EDUC 1013 - University Research
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code EDUC 1013 Course University Research Coordinating Unit School of Education Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Prerequisites EDUC 1008 Restrictions Available to University Preparatory Program or Wirltu Yarlu Preparatory Program students only Assessment Research activity portfolio; Essay plan; Draft paragraphs; Major research essay Course Staff
Course Coordinator: Ms Amy Robinson
Course Coordinator: Amy Kay Robinson amy.k.robinson@adelaide.edu.au
Lecturer & Tutor: Dr Daniel Lee daniel.a.lee@adelaide.edu.au
Course Timetable
The full timetable of all activities for this course can be accessed from .
Each week, there will be:
1 x 1 hour lecture.
1 x 2 hour tutorial each week. -
Learning Outcomes
Course Learning Outcomes
Upon successful completion of this course, students should be able to:- Approach a major research area by exploring its explicit and implicit aspects, and by developing secondary research questions;
- Identify a series of keywords to form a basis for research, and develop broader and narrower search terms in case of insufficient findings;
- Effectively use the University Library, with a focus on electronic databases, to find sources which inform an approach to the broad area of research;
- Read and critically analyse a large number of sources for credibility, reliability and relevance to the research question;
- Develop a thesis argument comprised of a claim linked to evidence, and organise this argument using a plan or outline;
- Compose an effective introduction and conclusion for an essay, as well as body paragraphs that fully develop a main point using evidence;
- Complete a major Research Essay from conception to communication with a systematic and structured strategy for the process of research;
- Assess thier own work and that of other students, and provide appropriately constructive feedback on how to develop each stage of the research process.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1-8 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 2, 4, 7, 8 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
4 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
8 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2, 3 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1, 2, 3, 7 -
Learning Resources
Required Resources
Required Texts
It is highly recommended that student purchase 'They Say / I Say: The Moves that Matter in Academic Writing' by Gerald Gaff & Cathy Birkenstein (2006).
This text is an extremely useful guide for identifying arguments and introducing sources
as well as integrating your own perspective in a written piece.
This text will likely be very useful for other course assessments and essays.
You can purchase this text from websites such as or
It is also available through Dymocks; however, can take up to several weeks for it to arrive.
During this University Research course, we will focusing on the 'I Say' component of
this text to help you establish and build your own ideas, argument and
understanding.
A key activity of this course requires systematic and collaborative research methods using online resources. In particular, students will be required to use article databases to find high-quality, scholarly journal articles on a broad area of research and then a more defined research question.Recommended Resources
This course has a strong focus on researching scholarly sources using online databases through the 成人大片 Library. This will be covered in class, but success in this area depends on persistence, determination, and sound strategy, so it is strongly recommended that you familiarise yourself with the resources that are available to you. The databases are available at
For this course you may wish to use databases that have been tagged on the “Education” page:
The Library provides excellent support for the use of databases in scholarly research. Begin with the online training that is available: . In particular try the “What is a database and how do I use one?” video.
If you require more one-to-one support, the Library has an excellent help contact form: There is a Research Librarian for the School of Education who can provide direct assistance with developing your article database research skills. This is one of the best support services available at this University, so make use of it.Online Learning
MyUni will be used for essential communication including via email, so please check your University email regularly (at least three times a week). If you have a smartphone it is strongly recommended that you set up your email on it for easy and regular access to your University email. For guidance on how to do this, visit:
/its/networks/mobile/support/config/#mobile
Remember, the most useful portal for all University online activities is Unified:
Lecturers in this Program will be largely online, meaning that your can do your own preparation for tutorials without having to come in at the specified lecture timeslot. The system to be used will be Articulate Storyline: this is an interactive system for online tutorials whichinvolves watching videos on the lecture material and completing activities. It is very important that you undertake the online lecture before the tutorial,as it gives you a baselineof knowledge and essential preparation foer the class that week. -
Learning & Teaching Activities
Learning & Teaching Modes
The teaching and learning in this course provides a scaffolded, enabling approach to the development of research capacities using innovative technologies and collaboration. Lectures will be replaced with online lectures which can be completed at the student's own pace, at home or on campus, using an online delivery method. It is essential that these online lectures are completed, and monitring will be undertaken to ensure that students completed them. Classes will consist of workshops of 2 hours long, which require completion of the online lecture beforehand for students to get the most out of the class. Although there are no group-work assignments per se, students will work collaboratively and engage in ongoing peer review of work.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 1 hour online lecture per week (x12) = 12 hours
1 x 1 hour physical lecture per weeek (x12) = 12 hours
1 x 2 hour tutorial per week (x12) = 24 hours
1 x 4 hours of reading per week and participation in online discussions (x12) = 48 hours6 hours per week primary research and research writing activities (x12) = 72 hours
Total: 168 hoursLearning Activities Summary
Week 1: Course introduction; What is research?
Week 2: Scholarly reading, research types and self-efficacy
Week 3: Database Strategies
Week 4: Types of Research
Week 5: What is an argument?
Week 6: Planning and Mindmapping
Mid-semester break
Week 7: Writing for research purposes.
Week 8: Essay Planning
Week 9: Integrating your argument and sources review
Week 10: Redrafting, Editing and proofreadingWeek 11: Workshop
Week 12: Closure of course
For clarification on which dates correspond to which weeks, please visit:Specific Course Requirements
To pass this course, students must attend at least 75% of tutorials; in cases of absence for medical or compassionate reasons, documentation must be provided and students must still attend at least 50% of classes. If students fail to attend the minimum required number of tutorials, they will be considered to have not completed an assignment (see below). -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Weighting Learning Outcome Research Portfolio
20%
1,2,3,6,7
Presentation 35% 1,2,3,6,7,9 Research Report (Hurdle Requirement) 45% 1,2,3,6,7,8,9 Engagement Task TBC 1,2,3,6,7,8,9 Assessment Related Requirements
Students must attempt all assessment tasks to pass this course. Since the University Preparatory Program is designed to prepare students for success at University, completing and submitting all assignments is central to the intended learning outcomes of the program and each course within it. Often, at least attempting and submitting assignments in the face of difficulty or adversity is enough for success at University and the UPP encourages this resilience by employing this policy in select courses. Please note that the absolute last date for the submission of assignments in Semester 1 is the end of Swot Vac week, which is one week after the final assignment is due.
If a student fails to submit all assessment tasks and would otherwise have received a grade greater than 45, they will be given a nominal grade of 45 (Fail) for that course in that semester. This will permit them to undertake additional assessment (formerly called academic supplementary
assessment) at the Course Coordinator’s discretion, as per policy at
It is not necessary to apply for additional assessment; this assessment will usually consist of the missed pieces of assessment, but the course coordinator may require more. As per policy, if the student passes the additional assessment to the Course Coordinator’s satisfaction, the maximum grade they can get for the course is 50 (Pass). If a student’s raw grade is below 45, regardless of whether all tasks have been attempted, this score will stand unless exceptional, documented circumstances apply as per the University’s Modified Arrangements for Coursework Assessment: /student/exams/mod_arrange.html
Substantial non-engagement in this course (evidenced by repeated non-attendance at tutorials and failure to submit assessments) may result in students being withdrawn from the University Preparatory Program and being required to apply for reinstatement if they wish to continue.Assessment Detail
Research Portfolio
Submit a portfolio showing your research about your chosen
topic from the first four weeks of this course.
Week 4 15% Oral Presentation
Present your topic and current findings to your tutorial classmates.
Week 7 30% Major Essay
Submit the final essay of the essay project you have been
individually developing this semester.
Week 12 45% Active Participation Quizzes
Regular online quizzes to check-in with your understanding
of research practices.
Ongoing 10% Submission
All assignments will be electronically submitted via MyUni, although the Research Portfolio may be submitted via hard copy in class.
Students may be granted extensions to assignments on medical or compassionate grounds; documentation to support these ground will be required. Requests for extension must be made before the due date; requests for extension submitted after the due date will not be considered.
All extension requests will be administered according to the
Modified Arrangements for Coursework Assessment Policy:
For a concise information sheet on this policy, please visit
Penalties for Late Submission
Unless the Course Profile states otherwise when an assessment is submitted after the due date, and without an extension, 5% of the total mark possible will be deducted for every 24 hours or part thereof that it is late, including each day on a weekend. For example, an essay that is submitted after the due date and time but within the first 24 hour period, and that has been graded at 63%, will have 5% deducted, for a final grade of 58%. An essay that is more than 24 hours late will lose 10%, etc. Hard copy submissions made after 5.00pm on a Friday will be assumed to have been submitted on the next business day and will be penalised 5% per day for every day including weekend days and public holidays. This penalty may be increased where the assignment is to be completed in
a period of less than a week.
This course aims to return assessed work within 2 weeks of its submission, although this cannot be guaranteed. The resubmission of assignments is not possible for this course, except in exceptional circumstances as approved by the Course Coordinator.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
Please note: any result posted on MyUni or via return assignments are only provisional, so it is important that you check Access Adelaide for your final results after marks have been posted. -
Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
This course (and the UPP itself) is still quite new, and so there is not a lot of long-term data on which to base evaluations. However, SELTs so far have shown broad agreement with most of the important points. Open-ended responses have been very useful and deserve some comment, as
follows:
- All students commented that they would recommend the course to other students, indicating a perception of value;
- Some comments indicated that the expectations regarding assignments could be made clearer earlier on; this has been responded to in the Course Profile for “University Research” with much more detail on assignments, and rubrics to be made available on MyUni;
- Some general comments and anecdotal feedback indicate that some people would prefer more groupwork, and more time in class to work on assignments due to conflicting priorities in life. There are several aspects of a response to this:
- Time to actually work on assignments in class is unlikely to be expanded; this is because much of the workload for University courses in general is comprised of independent study time (the statement on workload is available in course profiles to clarify this). In regular University courses no class time at all is given to working on assignments and it is expected that this will all be done independently; therefore the UPP will reflect this.
- Having said this, we acknowledge that it is important to allow time for discussion of assessment requirements and questions to be answered in a face-to-face setting. This will be established at the beginning of the course and time given to it several (2-3) weeks before each assignment is due.
- Groupwork certainly is important for learning, and although “University Research” has no groupwork component itself, lots of opportunities for collaborative learning will be built in. In particular, feedback has suggested the value of critical discussionof journal articles, and there will be multiple opportunities for peer review and feedback on major assignments.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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