General Information
Integrity, and the courage and capability to act on one’s sense of responsibility, are key components of a thriving life. Responsibility, Integrity and Civic Discourse fosters students’ lifelong commitment to responsible discourse and action in all spheres of human interaction, recognising the global aspect to contemporary citizenship. Students explore the complex relationship between character, responsible action, and creative critical thinking, learning how to reflect on and articulate their unique sense of global citizenship and responsibility. By accentuating the importance of justification and articulation of the reasons for our actions, students exercise their critical, communicative, and cooperative capabilities so that they can thrive with integrity in the multiple contexts of action they will face as private, civic, professional, and global citizens.
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Details
Academic unit: Transformation CoLab Subject code: CORE11-012 Subject title: Responsibility, Integrity and Civic Discourse Subject level: Undergraduate Semester/Year: January 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 24) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 72) - Recommended Study Hours
Attendance and learning activities: Attend all sessions (forums and tutorials). Most sessions build on the work in the previous one. It is difficult to recover if you miss a session. Attendance at tutorials will be monitored and will impact the final mark in this subject. -
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
| Academic unit: | Transformation CoLab |
|---|---|
| Subject code: | CORE11-012 |
| Subject title: | Responsibility, Integrity and Civic Discourse |
| Subject level: | Undergraduate |
| Semester/Year: | January 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| Attendance and learning activities: | Attend all sessions (forums and tutorials). Most sessions build on the work in the previous one. It is difficult to recover if you miss a session. Attendance at tutorials will be monitored and will impact the final mark in this subject. |
| 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 |
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. CORE11-011: Critical Thinking and Communication |
| 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:
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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 Paper-based Test (Closed) In-class mid-term quiz 20.00% Week 5 1,2,3 Essay Written Task 30.00% Week 8 1,3 Journal Reflective Journal (weeks 6-12) 30.00% Progressive 1,2,3 Student Engagement Tutorial Participation 20.00% Ongoing 2,3 - * 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 |
|---|---|---|---|---|
| Paper-based Test (Closed) | In-class mid-term quiz | 20.00% | Week 5 | 1,2,3 |
| Essay | Written Task | 30.00% | Week 8 | 1,3 |
| Journal | Reflective Journal (weeks 6-12) | 30.00% | Progressive | 1,2,3 |
| Student Engagement | Tutorial Participation | 20.00% | Ongoing | 2,3 |
- * 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
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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Thinking critically about discourse, cooperation and trust
Students are introduced to the cognitive biases, and inherent issues involved in cooperative action. Students are introduced to the critical thinking approaches to developing trust in resolving cooperative problems.
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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Responsibility and Maximizing Outcomes
Students will explore utilitarian approaches to responsible action. Moreover, students will explore the diverse and discordant interpretations of how to maximise outcomes for affected parties in a given situation. Students are encouraged to be self-reflective on the impact of their actions on others in any decision to act (or not act).
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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Responsibility, Empathy and Respect
Students will be introduced to theories of empathy that will encourage the development of an awareness of the importance of respecting difference in making judgements. Students will be led to consider how to embrace inclusiveness. Students will explore how the concepts of respect and empathy can illuminate contemporary debates in globalisation, and in local issues regarding Indigenous Australians.
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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Character and Action
Students will explore the habit-forming behaviours of responsible agents. Through an investigation of the moral psychology of virtuous traits.
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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In-class mid-semester quiz
Run in forum time. Tutorials run as normal.
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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Hospitality, Generosity and Human Rights
Students employ the previously gained vocabulary to issues of global significance. Students explore the nature of duties for hospitality, inclusiveness, and human rights. Students will explore concepts like cosmopolitanism, and multiculturalism, so that an articulation of a personal stance on global citizenship and cultural capability can be articulated.
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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Responsibility and Technology
Students explore the prevalence of technology in contemporary life and explore questions of responsibility where technology might be said to be changing our relationship to others. Students will explore issues of responsible action in case studies dealing with artificial intelligence, data analytics, privacy, and robotics. The topics discussed remain flexible to reflect the most current and appropriate range of local, national and international issues.
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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Rules, Laws and Boundaries
Students explore the relationship between rules and laws and right action. By exploring situations where rules and laws fail to produce outcomes that align with general intuitions, students consider when adherence to rules and laws might be irresponsible. The topics discussed remain flexible to reflect the most current and appropriate range of local, national and international issues.
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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Ecological Responsibility
Students will discuss issues of ecological responsibility. Through an examination of case studies where there is a complex clash of principles between various stakeholders, students will articulate their position on what it means to be a part of a responsible ecological community. The topics discussed remain flexible to reflect the most current and appropriate range of local, national and international issues.
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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Healthcare and Bioethics
Students will explore issues of responsibility in the health care sector. Through an analysis of the challenges facing health care in the coming decades students will be encouraged to articulate their own position on how best to promote health outcomes for themselves, and their communities, both local and global. As well as discussing health care, students may also analyse issues from the field of bioethics as it relates to healthcare, such as bionics, genetics. The topics discussed remain flexible to reflect the most current and appropriate range of local, national and international issues.
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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Sport, Gameplaying and Sportspersonship
Students explore issues of responsible action in the field of sports and esports. Concepts such as Sportspersonship, patriotism, partisanship are employed as a means to allow students to reflect on their own attitudes to responsible thought and action.
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
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Institutions, Corporations, and Economic Responsibility
Students explore responsible action in business and in institutions. Students are encouraged to form and articulate a view on what constitutes responsible institutional and corporate behaviour. By examining the question of the responsibilities of business, students discuss the nature of economic competition and consider the notions of corporate social responsibility and responsible business behaviour.
SLOs included
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.