Overview
In this unit you will critique approaches to community engagement with First Nations community members, communities and agencies within your disciplinary context. You will study culturally appropriate principles and strategies for community engagement, participatory planning and stakeholder relationships. Drawing on transdisciplinary perspectives from First Nations studies, community development, history, planning, natural resource planning, public health and sociology, you will learn to evaluate the requirements of First Nations community engagement. You will develop a professional approach to First Nations community engagement in your disciplinary context.
Details
Pre-requisites or Co-requisites
Students must have completed a minimum of 48 credit points to enrol in this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2026
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
| Assessment Task | Part Weighting (% of assessment) |
Assessment Security Level | Gen AI Guidance Levels |
|---|---|---|---|
| 1. Community Engagement Plan (40% of unit · 1 part ) | |||
| Part 1 – Community Engagement Plan (Written Assessment) | 100% of 40% | Low | AI-Assisted (Guided Collaboration) |
| 2. Community Engagement Presentation (60% of unit · 1 part ) | |||
| Part 1 – Community Engagement Presentation (Presentation) | 100% of 60% | Low | AI-Assisted (Guided Collaboration) |
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Academic Progression Policy and Procedure
- Student Refund and Credit Balance Policy and Procedure
- Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE PDP Teaching Reflection
Students would like to know how to apply skills to clinical practice.
Greater consultation with professionals in the field (e.g., practicing paramedics ) to help translate cultural knowledge into "real-world clinical interactions" (e.g. Interview current practitioners to highlight how they use knowledge and skills in practice).
Feedback from SUTE PDP Teaching Reflection
Students wanted clearer unit materials.
Review the volume of material on the Moodle site and provide clearer signposting.
Feedback from SUTE
One student commented that some features of the unit assumed that students were not from diverse backgrounds.
Review unit materials, particularly the "positionality" and "background" sections of the unit to ensure that these are inclusive of the diverse lived experiences of the contemporary student cohort.
Feedback from SUTE
Two students wanted weekly or bi-weekly tutorials
Trial bi-weekly tutorials in T1 2027.
Feedback from PDP Teaching Reflection
Several students were in first year of first term and lacked some academic literacy skills.
Request Academic Learning Centre support.
- Discuss the importance of cultural and historical awareness of First Nations community engagement within Australia and globally
- Critique the key issues that shape contemporary discourses of First Nations community engagement
- Identify the implications of diverse approaches to First Nations community engagement in discipline specific contexts
- Identify professional practice factors that facilitate quality community engagement plans, programs and services for First Nations peoples and communities in discipline specific contexts
- Develop culturally appropriate community engagement plans for First Nations peoples and communities based on discipline specific principles.
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
|
1.
Assessment 1
(40% of unit)
Part 1 -
Written Assessment
|
|||||
|
2.
Assessment 2
(60% of unit)
Part 1 -
Presentation
|
|||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - First Nations Knowledges | |||||
| 11 - Aboriginal and Torres Strait Islander Cultures | |||||