Overview
As you study Aboriginal and Torres Strait Islander history you engage with contemporary theory of settler colonialism and use the critical lens of cultural interface. You engage with key conceptual issues in understanding how history is written (historiography) and how perspective (nationalism and colonialism) shaped so-called Australian history and silenced Aboriginal and Torres Strait Islander histories. You will consider positioning in history writing, and the silencing power and ethical blindnesses of colonial nationalism and hegemony.The unit begins with an overview of pre-colonial Australia and briefly critically engages with western and Indigenous knowledges. It then moves to focus on colonisation from 1788 to the present. It moves systemically from 'first contact' to conflict on the colonial frontier, before embarking on a critical appraisal of government policy and practices imposed on Indigenous people, including Stolen Generations, terra nullius, land rights, the emergence of a vigorous Indigenous political culture, the limits of reconciliation and the goal of treaty.
Details
Pre-requisites or Co-requisites
There are no requisites for 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 2 - 2019
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 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
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and 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 moodle
Clarity of and reduction in the assignment questions
The unit assignment questions be re-written.
- Evidence a broad knowledge of Aboriginal and Torres Strait Islander history
- Critically engage in reflecting on Aboriginal and Torres Strait Islander history and how it was silenced
- Discuss Aboriginal and Torres Strait Islander history in the context of settler nationalism
- Explain and critically and ethically reflect •i. on the significance of historical events and processes relevant to period; •ii. on historiography of Aboriginal and Torres Strait Islander history; and •iii. by producing an historical argument (locating, retrieving, organising, analysing and synthesising the argument using required referencing methods) as per the assessment.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Written Assessment - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | |
| 1 - Written Assessment - 40% | |||||||||||
| 2 - Written Assessment - 60% | |||||||||||
Textbooks
Aboriginal Australians A History Since 1788
- 4th Edition (2010)
- Authors: Richard Broome
- Allen & Unwin
- Crows Nest Crows Nest , NSW , Australia
- ISBN: 9781742370514
- Binding: Paperback
Additional Textbook Information
There are 4 editions, purchase the latest edition- 4th Edition. Copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
mf.odowd@cqu.edu.au
Week 1
Begin Date: 15 Jul 2019Module/Topic
Week 1: Non-Indigenous Australia's Silenced History: Aboriginal and Torres Strait Islander Australians
Introduction: Why Aboriginal and Torres Strait Islander history?
The Great Australian Silence: a Cult of Forgetfulness
From Silence to History Wars
1788 +: The non-silence Aboriginal and Torres Strait Islander voice and memory outside the national imagining
Chapter
Unit readings
Chapter 3 Broome
Events and Submissions/Topic
Week 2: Origins of Australia and her peoples
Begin Date: 22 Jul 2019Module/Topic
Week 2: Beginning: knowledges of the origins of Australia and Aboriginal people
• The age of the beginning: Aboriginal Peoples in Country
• Ways of knowing: Western sciences knowledges and Aboriginal and Torres Strait knowledges
Chapter
Broome, chapter 1
Events and Submissions/Topic
Week 3: Ethical reflection on the 'Australianness of Australian history': historiography- history as a discourse of power (construction and silences)
Begin Date: 29 Jul 2019Module/Topic
Ethics and History: your ethical reflection on understanding what 'Australian history' meant and means:
Reflecting on silence: invasion- colonisation- settlement
Reflecting on what should constitutes a national history: the good and the bad- the ethical and unethical?
Re-visioning history to beyond a binary; your ethical reflections.
Chapter
Prologue to Broome: Endings and Beginnings
Events and Submissions/Topic
Week 4: Power, Authority and Justice: a physical praxis & embedded in discourse (language)
Begin Date: 05 Aug 2019Module/Topic
Week 4: Power, Authority and Justice: British law and the cultural interface with sovereign Aboriginal and Torres Strait Islander people
- history and perspective
- 'language of concealment': language/discourse and knowing history
- reflecting on your developing perspective, including the role of discourse (the use of language) as power and the implications for Aboriginal and Torres Strait Islander history & justice
Chapter
Chapter 5 Broome: Radical hope quashed
Events and Submissions/Topic
Reminder: assignment 1 due Weds 21 August
Week 5
Begin Date: 12 Aug 2019Module/Topic
British law vs First Nation Law: colonisation as a systemic process & First Nation Resistance
First Nation Law and British law: terra nullius vs Law- the Yolgnu Law as a case study
British law & culpability: Colonisation, dispossession & systemic use of Native police.
Coloniser power as discourse: covert and overt
Chapter
Broome chapter 4: cultural resistance amid destruction
Events and Submissions/Topic
Assignment 1 due next week Weds 21st August
Vacation Week
Begin Date: 19 Aug 2019Module/Topic
No class: have a good vacation
Chapter
Events and Submissions/Topic
Assignment 1 due next week Weds 21st August
Question 1: The Great Australian Silence & the Foundational National Identity: analysis and critical ethical reflection OR Question 2: historiography Due: Vacation Week Wednesday (21 Aug 2019) 10:30 am AEST
Week 6
Begin Date: 26 Aug 2019Module/Topic
Behind the Frontiers: Racism and its impact on colonial actions against Aboriginal people 1850- 1901
1850s- 1901
1901 White Australia policy foregrounding assimilation policies and Stolen Generations
Chapter
review chapter 3 Broome re how racism impacted on actions of colonisers. Read Chapter 6 on race and exploitation.
Events and Submissions/Topic
Week 7: The Bad, the Good and the Ugly
Begin Date: 02 Sep 2019Module/Topic
Colonial history from missions & protectionism to assimilation and Stolen Generations: ethical reflection on perspective
Missionaries & a man called Gribble
Protectionism & Assimilation the government policies & law leading to the Stolen Generations
Chapter
Broome on missionaries chapter 8 pp149+
Broome on protectionism pp.51- 53- overview & re Qldland pp. 118- 119 & its endurance pp 223 -225
Broome on assimilation & its impact pp. 201- 217
Events and Submissions/Topic
Week 8: Torres Strait Islander people: a distinct culture and history
Begin Date: 09 Sep 2019Module/Topic
Torres Strait Islanders and Colonial Occupation: another history
Colonial occupation: Administrators, traders & maritime history
Missionaries on Torres Strait: significant impact
Protectionism in the Torres Strait Islands
Differences & similarities to colonisation on mainland Australia
Chapter
Events and Submissions/Topic
Week 9: Discoursed from belonging: White Australia to the Referendum reflecting on 'citizenship' & the struggle for civil & human rights
Begin Date: 16 Sep 2019Module/Topic
20th Century- Against the Odds: First Nation Peoples' Struggle for Justice
Boards, castes and other barriers
Toward some civil rights: from the White Australia Policy to the the 1967 Referendum.
Chapter
Broome Chapter 9 and chapter 10:
Events and Submissions/Topic
Week 10: Civil to Human Rights: an evolving discourse toward an ethical cultural understanding
Begin Date: 23 Sep 2019Module/Topic
Week 10: Civil to Human Rights: Land Rights - UN Rights - to the Uluru Statement- an evolving discourse toward NI ethical cultural understanding; from Yirrkala to Uluru Statement
Yirrkala Yolgnu people 1963; Yolgnu & Justice Blackburn, 1971; Aboriginal Land Rights (NT) Act, 1976 Bill; Mabo 1992
1971 Aboriginal Flag; Tent Embassy 1972; Keating's Redfern Speech to .... non-Indigenous obligations
Chapter
Broome chapter 11 pp.227- 247 & Chapter 13 The Mabo Case pp. 283- 291; Wik 296- 302; Land claims issue 302- 306
Events and Submissions/Topic
Reminder: AT2 Due 7/10/2019
Week 11: Restorative Justice: how is reconciliation possible -an ethical exploration
Begin Date: 30 Sep 2019Module/Topic
With knowledge comes responsibility: restorative Justice & making reconciliation possible - your ethical exploration
This week you critically and ethically reflect on restorative justice in the context of the discourse of reconciliation: consider your role individually and systemically arising from your engagement with history
Chapter
Events and Submissions/Topic
AT2 Due 7/10/2019
Week 12
Begin Date: 07 Oct 2019Module/Topic
Week 12: Your reflections on the journey and role of historiography in understanding the nation
Chapter
Events and Submissions/Topic
Review/Exam Week
Begin Date: 14 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 21 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
You have a choice of two questions
Task Description This assignment AT1 requires you to demonstrate your engagement with weeks 1- 5 of the unit. The question has 3 parts. Question 1 has 3 parts: Part A, Part B, and Part C.
1.Part A: You must post at least 3 discussion board postings on 3 different weeks in the forum topics in different weeks. Each posting must contain two things: your reflection on the topic or some of the unit content for that week (e.g. an article, an UTube etc. or a lecture discussion point). Your reflection must be supported by at least one academic reference from a refereed source (a journal article or a scholarly chapter from a book). You are required to state how the article/chapter influenced or developed your thinking on that weekly topic.
1. Part B: You must post at least 2 forum posts which are RESPONSES to peer postings. The post you respond to must be one that impressed you in some way and/or influenced your critical thinking or ethical reflection. You are required to state how or why the peer’s writing or his/her reference influenced critical/ethical thinking.
1. Part C: Is your intellectual (scholarly) and ethical learning story and response to the topic: What was the ‘Great Australian Silence’ (as defined by Stanner, 1968) in Australia's history? (about 200 words) and with reference to scholarly literature, identify, consider and analyse:
o The impact of the silence in how Australian history was written: e.g. what was included, the perspective presented, what was omitted, the impact of those omissions. You should illustrate this with key examples. Total for this section about 800 words.
o How the history constructed and imagined the foundational national Australian identity and how this impacted on First Nation Australians. You describe the character of that identity using literature to support your statements (you may draw on history and history as embodied in art and literature). Total for this section about 500 words.
o Draw critical ethical conclusions arising from your study (about 500 words).
Your introduction to the question and description of the Great Australian Silence will be about 200 words). It will state how you will approach this question. It will state what the Great Australian Silence refers to (using scholarly literature).
Body of assignment re how Australian history was written: you must use scholarly literature to identify, consider and analyse how this silence was manifest in the writing of Australian history. In this you will consider and reflect on what was included/excluded in the history; whose perspective was placed on events; and provide examples of events to illustrate your answer. You must consider events that were included omitted or minimised and the impact of the omissions). This section will be about 800 words.
Body re how that history created a construction and imagining of the foundational national Australian identity: again with reference to scholarly literature you will discuss the key attributes of that identity and analyse the impact of that identity (about 500 words).
Conclusion: Your critical and ethical reflection (About 500 words) You have completed the body of your assignment. You have described and identified the Great Australian Silence has impacted/s. You have discussed and analysed how history enabled the creation of a very particular imagining of a foundational national Australian identity. Your conclusion is where you reflect critically and ethically on your understandings of the ethical impact of the Great Australian Silence and the formative Australian national identity. You should consider how it has impacted on justice and human rights for First Nation people and how it has impacted on non-Indigenous people. In this you consider the impact of the inclusion and exclusion. You may ethically reflect on your experiences of history and identity in education, politics, media and/or socially (family, friends, social attitudes) as part of this. You may use the understandings you and/or your peer reflections in forum have posted.
Finalise the ethical conclusion with a brief 2/3 sentence statement of how/if your critical and ethical understandings arising from this unit might/will influence your practice as a professional and/or as a citizen.
OR
Question 2: This assignment requires you to demonstrate your engagement with weeks 1- 5 of the unit. The question has 3 parts.
This question requires you to post in forum (as set out in the task description) and to submit these posts with your answer to this question: How does your understanding of the foundational historiography of ‘Australian history’ enable your political and social understanding of how First Nation people were/are positioned in the nation-state? Draw critical and ethical conclusions arising from your scholarly analysis and finalise your conclusion with a brief 2/3 sentence reflection of how your critical and ethical understandings arising from this unit and this question might influence your action in the profession you are in/aspire to be in and/or your practice as a citizen.. You must complete all 3 parts of the question A, B & C to pass so forum postings and the topic question.
TASK DESCRIPTION: The 3 parts to question 2 are: Part A, Part B, and Part C. 2. Part A: You must post at least 3 discussion board postings on 3 different weeks in the forum topics in different weeks. Each posting must contain two things: your reflection on the topic or some of the unit content for that week (e.g. an article, or an UTube etc. or a lecture discussion point). Your reflection must be supported by at least one academic reference from a refereed source (a journal article or a scholarly chapter from a book). You are required to state how the article/chapter influenced or developed your thinking on that weekly topic. 2. Part B: You must post at least 2 forum posts which are RESPONSES to peer postings. The post you respond to must be one that impressed you in some way and/or influenced your critical thinking or ethical reflection. You are required to state how or why the peer’s writing or his/her reference influenced your thinking. 2.
Part C: Is your intellectual (scholarly) and ethical learning story and response to the topic: How does your understanding of the foundational historiography of ‘Australian history’ enable your political and social understanding of how First Nation people were/are positioned in the nation-state. Draw critical and ethical conclusions arising from your scholarly analysis and finalise your conclusion with a brief 2/3 sentence reflection of how your critical and ethical understandings arising from this unit and this question might influence your action in the profession you are in/aspire to be in and/or your practice as a citizen. Suggested guide to length: Intro & body: about 1500 words; conclusion: your critical and ethical reflection: about 500 words Introduction to this topic: will briefly explain how you will address this question: the issues you will cover (about 200 words). The Body: This must draw on scholarly references to support the statements/arguments made. A comprehensive answer may consider issues with examples of the impact of privilege, power, stigma, violence, racism and discourse (how power in language shapes meaning in e.g. law and ideas of ‘knowledge’). (The issues have been covered in each of the unit’s weekly content in themes such as: the Great Australian Silence; the new ‘Australian’ national identity as construction and political imagining; how First Nation people were regarded and disregarded in history/national identity/ideas and how this shaped views that non-Indigenous people had about First Nation people). Length: about 1300 words. The conclusion: critical and ethical reflection. This conclusion is arrived at based on your scholarly analysis (in 2ci). It is important your ethical reflection is clearly articulated. The conclusion provides the reader with a clear understanding of how your 5-week reflective learning journey has brought your scholarly understandings of history and its politics into your ethical understanding of the issues in the present. The conclusion would summarise your knowledge of how history writing and national identity has impacted on present relations between First Nation and non-Indigenous people. This may be the impact of historiography and its endurances into the present on understandings/racisms of non-Indigenous people and their impact on First Nation people. You are encouraged to use extracts (quotes) from postings (yours and/or peers) peers and articulate your reflective learning story. Finalise the conclusion with a brief 2/3 sentence statement of how your critical and ethical understandings arising from this unit and this question might influence your action in the profession you are in/aspire to be in and/or your practice as a citizen. TOTAL Word length: +/- 10% = 2000 words. Weight: 40% APA referencing
Vacation Week Wednesday (21 Aug 2019) 10:30 am AEST
Week 7 Friday (6 Sept 2019)
Moodle
Demonstrated capacity to use AND intellectually engage with relevant quality academic peer reviewed articles/books to support your answer to the topic
Evidenced engagement & intellectual engagement demonstrated with unit content, unit readings & unit lectures/tuts as appropriate to question
Demonstrated clear critical /ethical reflection that is coherent, considered & informed in essay & forum posts
Clarity: e.g. intro: states aims, purpose and approach to question. Body: clear, logical and developed scholarly argument Conclusion: A coherent final position that reflects arguments of essay
Writing is grammatical, logical with a scholarly (use of references), and at a university standard. The question is addressed fully (re depth & word length =/-10%), Appendix of attached Forum postings & referenced to week posted) APA referencing; Font size 11+
No submission method provided.
- Evidence a broad knowledge of Aboriginal and Torres Strait Islander history
- Critically engage in reflecting on Aboriginal and Torres Strait Islander history and how it was silenced
- Discuss Aboriginal and Torres Strait Islander history in the context of settler nationalism
- Explain and critically and ethically reflect •i. on the significance of historical events and processes relevant to period; •ii. on historiography of Aboriginal and Torres Strait Islander history; and •iii. by producing an historical argument (locating, retrieving, organising, analysing and synthesising the argument using required referencing methods) as per the assessment.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Select two topics (or sub topics) from different weeks in this unit between weeks 6 & 11.
Drawing on scholarly literature research and describe the two historical (sub)-topics.
Then, using understandings drawn from your study of the unit as a whole, provide your reasoned critical & ethical reflection on the impact of one (or both) of the events/topics you have selected on First Nation people at the time; and, following that, more briefly, on the impact on non-Indigenous people at that time.
You then move your reasoned critical and ethical reflection from the past into contemporary times.
You briefly reflect on why and how the past does or does not continue to impact into contemporary situations with First Nation and non-Indigenous people. At the end of these critical and ethical reflections you are asked to provide your reasoned ethical perspective on if, arising from the legacies of the history you have studied, non-Indigenous people living today have obligations to be engaged in fostering restorative justice (with a view toward reconciliation) with First Nation people. (See word length guides and more detail in task description. The task description guides the required depth in your answer).
Task Description
Introduction: state the two topics or aspects of the topics you have selected and how you will approach these (Topics must be from different weeks between 6- 11). About 200 words Drawing on scholarly literature research and describe each (sub) topic. (About 500 words for each (sub) topic = 1000 words). The next part of the question requires your imagination and critical and ethical reflection on the impact of the history at that time firstly on First Nation people. You might choose to select some/all/other of the following: First Nation health (psychological & physical); First Nation views on the treatment on expectations of freedom and justice in the nation-state; First Nation impressions passed on to their younger generation about non-Indigenous people/power (social and political) and law; First Nation peoples views on the struggle post invasion. (About 300 words) You then have to continue your critical and ethical reflection but now focus on how the history you have studied might have impacted on non-Indigenous people at that time (as per suggestions above and/or sense of entitlement/rights). (About 120 words) Next you are also asked to think of the impact of the history you have studied throughout this unit in contemporary times. If or why the past you have studied may continue to impact into contemporary situations (enduring views, trust, attitudes, beliefs) with First Nation and non-Indigenous people. (Guide: about 230 words).
Your final summary 2-3 sentences is a critical and ethical reflection on if, or why, or why not, non-Indigenous Australians have obligations to seek to foster restorative justice in order to contribute toward reconciliation. (About 150 words)
APA referencing
Total word length 2000 words =/- 10%
Week 12 Monday (7 Oct 2019) 9:00 am AEST
In moodle
Review/Exam Week Monday (14 Oct 2019)
In Moodle
Demonstrated capacity to use AND intellectually engage with relevant quality academic peer reviewed articles/books to support your answer to the topic
Evidenced engagement & intellectual engagement demonstrated with unit content, unit readings & unit lectures/tuts as appropriate to question
Demonstrated clear critical /ethical reflection that is coherent, considered & informed in essay & forum posts
Clarity: e.g. intro: states aims, purpose and approach to question. Body: clear, logical and developed scholarly argument Conclusion: A coherent final position that reflects arguments of essay
Writing is grammatical, logical with a scholarly (use of references), and at a university standard. The question is addressed fully (re depth & word length =/-10%), Appendix of attached Forum postings & referenced to week posted) APA referencing; Font size 11+
No submission method provided.
- Critically engage in reflecting on Aboriginal and Torres Strait Islander history and how it was silenced
- Discuss Aboriginal and Torres Strait Islander history in the context of settler nationalism
- Explain and critically and ethically reflect •i. on the significance of historical events and processes relevant to period; •ii. on historiography of Aboriginal and Torres Strait Islander history; and •iii. by producing an historical argument (locating, retrieving, organising, analysing and synthesising the argument using required referencing methods) as per the assessment.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
