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Session: 2022/23
Last modified: 14/12/2022 15:18:51
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Title of Module: Community Development |
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Code: BACE10004 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | A.
Coburn |
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| Summary of Module |
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Building on the Domains of Practice module, students will develop understanding the world as an ever changing and increasingly complex phenomenon that offers tremendous opportunities for those working in youth and community work. Community Development practices are underpinned by understandings of what it means to be a citizen and our obligations to each other as social beings, in working together to achieve a good life.
This module is designed to reinforce critical and deep understanding of community development through evaluation of current community development approaches. It aims to develop theoretically informed, systemic and historical awareness of community development practice. Students will have an opportunity to investigate the principles and practices of Community Development, whereby community based education is founded in informal education and rooted in social practices.
Students will examine ideas on the inter-linkages between economy, culture and society in order to question contemporary critically reflect on core principles required to underpin engagement with community politics and relationship building. They will consider the thinking behind citizenship, participation and democracy and how it impacts generally and specifically in community development. It is expected that students will be able to help play a central co-ordinating role in their establishment through knowledge gained, particularly in developing an international perspective and a more sophisticated approach to research. Students will examine practice through a mixture of faculty expertise and outside speakers. In particular, this will include:
• Democracy and world events
• Sustainability
• Global issues and global citizenship
• Innovative approaches in community development.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate specialist knowledge of international and historical definitions and views of community development and its core aims in contemporary practice.
L2.
Conceptualise the complex nature of contemporary community development practice and its relationship to global citizenship, wellbeing and sustainability issues.
L3.
Work with others to consider the dynamics between community development and movements for social change at local, national and international levels.
L4.
Exercise autonomy in using case studies and analysis of critical incidents to evaluate the skills and dispositions that contribute to work with communities.
L5.
Engage in critically reflective practice in diverse contexts across social and cultural milieu |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Participants will be able to show:
• A critical understanding of the contested concepts in the field;
• Detailed knowledge of the development of international thinking in community development;
• Understanding of new ideas in the field.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Participants will be able to
• Demonstrate an ability to inquire/research into an area;
• Identify and analyse workplace issues, including controversial/moral value materials
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| Generic Cognitive skills |
SCQF Level 10.
Participants will be able to
• Use a range of sources to investigate issues;
• Use critical evaluation tools to examine issues
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Participants will be able to
• Prepare a presentation to peers, staff and other audiences;
• Use IT to communicate information.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Participants will be able to
• Work as part of a team;
• Lead a team;
• Work independently
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Teaching and learning in this module will engage students through methods and practices from Community Development. Considering theories and policies aligned to agency and power, discussion prompts for group activity will promote critical dialogue around the interfaces that can be problematic for practitioners in Community Development contexts.
Reflecting on their understanding of theoretical and empirical research will enable them to apply knowledge to scenarios and case studies, and develop capabilities in this specialist practice domain. Though there will be occasional lectures, the teaching and learning strategy for our programme is founded on the notion of communities of practice, on problem based strategies and on collaborative learning. Learning will be supported and extended through reading assignments and activities that will be able to ultimately demonstrate their ability to source, evaluate, analyse and interpret theoretical knowledge and empirical information, in developing academic and fieldwork practice wisdom.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Dale, A. (2013) Agency: Individual ‘Fit’ and Sustainable Community Development Community Development Journal Nov, 2013.
Johnston, R. (2008) Making space for social purpose adult education within civil society. Paper presented at 38th SCUTREA Conference, 2-4 July, University of Edinburgh, Edinburgh
Ledwith, M. (2011) Community Development a Critical Approach (2nd Ed) Bristol: Policy Press
Reisch, M. (2013) Community Practice Challenges in the Global Economy in Weil, M., Reisch, M., & Ohmer, M., (eds) (2013) The Handbook of Community Practice (2nd Edition) London: Sage
Shaw, M. (2011) Stuck in the middle? Community development, community engagement and the dangerous business of learning for democracy Community Development Journal Vol 46 No 52 April 2011
In-house learning materials will be made available on Moodle and in class.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
Attend classes as directed in module handbook and undertake off-campus or on-line tasks, as directed by module tutor. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Community Education |
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| Moderator | D. Wallace |
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| External Examiner | F Howard |
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| Accreditation Details | CLD Standards Council for Scotland |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 100% Practical Creative Output / Games / Audio / Film |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Our UWS Equality and Diversity Policy is available at the following link:
https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity/
Community Education is an emancipatory practice that works with communities to challenge inequality and promote social justice. Thus, a commitment to equality and accepting difference underpins curriculum, content and process, across the Programme. It is therefore not surprising that our values and ethos adhere to, and go beyond, the minimum legal position as detailed within the Equality Act 2010, in requiring compliance with the general equality duty to:
• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act;
• Advance equality of opportunity between people who share a protected characteristic and those who do not; and
• Foster good relations between people who share a protected characteristic and those who do not.
The programme supports equality of opportunity for students from different backgrounds and with different learning needs. Using appropriate platforms, learning materials are presented in formats that facilitate flexible access and with all reasonable adjustments being made to ensure fair and inclusive engagement. The programme complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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