2022 EDUC10057 Subject Guide PDF

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2022 Wellbeing, Motivation and Performance EDUC10057 Subject Guide...

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EDUC10057: Wellbeing, Motivation and Performance Subject Guide: Summer Intensive, 2022

THE CENTRE FOR WELLBEING SCIENCE (CWS) MELBOURNE GRADUATE SCHOOL OF EDUCATION (MGSE) UNIVERSITY OF MELBOURNE 100 Leicester Street, Carlton, VIC 3010

SUBJECT COORDINATORS Gavin R. Slemp Email: [email protected]

Jacqui Francis Email: [email protected] 1

EDUC10057: Wellbeing, Motivation and Performance, Summer Intensive, 2022

Contents WELCOME AND INTRODUCTION ............................................................................................................... 3 MEET THE TEAM ......................................................................................................................................3 IMPORTANT INFORMATION ..................................................................................................................... 6 ADMINISTRATIVE SUPPORT ................................................................................................................................................................ 6 ACADEMIC SUPPORT .......................................................................................................................................................................... 6 WELLBEING SUPPORT......................................................................................................................................................................... 7 EMAIL PROTOCOL ............................................................................................................................................................................... 7 SUBJECT INFORMATION ........................................................................................................................... 8 SUBJECT OVERVIEW ........................................................................................................................................................................... 8 EXPERIENTIAL LEARNING .................................................................................................................................................................... 8 LEARNING OUTCOMES ....................................................................................................................................................................... 8 GENERIC SKILLS ...................................................................................................................................................................................8 COURSE EXPECTATIONS AND REQUIREMENTS ..................................................................................................................................9 TIMETABLE, MODULES, AND CLASS FORMATS ........................................................................................ 10 CLASS FORMAT FOR SUMMER INTENSIVE ....................................................................................................................................... 10 TOPICS .............................................................................................................................................................................................. 11 ASSESSMENT .........................................................................................................................................12 SUMMARY AND DUE DATES ........................................................................................................................................................... 12 ASSESSMENT 1 .................................................................................................................................................. 12 ASSESSMENT 2 .................................................................................................................................................. 13 ASSESSMENT 3 .................................................................................................................................................. 14 ASSESSMENT APPEALS AND COMPLAINTS....................................................................................................................................... 15 ASSIGNED READINGS .............................................................................................................................16 RECOMMENDED TEXT ..................................................................................................................................................................... 16 JOURNAL ARTICLES .......................................................................................................................................................................... 16

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EDUC10057: Wellbeing, Motivation and Performance, Summer Intensive, 2022

Welcome and Introduction Welcome to Wellbeing, Motivation and Performance (WMP) Summer Intensive 2022. We hope that during this subject you will be intellectually stimulated, pursue the multitude of opportunities to put knowledge into practice, learn about yourself and others, and enjoy being a part of the WMP community. WMP will offer you the opportunity to learn the latest science around wellbeing, make meaningful use of the science, form positive relationships with each other, and acquire the skills to cultivate wellbeing in the university community and beyond. We look forward to sharing the WMP learning journey with you.

Meet the Team Gavin R. Slemp Dr. Gavin R. Slemp is a Senior Lecturer in the Centre for Wellbeing Science at the University of Melbourne, having earned his doctorate at Monash University. Gavin’s research interests include the predictors of autonomous motivation and employee wellbeing, including job crafting, leadership, personality, and employee health interventions, such as mindfulness and coaching. Gavin’s research has attracted widespread media attention, with invited appearances on abc radio and abc radio national in 2018-2020. Gavin’s research has also received attention in popular media outlets such as the Scientific American, New York Magazine, Futurity, My Science, and the Australian Teacher Magazine. For 2-years Gavin served as an editor of the International Journal of Wellbeing and is editorial board member of seven journals, including Journal of Occupational and Organizational Psychology, Stress and Health, and Motivation and Emotion. Gavin’s publications have appeared in top-tiered applied psychology journals such as Educational Psychology Review, Journal of Vocational Behavior, and Journal of Occupational and Organizational Psychology. In addition to his research activity, Gavin leads subjects in the Centre for Wellbeing Science that have been voted as amongst the best at the University of Melbourne. From 2018 to 2021, Gavin served as Program Director of Undergraduate Education in the Melbourne Graduate School of Education, and is a subject leader within the Master of Applied Positive Psychology. Prior to joining the University of Melbourne, Gavin worked in management consulting in the areas of leadership development and executive training. EMAIL: [email protected]

Jacqui Francis Jacqui Francis (BBSci, BTeach(Hons), MEd, PhD Candidate) is an educator and researcher, with extensive teaching experience in primary schools in the UK and Australia. Her research interests include planning for, codesigning and measuring effective wellbeing interventions. Jacqui leads undergraduate breadth subjects and masters subjects at the Centre for Wellbeing Science (CWS), including subjects voted among the best at UoM. Jacqui also co-ordinates the CWS Wellbeing Literacy and Language Research Stream team, and has recent articles published in the International Journal of Environmental Research and Public Health, and the International Journal of Wellbeing, and chapters co-authored in Wellbeing and Resilience Education: COVID-19 and Its Impact on 3

EDUC10057: Wellbeing, Motivation and Performance, Summer Intensive, 2022

education, The Handbook of Positive Psychology in Schools, and The International Handbook of Positive Education. Jacqui has a passion for wellbeing and has purpose driven intention to find and share pathways to the language, knowledge and skills of wellbeing, facilitating access equity, such that individuals and their communities can thrive. EMAIL: [email protected] Lara Mossman Lara Mossman (BSc, MA, MAPP) is the Subject Coordinator for this subject. She teaches into the undergraduate breadth subjects run through the Centre for Wellbeing Science. Lara is a Ph.D. candidate whose research explores positive psychology and self- determination theory in youth sport. Lara writes for the Player Development Project and Football Federation Victoria’s Coaching Resource website. Lara co-developed EDUC10059 with Dr. Gavin Slemp, and sports-based positive psychology subjects for an Australian university. EMAIL: [email protected] Sue Salamito Sue Salamito (BA, BEd, MAPP) is a teacher and researcher at the Centre for Wellbeing Science. Her research investigates the factors and contexts that promote the development of resilience in young people and adults. She is particularly interested in interventions which take a developmental, systemic approach toward improving mental health outcomes and fostering a greater sense of wellbeing. In addition to being part of the team at the Centre for Wellbeing Science, Sue works privately as a research assistant and facilitates the evidence-based “Tuning in to Teens” program in schools. She has been active in a number of volunteer projects and professional associations to further develop the field of positive psychology. EMAIL: [email protected] Daniela Ramirez-Duran Daniela Ramirez (BSc(Hons)Psych, MAPP) is a PhD student at the Centre for Wellbeing Science, University of Melbourne. Her current research focuses on examining the connections between yoga and wellbeing, by specifically exploring how and why people can improve different aspects of wellbeing by practising this discipline. Having a background on Clinical and Educational Psychology, Daniela has extensively worked in coordinating, developing, delivering and evaluating mental health promotion and prevention programs and interventions for young people, parents and teachers in Chile. She has also worked with several community-oriented non for profit organisations, as a volunteer and developing volunteer work programs, activities and training, both in Chile and Australia. EMAIL: [email protected]

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EDUC10057: Wellbeing, Motivation and Performance, Summer Intensive, 2022

Nicole Tugano Nicole Tugano (BCom, BSc, MSc) is a People & Culture Manager and Positive Psychology Coach. She completed her Masters of Applied Positive Psychology and Coaching Psychology in the UK where her research focused on a strengths-based approach to cultivating wellbeing and psychological capital in the workplace. Combined with her background in HR and Psychology, Nicole’s main passion now is in Positive Leadership and its practical application at work. In addition to being part of the teaching team at the Centre for Wellbeing Science, Nicole works for an international consultancy, WT Partnership. EMAIL: [email protected]

Andrew Napier After spending five years working with dog behaviour, Andrew shifted his focus to humans and completed his Bachelor of Psychological Science at the Australian College of Applied Psychology. Andrew then completed his Honours at La Trobe University, where he investigated the impact of different activities we do with our dogs on the mental health and well-being of the owners. Andrew is currently completing a PhD at the Centre for Well-Being Science at the University of Melbourne, investigating the impact of an online, goal-setting intervention for university-aged students. Andrew loves turning the valuable insights gained from research into practical use via teaching and userfriendly interventions. When not at university, Andrew loves listening to music, reading, cooking, gardening, and taking his dogs on adventures. EMAIL: [email protected] Rachel Taylor Rachel is an Adjunct lecturer and tutor at several universities, specialising in entrepreneurship, innovation, and positive psychology. She is currently completing her PhD, which investigates positive workplace relationships. She holds a Master of Applied Positive Psychology and a Master of Entrepreneurship & Innovation. Her career spans founding and running a social enterprise, professional communications, and managing major events. Her key interests are social innovation and developing systems of wellbeing and generative excellence. EMAIL: [email protected]

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EDUC10057: Wellbeing, Motivation and Performance, Summer Intensive, 2022

Important Information Administrative Support Learning Management System (LMS) Subject Home Page EDUC10057: Wellbeing, Motivation and Performance should appear in your learning management system (LMS) home page. You can access the LMS via http://students.unimelb.edu.au/. Please check your LMS page regularly for all information relating to this subject, including announcements (e.g., room changes), subject guides, resources and slides. The LMS will be your main resource for staying up to date with course news, requirements, updates, and optional material. All course documents, updates, discussion boards, and assessments will be managed through the LMS and you will be expected to be up to date with whatever is posted there. We will actively use the Discussion Board feature to talk about the issues and topics we discuss in class. Course Related Enquiries If you have any administration (e.g., fees, enrolment) and/or timetabling queries please contact the Melbourne Graduate School of Education Student Centre at 234 Queensbury Street, Level 1 or by phone at 13 MELB (13 6352). If your queries relate to matters such as late submission of assessments and extensions please refer to the MGSE policies at https://education.unimelb.edu.au/study_with_us/currentstudents/assessment_information and on the LMS page for this subject. If you have specific queries relating to the subject content, please contact the Subject Coordinator.

Academic Support Library Information The Library provides a series of services to help students to develop research skills, including a tutorial on APA style. Information about these services, as well as opening and closing times, can be found at the main library site. The Baillieu Library is the main library site. Useful websites are the following: • Library home page: http://www.library.unimelb.edu.au • Information on services to develop skills to use the library effectively: http://www.library.unimelb.edu.au/services/classes Academic Skills To improve academic skills, you may enrol in the Academic Skills Hub through the community section of the LMS homepage. To find out more about this platform and other services available, including individual appointments visit http://services.unimelb.edu.au/academicskills Referencing for your assessments must be done in APA style format. Please refer to the library’s Re:Cite tool to guide you in some of the key specifics of this style https://library.unimelb.edu.au/recite/apa

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EDUC10057: Wellbeing, Motivation and Performance, Summer Intensive, 2022

Special Consideration As a student, you may experience unexpected circumstances that significantly affect your studies, or have ongoing health circumstances or official commitments that require study adjustments. The University has policies in place if you need support. For more on this, see https://students.unimelb.edu.au/admin/special.

Wellbeing Support The experiential style of this course requires you to reflect on both the theory and its application to your own life. Students will also share experiences in class. We ask you to be respectful of others and not to discuss anything shared in class outside of the classroom. Please note, too, that you are not required to share anything that would make you feel uncomfortable. You may also sit out of activities, provided you do not disrupt others’ learning. Should anything come up for you that you would like to talk about with a professional you can access a variety of student support services (see below). Student Support The University of Melbourne offers one of the most comprehensive student support networks in Australia. Access to our support services can be found here: http://services.unimelb.edu.au/finder. The University of Melbourne Counselling and Psychological Services (CAPS) provides free, confidential, short-term professional counselling to currently enrolled students and staff. For more information, see https://services.unimelb.edu.au/counsel.

Email Protocol We will be using the Canvas LMS as our primary portal for all communications in this subject. For emails please refer to the below for your best contact: • •

•

Tutorial related questions should be directed to your tutor (please see email protocol below). Subject related queries, including extensions and late submission should be directed to your tutor first, then to or [email protected]. Ensure your question is not already covered on the LMS and subjectguide, or FAQ document. Timetabling or enrolment questions are handled by MGSE. You can reach them at [email protected] or 13 MELB (13 6352).

Please note the following tips for supporting our email correspondence: •

• •

Be sure to use the student email address that the University has allocated to you. Please note that we are only able to respond to student emails that use the University email address. Emails from personal accounts such as Gmail or business accounts can be caught in the University’s spam filter and we may not receive your questions. For a more speedy reply please put the subject code (EDUC10057) in the email subject line. The expected response time is 24-48 hours (not including weekends), depending on the urgency. Please be aware that most of our tutors only work part-time for the university and this may result in some occasional delays to this timeline.

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EDUC10057: Wellbeing, Motivation and Performance, Summer Intensive, 2022

Subject Information Subject Overview This subject explores the science of what enables individuals to operate at the peak of their potential, including the conditions that are thought to give rise to optimal motivation, emotional agility, resilience, and other factors that support wellbeing and performance. The subject will explore skills and pathways for cultivating wellbeing while giving consideration to relevant individual differences and cultural factors. The content draws on a variety of disciplines, including psychology, education, philosophy, sports science, and organisational science, to enable students to apply this in their own context. Students will learn about the historical and philosophical views of wellbeing, motivation, and performance; the paradigm shift from problem-focused to strengths-based approaches; and the evolution from individual- to system-level perspectives of what contributes to wellbeing. Throughout the subject, students will design a personalised wellbeing intervention plan that is grounded in evidence-based practice, that they can apply in their own life.

Experiential Learning This subject is firmly grounded in experiential learning. Experiential learning theory emerged from the work of scholars such as John Dewey who centralised the role of experience in human learning and development theories (Kolb & Kolb, 2005). Experiential learning theory posits that knowledge is acquired through a learning cycle that includes concrete experience, abstract conceptualisation, reflective observation, and active experimentation. The benefit of experiential learning is the depth of knowledge acquisition created by the interplay between theoretical understanding and ‘hands on’ experience. In essence, experiential learning allow...