Unit rationale, description and aim
This core unit is an interdisciplinary study of some of the key theories and methods deployed in humanities, arts, and social sciences (HASS) scholarship and creative practice. It is designed to give students in the early stages of their Honours journey insight into both the chief currents in theory and method in HASS, and the various ways that scholars and creative practitioners have deployed them. This will be critical for students to learn how to use appropriate theories and methods in their own work.
The unit complements the other core unit in the HASS Honours program: together, both will prepare students to advance their Honours projects with sophistication and potential for impact. Advancing skills in HASS will extend the students’ ability to master some of the core attributes of the sector, including empathy and imagination. The unit will focus on approaches to understanding issues of determinism and inclusivity that have developed over the last 100 years. It will similarly examine some of the leading methodologies used to collect and analyse data. The aim of this unit is to support the development of the knowledge and skills that will underpin the completion of an extended independent research project at the Honours level.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Understand the chief currents in theories and meth...
Learning Outcome 01
Apply advanced knowledge of HASS theories and meth...
Learning Outcome 02
Create and communicate in written and oral form an...
Learning Outcome 03
Content
Topics will include:
- The varieties of structuralist thinking as it emerged after the early twentieth century
- Major critiques of structuralist theory as it developed in the later twentieth century
- The ways that gender has shaped or not shaped modern research in HASS
- The place and history of colonial and Indigenous knowledges in HASS scholarship
- Methods for ethically and effectively interviewing subjects for HASS data
- Practices of discourse and visual analysis
- Ways of collecting and interrogating statistics for HASS research
- Comparisons between textual and visual methodologies
Assessment strategy and rationale
This unit’s assessment introduces students to knowledge and skills that will enhance an independent undergraduate research thesis. Compulsory attendance ensures students participate in collaborative learning activities, receive immediate feedback during advanced skill development exercises, and complete mandatory in-class assessment components that cannot be replicated in other formats.
Assessment 1 is a scholarly book or creative work review designed to sharpen understanding of how theories shape HASS disciplines. This builds foundational concepts and frameworks necessary to elevate projects from undergraduate to Honours level while enhancing analytical and writing skills.
Assessment 2 presents an oral plan for the third task, later submitted as written work. This develops communication skills and enables students to apply first-half learning to chosen topics. Students collaborate by providing and incorporating peer feedback.
Assessment 3 applies developed skills and knowledge to create sustained analysis of a relevant scholar/creative practitioner in their field. The assessment sequence scaffolds progression from foundational theory comprehension through collaborative presentation skills to independent analytical application. Each task builds toward the research thesis goal while developing critical thinking, communication, and analytical capabilities.
To pass this unit students need to meet the hurdle attendance requirement and submit assessments that meet the learning requirements at Honours level.
Overview of assessments
Assessment Task 1: Written A review of the theor...
Assessment Task 1: Written
A review of the theories deployed in a significant book or artwork that pertains to the student’s key research interests. This will sharpen understanding and help further analytic and writing skills.
35%
Assessment Task 2: Oral and written presentation ...
Assessment Task 2: Oral and written presentation
An oral and written presentation of a plan for assessment task 3. Students will present to the cohort their initial ideas and learn to incorporate the cohort’s feedback. They will later submit a short, written version of the presentation. The task will help scaffold and focus a student’s work for task 3.
10%
Assessment Task 3: Research Paper An extended re...
Assessment Task 3: Research Paper
An extended research paper on the theories and methods deployed by a chosen scholar or creative practitioner who is relevant to the student’s field. This will help clarify the main theories and methods necessary for a student’s final Honours thesis.
55%
Hurdle-- 80% attendance Compulsory attendance ens...
Hurdle-- 80% attendance Compulsory attendance ensures students participate in collaborative learning activities, receive immediate feedback during skill development exercises, and complete mandatory in-class assessment components that cannot be replicated in other formats.
pass/fail
Learning and teaching strategy and rationale
Gaining an advanced understanding of the chief theories and methods used in humanities, arts, and social sciences (HASS) scholarship will be critical for the student’s Honours research project. In recognising that learning is enhanced when learners collaborate with others through processes of questioning, hypothesising and explaining, this unit offers both group-based learning modes as well as individual tasks.
Students will participate in compulsory seminars and workshops and will also work with supervisors/teaching staff through web-based or face-to-face consultations. Workshops and seminars will provide students with the opportunity to draw on interdisciplinary expertise from a range of academic staff, to engage with a range of different theories and methodologies, as well as to share and improve their own projects and work with each other. Compulsory attendance is essential as the interactive nature of the workshops and collaborative activities cannot be replicated through independent study. In-person participation ensures students engage in real-time discussion, receive immediate feedback, and benefit from peer learning opportunities that are fundamental to developing critical thinking, research, and independent writing skills in the age of AI.
They will also provide support for the completion of writing, creative, and oral tasks which address the unit’s main themes. All of these teaching and learning strategies are designed to support students as they work towards the completion of their final Honours research project.
The unit scaffolds skill development through three key areas. First, students build strategies for locating, interpreting and interrogating information sources across disciplinary contexts. Second, it introduces approaches to critically examining sources, asking productive questions, and detecting strengths and weaknesses of different data and evidence forms. Finally, students develop abilities to articulate and communicate findings for academic and other audiences by constructing coherent, engaging arguments in various formats.