CQUniversity Unit Profile
OCCT11001 Introduction to Activity and Occupation
Introduction to Activity and Occupation
All details in this unit profile for OCCT11001 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

This unit will build on knowledge and skills gained in OCCT11002 (Introduction to Occupational Therapy Theory and Practice) through exploration of occupational therapy assessment and intervention processes involving activity and occupation as core concepts. You will become familiar with a range of common meaningful occupations and learn how to undertake an occupational therapy activity analysis. Concepts of participation limitations at the person level will be introduced. You will engage in a variety of workshop activities that link key theoretical concepts to occupational therapy practice contexts for activity analysis. You will explore ways of grading and adapting activities to enable client participation.

Details

Career Level: Undergraduate
Unit Level: Level 1
Credit Points: 6
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Pre-requisite: OCCT11002Co-requisite: BMSC11008

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 - 2020

Bundaberg
Rockhampton

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Practical Assessment
Weighting: 20%
2. Written Assessment
Weighting: 40%
3. Group Work
Weighting: 40%

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.

Previous Student Feedback

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 "Have your say" responses Informal student feedback

Feedback

Teaching staff were encouraging and supportive

Recommendation

As a first year unit, it is acknowledged student learning support and pastoral care are important elements in its delivery. It is recommended that continued attention be paid to this aspect of the unit.

Feedback from "Have Your Say" responses Informal student feedback Staff observations

Feedback

Workshops continue to be highly valued

Recommendation

Nearly all respondents in the student evaluation survey commented on the value of the workshops, which have remained an integral feature of the unit, and which were further enhanced in 2019 with new content. It is recommended they continue, with regular reviews to consider the addition of further activities.

Feedback from "Have your say" responses

Feedback

Some Moodle elements were missing

Recommendation

Responses to the student evaluations noted that discussion forums and one rubric were missing from the Moodle site. This is the first time the Unit Coordinator had been made aware of this situation. When setting up the 2020 site, its content should be thoroughly checked by someone outside of the teaching team to ensure all elements are present and easily found. Further, students will be reminded to communicate such issues to the Unit Coordinator as they arise so they can be rectified in a timely manner, rather than at the end of term via the student evaluation.

Feedback from "Have your say" responses for this unit and PSIO11003 Informal student feedback Staff observations

Feedback

The inter-professional (IPE) session was enjoyable but a little unstructured.

Recommendation

The IPE session presented opportunities for peer learning across disciplines, and students engaged well with the task. It is recommended it remain as a scheduled workshop, with content and structure to be reviewed and refined on a regular basis.

Feedback from "Have your say" responses

Feedback

Assessment tasks not always clear. Rubric for Assessment 3 does not reflect task requirements.

Recommendation

It is recommended that assessment task sheets and rubrics to be reviewed by teaching staff and peers to ensure they are clear, paying particular attention to Assessment #3.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Use relevant terminology to define and classify concepts related to human performance in activity and occupation
  2. Choose suitable methods for grading common meaningful occupations
  3. Reflect on personal participation in meaningful occupations to integrate theoretical and practical knowledge
  4. Use occupational therapy processes for comprehensive activity analysis.

This unit feeds directly into Occupational Therapy Australia Competencies for unit accreditation requirements:

1.4 Promotes and facilitates occupation through application of knowledge, skills, attitudes and evidence appropriate to the practice context.

2.1 Performs relevant, comprehensive assessment of occupational performance

3.2 Promotes client occupational performance and participation

4.2 Demonstrates ability to understand and conduct multiple evaluation methods and techniques

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical Assessment - 20%
2 - Written Assessment - 40%
3 - Group Work - 40%

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 - 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
1 - Practical Assessment - 20%
2 - Written Assessment - 40%
3 - Group Work - 40%
Textbooks and Resources

Textbooks

Prescribed

Occupation-based activity analysis

Edition: 2nd (2015)
Authors: Heather Thomas
Slack Inc.
Thorofare Thorofare , NJ , USA
ISBN: 978-1-61711-967-5
Binding: Paperback
Prescribed

Willard and Spackman's Occupational Therapy

Edition: 13th (2018)
Authors: Barbara Schell , Glen Gillen
Wolters Kluwer
Baltimore, Baltimore, , MD , USA
ISBN: 9781975106584
Binding: Hardcover

Additional Textbook Information

If you prefer to study with a paper copy, they are available at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code). eBooks are available at the publisher's website.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Access to PowerPoint or similar
  • Webcam and headset for on-line sessions
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Maria O'Reilly Unit Coordinator
m.oreilly@cqu.edu.au
Schedule
Week 1 Begin Date: 13 Jul 2020

Module/Topic

Occupation: Basic concepts

Working in a team

Chapter

Christiansen, C.H., & Townsend, E.A. (2010). Chapter 1: An introduction to occupation. In C.H. Christiansen, & E.A. Townsend (Eds.), Introduction to occupation: the art and science of living (2nd ed., pp. 1-34). Upper Saddle River, N.J.: Pearson. Available on the e-Reading list.


See Moodle for additional readings.

Events and Submissions/Topic

Presentation groups (Assessment #3) allocated in class

Week 2 Begin Date: 20 Jul 2020

Module/Topic

Therapeutic utilisation of activity

Chapter

Creighton, C (1992). The origin and evolution of activity analysis. The American Journal of Occupational Therapy, 46(1), 45-48. (See Moodle)


Coffey, M.S. (2015). Expressions of creativity in occupational therapy.  In M.S. Coffey, N.K. Lamport, & G.I. Hersch (Eds.). Creative engagement in occupation: Building professional skills (pp.9-38).  Thorofare, NJ: Slack Inc. (Available on the e-reading list)


See Moodle for additional readings.

Events and Submissions/Topic

Week 3 Begin Date: 27 Jul 2020

Module/Topic

Physical Function in Occupation

Chapter

Thomas, H. (2015). Occupation-based activity analysis (2nd ed.). Thorofare, NJ: Slack Inc. Chapters 6 & 7.


See Moodle for additional readings.

Events and Submissions/Topic

Presentation topic allocated

Week 4 Begin Date: 03 Aug 2020

Module/Topic

Activity Analysis

Chapter

Thomas, H. (2015). Occupation-based activity analysis (2nd ed.). Thorofare, NJ: Slack Inc. Chapter 1.


Schell, B. A. B., Gillen, G., Crepeau, E.B., & Scaffa, M.S. (2018). Analyzing occupations and activity. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 320-334). Philadelphia, PA: Wolters Kluwer. (Ch. 25)


See Moodle for additional readings.

Events and Submissions/Topic

Week 5 Begin Date: 10 Aug 2020

Module/Topic

Dimensions of activity

Performance skills

Chapter

Thomas, H. (2015). Occupation-based activity analysis (2nd ed.). Thorofare, NJ: Slack Inc. Chapters 2,3 & 8.


See Moodle for additional readings.

Events and Submissions/Topic

"What is Occupational Therapy?" Poster Due: Week 5 Friday (14 Aug 2020) 11:45 pm AEST
Vacation Week Begin Date: 17 Aug 2020

Module/Topic

No classes

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 24 Aug 2020

Module/Topic

Occupational Behaviour

Chapter

See Moodle for readings.

Events and Submissions/Topic

Notify presentation condition choice

Week 7 Begin Date: 31 Aug 2020

Module/Topic

Social aspects of occupation- group dynamics

Chapter

Thomas, H. (2015). Occupation-based activity analysis (2nd ed.). Thorofare, NJ: Slack Inc. Chapter 5.


See Moodle for additional readings.

Events and Submissions/Topic

Week 8 Begin Date: 07 Sep 2020

Module/Topic

Occupational perspective on development

Chapter

Humphry, R., & Womack, J. (2018). Transformations of occupations. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 100-112). Philadelphia, PA: Wolters Kluwer. (Ch. 7)


See Moodle for additional readings.

Events and Submissions/Topic


Week 9 Begin Date: 14 Sep 2020

Module/Topic

Occupational Participation

Chapter

Hocking, C.(2018). Contribution of occupation to health and wellbeing. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 113-123). Philadelphia, PA: Wolters Kluwer. (Ch. 8)


See Moodle for additional readings.

Events and Submissions/Topic

Workshop Activity Analysis Portfolio Due: Week 9 Friday (18 Sept 2020) 11:45 pm AEST
Week 10 Begin Date: 21 Sep 2020

Module/Topic

Occupational Deprivation

Chapter

Reitz, S.M., & Graham, K. (2018). Health promotion theories. In B. A. B. Schell, & G. Gillen (Eds.), Willard and Spackman's occupational therapy (13th ed., pp. 675-679). Philadelphia, PA: Wolters Kluwer. (Ch. 47)


See Moodle for additional readings.

Events and Submissions/Topic

Week 11 Begin Date: 28 Sep 2020

Module/Topic

Activity Limitation and Adaptation

Chapter

Thomas, H. (2015). Occupation-based activity analysis (2nd ed.). Thorofare, NJ: Slack Inc. Chapter 9.

Unit 5. Activity Gradation and Adaptation. In Hersch, G., Lamport, N. K., & Coffey, M. S. (2005). Activity analysis : Application to occupation. Thorofare, NJ : Slack (pp 63-72). (Available on the e-reading list)

See Moodle for additional readings.

Events and Submissions/Topic

On-campus inter-professional workshop with physiotherapy - see Term Specific Information for COVID-safe requirements. 

Please refer to Moodle for more details.

Week 12 Begin Date: 05 Oct 2020

Module/Topic

Public holiday: no classes.

Preparation for presentations

Chapter


Events and Submissions/Topic

Review/Exam Week Begin Date: 12 Oct 2020

Module/Topic

All students must attend the virtual seminar Monday 12 October, 10am-2.00pm for Group Presentations.

Chapter

Events and Submissions/Topic

See Moodle for more details.


Occupational Therapy & Activity Analysis Presentation Due: Review/Exam Week Monday (12 Oct 2020) 11:45 pm AEST
Term Specific Information

Your weekly lecture and/or workshop content for this unit will be delivered via Zoom during regularly scheduled class time. In order to complete the practical skills training for this unit, you will be required to attend some sessions on campus. You will be notified of the dates and times of these sessions via Moodle at least two weeks prior to the date. To attend face to face sessions you will be required to complete a self-declaration form regarding your current health status and COVID-19 risk factors. During these sessions, provisions for social distancing and use of PPE will be implemented in accordance with health and government guidelines. Please note that the recommencement of such on-campus sessions is subject to State and Federal health guidelines and may change if the situation with COVID-19 should deteriorate. 

Classes for this unit consist of lectures and workshops. Primary theoretical content will be provided in the lectures, which will be reinforced by practical applications within the workshops.  You will be expected to complete practical activities prior to attending the workshops, in which you will apply occupational therapy skills to analyse these activities; non-attendance will greatly diminish your ability to adequately complete assessment tasks.

Assessment Tasks

1 Practical Assessment

Assessment Title
"What is Occupational Therapy?" Poster

Task Description

Scenario:

CQUniversity Open days occur regularly in late August each year. You are tasked with creating a poster that could be used at Open Day to generate interest in studying occupational therapy. The poster should be created on PowerPoint, Publisher or similar software and converted to a PDF document for submission.

Posters should include:

· A definition of occupational therapy, including our central focus on occupation

· A description of how we use activity and occupation in therapy

· An explanation of activity analysis and its place in occupational therapy and a simple example

Your poster should explain the concepts in an organised and attractive way, using good poster design principles. There are many places on the internet with tips for poster design, for example here. You can be as creative as you wish with its design, but also ensure it contains useful information.

It is NOT expected that students will produce a professionally printed poster for this task – however, you will need to create something with the potential to be printed. You may choose the size and orientation (i.e. portrait/landscape) of your poster - however it should be easily readable from a distance of 3-4 metres (minimum paper size should be A2 - see this website for information about international paper sizes: https://www.papersizes.org/a-paper-sizes.htm)

While it’s not expected that you include in-text citations on the poster, you must base your information on readings from textbooks and beyond. To this end, include a bibliography of at least five literature sources. This can be submitted as an extra document if there isn’t enough room on the poster.

A selection of posters will be chosen for display at the Bundaberg or Rockhampton Open Day, and/or the classroom.

Please see Moodle for detailed instructions.


Assessment Due Date

Week 5 Friday (14 Aug 2020) 11:45 pm AEST


Return Date to Students

Week 7 Monday (31 Aug 2020)

Feedback will be provided via Moodle


Weighting
20%

Minimum mark or grade
50% (10/20)

Assessment Criteria

Each poster will be given marks reflecting the quality of work as below:

85-100% Exemplary work that demonstrates clear, accurate, detailed and comprehensive understanding of the relevant facts and is attractive and well organised in presentation.

75-84% Accomplished work that demonstrates mastery of the relevant facts and is organised in presentation

65-74% Commendable work that is reflecting progress towards mastery of the relevant facts and organisation of content.

50-64% Acceptable work that shows limited depth of understanding of facts and limited organisation of presented content.

<50% Inadequate understanding of facts and poorly organized content


Detailed marking rubrics can be found on Moodle.


Referencing Style

Submission
Online

Submission Instructions
Submit to Moodle as a PDF document

Learning Outcomes Assessed
  • Use relevant terminology to define and classify concepts related to human performance in activity and occupation
  • Reflect on personal participation in meaningful occupations to integrate theoretical and practical knowledge


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Cross Cultural Competence
  • Ethical practice

2 Written Assessment

Assessment Title
Workshop Activity Analysis Portfolio

Task Description

Scenario:

You will be required to engage in a variety of practical activities prior to attending the weekly online workshops, during which you will explore the properties of these activities and complete prescribed activity analysis tasks. This will include sharing photographs and experiences of your activity with each other. This will all be documented in the form of an activity analysis portfolio, to be submitted for grading.

This assessment task contributes to your development as a reflective practitioner by requiring reflection about your personal activity participation, and also help you develop skills for client assessment and intervention through application of the activity analysis process.

You will create a portfolio of six activities from the master list (see Moodle). Each week from weeks 3-8, you will complete one of these activities and discuss them in class. You will be required to photograph yourself engaged in the activity, as well as the finished product. In class each week you will complete a set activity analysis component based on the activity completed that week.

You will then compile an activity analysis portfolio for submission in Week 9. This portfolio will have two parts.

Part 1: for each of six activities you will include:

1. A brief description of the activity, including when, where and by whom it is typically performed.

2. The steps of the activity

3. Photos of

a. you or a friend/family member engaged in the activity

b. the finished product

4. A completed weekly workshop task sheet relevant to the activity (see Moodle for the list of weekly worksheets)

5. Activity Awareness Form and personal reflection about the activity (e.g. did you enjoy it, was it difficult, would you try it again?)

Part 2: For one of the six activities, based on its properties and information from occupational therapy literature (i.e. textbooks or relevant published journal articles) describe the potential therapeutic applications of this activity.

Include a reference list in APA format with at least three references.


Assessment Due Date

Week 9 Friday (18 Sept 2020) 11:45 pm AEST


Return Date to Students

Week 12 Monday (5 Oct 2020)

Marks and feedback will be made available through Moodle


Weighting
40%

Minimum mark or grade
50% (20/40)

Assessment Criteria

Marks will be allocated as follows (Total = 40):

  • Task descriptions, steps and illustrations (5 marks)
  • Weekly workshop activities (10 marks)
  • Reflective Narrative (10 marks)
  • Therapeutic application (10 marks)
  • Professional presentation and References (5 marks)

A detailed marking rubric will be available on Moodle.


Referencing Style

Submission
Online

Submission Instructions
Upload document to Moodle

Learning Outcomes Assessed
  • Use relevant terminology to define and classify concepts related to human performance in activity and occupation
  • Choose suitable methods for grading common meaningful occupations
  • Reflect on personal participation in meaningful occupations to integrate theoretical and practical knowledge
  • Use occupational therapy processes for comprehensive activity analysis.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice
  • Social Innovation

3 Group Work

Assessment Title
Occupational Therapy & Activity Analysis Presentation

Task Description

Scenario:

In groups of three or four, you will take part in the OCCT11001 Occupational Therapy and Activity Analysis Virtual Seminar (i.e. via Zoom) at the end of term.

Students will be allocated to groups for this task during the workshop in Week1. Groups will consist of at least 3 students.

Each group will prepare and present an analysis of an Activity of Daily Living (ADL) or Instrumental Activity of Daily Living (IADL) task for a person with a condition that would likely be referred to occupational therapy. This task will allow you to demonstrate your emerging professional reasoning skills for information gathering, identifying occupational issues and possible interventions, as part of the occupational therapy practice process.

Groups will be randomly allocated a task from either of the two categories:

ADL tasks

· bathing/showering

· toileting

· dressing

· eating

· personal hygiene and grooming (i.e. brushing hair and applying makeup/shaving)

OR

IADL tasks

· meal preparation

· shopping

· community mobility (i.e. driving or using public transport)

Groups will also be randomly allocated one of the categories listed below:

  • Degenerative conditions (e.g. arthritis)
  • Neurological conditions (e.g. CVA)
  • Orthopaedic conditions (e.g. hip or knee replacements)
  • Traumatic injury (e.g. brain injury, spinal cord injury)
  • Congenital disorder (e.g. cerebral palsy)
  • Sensory or processing impairments (e.g. low vision, dementia)

You must choose one condition from your allocated category to research and consider the implications for task completion. You should then create a simple case study of a potential client for use in the presentation.

Your Willard & Spackman's Occupational Therapy textbook (Schell & Gillen, 2018) is a good place to start to find out about these conditions.

Groups will be allocated their task and category by the end of Week 3. Please notify the unit coordinator of the condition you will be researching by the end of Week 6.

The maximum time allowed for each group presentation will be 20 minutes ± 2 minutes. All students are expected to attend the symposium, and each group member should speak for at least one section of the oral presentation.

A PowerPoint to accompany the group oral presentation should be prepared and submitted to Moodle by 11.45pm on the day of presentation.

The oral presentation should include:

  • A brief description of the condition (citing your evidence-based sources on your slides and in your reference list)
  • An explanation of the likely impact of the condition on the person’s ability to participate in the activity. (citing your evidence-based sources on your slides and in your reference list). Create a brief case study to contextualise this.
  • A detailed description of the chosen task and an occupational analysis using an occupational therapy template of your choice – for example, Appendix B, Thomas, 2015 (cite your occupational analysis template source on your slide and in your reference list)
  • A description of 3 ways the task could be adapted to facilitate participation, and 3 ways it could be graded to increase the challenge for the person with the chosen condition (cite evidence for your suggestions on your slide and in your reference list)
  • Include a reference list at the end, written in APA format

Each group member should also submit an individual reflection about the group process and your role in it. This will be worth 20% of the Seminar Presentation marks.


Assessment Due Date

Review/Exam Week Monday (12 Oct 2020) 11:45 pm AEST

Seminar scheduled for 10.00am-2.00pm; slides and reflections to be submitted by 11.45pm


Return Date to Students

Marks and feedback will be posted in Moodle after certification of grades


Weighting
40%

Minimum mark or grade
50% (20/40)

Assessment Criteria

Marks will be allocated as follows (Total = 40 marks):

  • Comprehensive Occupational Analysis using referenced occupational therapy template or method (8 marks)
  • Appropriate and realistic adaptation and grading of task (8 marks)
  • Accurate evidence based information from professional journals or textbooks about the condition and likely impact on participation (8 marks)
  • Correct on slide APA style citations and reference list for 4-6 sources (4 marks)
  • Professional oral delivery and presentation of visual material (PowerPoint and handout) including spelling, terminology and grammar (4 marks)
  • Individual reflection on group process (8 marks)


Referencing Style

Submission
Online

Submission Instructions
Submit slides and individual group process reflections by 11.45pm on the day of presentation.

Learning Outcomes Assessed
  • Choose suitable methods for grading common meaningful occupations
  • Use occupational therapy processes for comprehensive activity analysis.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice
  • Social Innovation

Academic Integrity Statement

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?