Nickson, Amanda, and Errington, Ed (2011) Engaging young people through community partnerships. Teaching and Learning Development, James Cook University.

	Video (MP4) (Part 1) - Published Version Download (25MB)
	Video (MP4) (Part 2) - Published Version Download (22MB)

Abstract

In Community Work, social workers and community workers often address problems identified by community members by working in partnerships with organisations in planning and developing possible solutions to identified needs. In this scenario, students were assigned a number of roles as concerned citizens and community leaders attending a public meeting in a small rural town regarding the non-engagement of some young people with education and employment in the local community. The roles played in this scenario illustrate the process of developing community partnerships with key stakeholders and students begin to plan how to address the issues of concern.

Research Statement

Research Background	Rationale for the Project A recent survey of over 500 employers showed that one of the most valuable commodities a graduate can have is work experience. An obvious way to gain this would be through placement in a work environment. However, work placements may not, in themselves provide sufficient scope or time to develop the attributes needed by graduates to prepare and sustain them for the professions. The cross-curricula project team at JCU, asserted that scenario-based learning (SBL) provided one useful stratagem for embedding graduate attributes within students, as would-be professionals. Research aims were fourfold: (1) To establish the extent of work-based learning practice that encompass SBL within four discipline areas of the FAESS. (2) To enhance current work-based offerings designed to embed graduate attributes via the use of scenario-based learning processes. (3) To generate support materials/identify SBL champions (4) To disseminate the project/engaging and enhancing staff input within/across the four discipline areas
Research Contribution	The combination of peer review processes among the team linked to the trialing of four different kinds of scenarios - making this a unique educational research contribution to scenario-based learning and the attainment of graduate attributes.
Research Significance	The research significance of the project outcomes lies in the revelations afforded by employing different kinds of scenario approaches - all based on situated learning principles - to achieve particular educational intentions.
Item ID:	17585
Item Type:	Other
Media of Output:	Video
Keywords:	scenario-based learning; community partnerships
Additional Information:	This video was produced as an exemplar of sound scenario-based learning practice within the context of social work and community welfare.
Funders:	WIL@JCU
Projects and Grants:	WIL PROJECT
Date Deposited:	25 Aug 2011 05:04
FoR Codes:	13 EDUCATION > 1301 Education Systems > 130199 Education systems not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology @ 100%
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