General Information
The course encourages participants to identify and overcome the primary barriers to effective global citizenship found in epistemological, political, and historical modes of thinking. Students will also explore how an absence in institutions and civil society of robust concepts of global citizenship can institute dehumanizing social and political practices. Through investigating such practices, participants will investigate how a notion of global citizenship can inform critical thinking on issues such as climate change, international justice, and human rights. Furthermore, students will learn to propose effective solutions to such global challenges and evaluate the effectiveness of proposed policy and action. Ultimately students in this course will consider a range of contemporary, and immanent, global challenges and gain proficiency in thinking critically about them and applying them to their own lives.
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Details
Academic unit: Transformation CoLab Subject code: COLB11-100 Subject title: Global Citizenship Subject level: Undergraduate Semester/Year: January 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 24) - Seminar
- Seminar: x12 (Total hours: 24) - Seminar
- Personal Study Hours: x12 (Total hours: 72) - Recommended Study Hours
Attendance and learning activities: -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Transformation CoLab |
|---|---|
| Subject code: | COLB11-100 |
| Subject title: | Global Citizenship |
| Subject level: | Undergraduate |
| Semester/Year: | January 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Identify and understand barriers to effective global citizenship.
- Analyse contemporary global political and moral challenges.
- Apply principles of global citizenship to developing solutions for global challenges.
- Present the analysis and recommendations of a global challenge.
- Demonstrate an ability to communicate respectfully and thoughtfully.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Oral Pitch Report Pitch. Students pitch and workshop the topic they will be writing their final report on. In this assessment task, the use of generative AI is specified on the assessment task sheet. Please refer to the task sheet and contact your educator if you require help or clarification. 20.00% Week 4 1,2,4 Written Report Report Analysis. Students submit the first part of their major report for feedback. Students summarise the main features of the problem being analysed. In this assessment task, the use of generative AI is specified on the assessment task sheet. Please refer to the task sheet and contact your educator if you require help or clarification. 30.00% Week 8 2,4 Written Report Report Recommendations. Students submit complete report with recommendations for policy, or action to address the problem. In this assessment task, the use of generative AI is specified on the assessment task sheet. Please refer to the task sheet and contact your educator if you require help or clarification. 30.00% Week 11 2,3,4 Exercise Reflection on Practice. Students reflect on the use of GAI as a tool advance Global Citizenship Principles. In this assessment task, the use of generative AI is specified on the assessment task sheet. Please refer to the task sheet and contact your educator if you require help or clarification. 10.00% Week 12 2,3,5 Student Engagement Class Participation 10.00% Ongoing 4,5 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Oral Pitch | Report Pitch. Students pitch and workshop the topic they will be writing their final report on. In this assessment task, the use of generative AI is specified on the assessment task sheet. Please refer to the task sheet and contact your educator if you require help or clarification. | 20.00% | Week 4 | 1,2,4 |
| Written Report | Report Analysis. Students submit the first part of their major report for feedback. Students summarise the main features of the problem being analysed. In this assessment task, the use of generative AI is specified on the assessment task sheet. Please refer to the task sheet and contact your educator if you require help or clarification. | 30.00% | Week 8 | 2,4 |
| Written Report | Report Recommendations. Students submit complete report with recommendations for policy, or action to address the problem. In this assessment task, the use of generative AI is specified on the assessment task sheet. Please refer to the task sheet and contact your educator if you require help or clarification. | 30.00% | Week 11 | 2,3,4 |
| Exercise | Reflection on Practice. Students reflect on the use of GAI as a tool advance Global Citizenship Principles. In this assessment task, the use of generative AI is specified on the assessment task sheet. Please refer to the task sheet and contact your educator if you require help or clarification. | 10.00% | Week 12 | 2,3,5 |
| Student Engagement | Class Participation | 10.00% | Ongoing | 4,5 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Thinking globally
Students are introduced to the cognitive and emotional barriers of being a global citizen, exploring the role of empathy and compassion in framing social and political issues of a global nature.
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Difference and sameness
Students examine the importance of conceiving difference in social and political discussion. Students are introduced to political and social frameworks of political difference that recognise difference.
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Human dignity and the capabilities
Students explore the capabilities approach to human development through the texts of Martha Nussbaum. Students apply the capability approach, and its inherent focus on human dignity, to issues of global justice.
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Dehumanization
Students explore social, political and epistemic forms of dehumanization, where individuals or social and cultural groups are portrayed and understood as being dehumanized, and encounter strategies and policies for resisting them.
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Colonialism and post-colonialism
Students investigate and consider historically instituted forms of oppression and identity, such as colonialism. Students also encounter theories of identifying and resisting such oppression. Students also explore notions of cultural appropriation, especially in relation to historical forms of oppression.
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Statelessness and the global refugee crisis
Students explore the current refugee crisis, and projected crisis from climate refugees. Students will learn to identify how to think through the moral panic around immigration and refugees, towards meaningful and responsible action to address the crisis.
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Cosmopolitanism
Students will explore the political philosophy of cosmopolitanism and make applications to issues of institutional, political, environmental and technological significance. Students will also explore the cosmopolitan underpinnings of much global citizenship scholarship.
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Multiculturalism
Students will explore the political philosophy of multiculturalism and make applications to issues of institutional, political, environmental and social significance. Students will also explore the multicultural underpinnings of much global citizenship scholarship.
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Justice across borders
Students are introduced to the notion of expanding definitions of justice beyond state borders to better address issues of global significance in areas like the environment, health and inequality.
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Environmental futures and post-growth living
Students consider the relationship between the ideas discussed in previous weeks and their own understanding of the good life. Students are challenged to consider ways in which a global citizen might advance as a life of flourishing and also responsibility.