CULTST 3001 - Cultural Environments: Method & Epistemic Crisis
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code CULTST 3001 Course Cultural Environments: Method & Epistemic Crisis Coordinating Unit School of Humanities Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Up to 3 hours per week Available for Study Abroad and Exchange Prerequisites CULTST 1001 Incompatible ENGL 3041 Assessment Discussion boards, Abstract & Annotated Bibliography, Research Essay , Presentation Course Staff
Course Coordinator: Dr Benjamin Madden
Course Coordinator and Tutor: Dr. Benjamin MaddenCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1. Students will acquire advanced familiarity with both 20th century and contemporary cultural theory.
2. Students will have practical experience applying cultural theory to contemporary issues and phenomena.
3. Students will have prepared a research project from proposal stage to completion, preparing them for more advanced research-based occupations and/or further study.
4. Students will appreciate the relevance of contemporary cultural theory to broader societal issues and discussions concerning identity, the anthropocene, transhumanism, and Indigenous knowledges, and in turn how these issues have reshaped cultural studies.
5. Students will develop confidence discussing and debating a wide range of cultural issues from a theoretically-informed perspective, while also identifying gaps in current knowledge and proposing approaches for further inquiry.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, 2 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.
2, 4 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.
3, 5 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.
5 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
4 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
1, 4 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
3, 5 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.
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Learning Resources
Required Resources
All required readings will be supplied by the Barr Smith Library and available through MyUni.Online Learning
Seminars will be simultaneously delivered online and face-to-face. Other online resources, such as interactive videos explaining core concepts, will be available through MyUni. There will be asynchronous online activities for all participants to complete on MyUni. -
Learning & Teaching Activities
Learning & Teaching Modes
Teaching Mode:
The contact hours for this course are made up of one two-hour seminar per week. In addition there will be online learning activities incorporating combinations of lectures, podcasts, and worksheets.
The Research Project:
The principal objective of the course is for students to outline, prepare, and complete a research project on a topic of their
choice. The structured learning activities, the assignments, and seminars are designed to build skills toward the successful
completion of this project.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Workload (including structured and self-directed learning activities):
1 x 2-hour seminar per week = 24 hours
24 x pre-recorded lectures and podcasts = 24 hours
Seminar preparation (readings, activities, worksheets) = 48 hours
General reading = 72 hours
Researching and writing assignments = 144 hours
Total = 312 hoursLearning Activities Summary
Core concepts for the course will be introduced in a structured way through readings, pre-recorded lectures and interactive videos, and supplementary material like worksheets and podcast-style recorded conversations with scholars.
The seminars will then be an opportunity to discuss this content in detail, and more importantly, to apply it to contemporary issues and cultural phenomena. I intend to make these sessions as flexible and democratically-constructed as time allows, by having students submit brief reflections on the weekly material and shaping class discussion around the themes, interests, questions, and obstacles that arise across those reflections.Specific Course Requirements
Seminar attendance and participation is mandatory in this course. Students will have to attend 80% of sessions in order to pass. -
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
Semester-long assessment:
Reading Reflections (in the form of discussion board posts and/or quizzes) (20%)
In-class Presentation (20%)
Scafolded Research Project:
Research Proposal (formative)
Abstract & Annotated Bibliography (20%)
Research Project (40%)Assessment Detail
The semseter-long assessment will include brief discussion board posts on the content for that week's seminars. Students will also take the lead of one seminar they nominate, and introduce their fellow students to the topic and readings.
The major assessment for the course is a research project; students will determine their own topic through a scaffolded series of assessments, some formative and some summative, allowing for feedback at each stage of project design.
Submission
All assessments (apart from the in-class seminar presentation) will be submitted online, through MyUni.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 .
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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.
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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
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