rural, Regional and Remote Community Development

  • Unit Code

    RPS1130

  • Year

    2016

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

The unit introduces the philosophy, principles and practices of community development, as it relates to the human services (health, education and social service) practice in rural, regional and remote (RRR) communities in Australia. The unit examines the needs of RRR communities and considers possible service responses, drawing on community development principles and strategies.

Learning Outcomes

On completion of this unit students should be able to:

  1. Describe and analyse key features of a community (such as schools, medical services, governance structures) in order to develop a community profile and/or intervention.
  2. Discuss the principles, elements and strategies of community development.
  3. Identify characteristics of rural, regional and remote communities.
  4. Identify historical and contemporary factors shaping the experiences of RRR communities.

Unit Content

  1. Community development principles, elements and strategies.
  2. Human service delivery in RRR communities.
  3. RRR communities within a contemporary Australian and international context.
  4. Social justice, economic and sustainability issues in RRR communities.
  5. Strengths, adaptability, resilience and capacities of RRR communities.

Additional Learning Experience Information

Lectures, tutorials, online learning activities, discussions, projects and presentations, guest speakers and audiovisual resources.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ReportCommunity profile30%
ParticipationContribution to role play40%
VivaCommunity development project analysis30%
ONLINE
TypeDescriptionValue
ReportCommunity Profile30%
ParticipationContribution to online role play40%
VivaCommunity development project analysis30%

Text References

  • ^ Eversole, R. (2015). Knowledge partnering for community development. Oxon, United Kingdom: Routledge Taylor & Francis Group.
  • Alston, M. (2009). Innovative human services practice: Australia's changing landscape. South Yarra, Australia: Palgrave MacMillan.
  • Cocklin, C., & Dibden, J. (Eds.). (2005). Sustainability and change in rural Australia. Sydney, Australia: UNSW Press.
  • Haberkorn, G., Kelson, S., Tottenham, R., & Magpantag, C. (2004). Country matters: Social atlas of rural and regional Australia. Canberra, Australia: Bureau of Rural Sciences.
  • Ife, J. (2013). Community development in an uncertain world: Vision, analysis and practice. Cambridge, United Kingdom: Cambridge University Press.
  • Kenny, S. (2011). Developing communities for the future. (4th ed.). South Melbourne, Australia: Cengage Learning Australia.
  • Taylor, J., Wilkinson, D., & Cheers, B. (2008). Working with communities in health and human services: Providing the skills needed by community practitioners. South Melbourne, Australia: Oxford University Press.
  • Weeks, W., Hoatson, L., & Dixon, J. (Eds.). (2003). Community practices in Australia. Frenchs Forest, Australia: Parson Education.
  • Westoby, P., & Dowling, G. (2013). Theory and practice of dialogical community development: International perspectives. Abingdon, United Kingdom: Routledge.

Journal References

  • Australian Social Work
  • Community Development Journal
  • Aust Journal of Rural health
  • Journal of Progressive Human Services
  • New Community Quarterly
  • Rural Society
  • Aust Journal of Social Issues
  • Education in Rural Australia

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

RPS1130|2|2