CQUniversity Unit Profile
OCCT12004 Occupational Performance Across the Lifespan 2
Occupational Performance Across the Lifespan 2
All details in this unit profile for OCCT12004 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 continues the analysis of the lifespan through an occupational lens. You will build on foundation knowledge of lifespan development to understand the occupational roles of adults from young adulthood to end of life. Selected issues impacting upon occupational performance during these periods of development will be explored using an overarching health framework (International Classification of Functioning, Disability and Health, also known as ICF) and occupational therapy practice models. The potential contribution of the occupational therapist during each phase will be highlighted, and the role of the occupational therapist in the facilitation of occupationally-inclusive interventions will be explored. You will be introduced to professional reasoning and evidence-based practice in the context of working with adults and older people. You will also attend a series of fieldwork sessions, working with older people in the community, which will enhance learning and provide the opportunity to practice application of the occupational therapy process in a real-world situation.

Details

Career Level: Undergraduate
Unit Level: Level 2
Credit Points: 6
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Pre-requisites:OCCT12003OCCT12006

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

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. Presentation
Weighting: 25%
2. Research Assignment
Weighting: 35%
3. Portfolio
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" Informal student feedback Feedback from fieldwork staff Staff observations

Feedback

Fieldwork, guest speakers, and article reviews were all highly regarded and contributed to student development.

Recommendation

Recommend that fieldwork, specialist guest lectures, and "journal club" style article reviews continue as integral components of the unit.

Feedback from "Have your say" Informal student feedback Staff reflection

Feedback

Mixed response to lecture content; more linkage to occupational therapy practice required. Mixed response to use of videos in lectures -- enjoyed by some students and not by others.

Recommendation

Recommend that lecture content and supporting materials such as videos are more explicitly linked to occupational therapy practice.

Feedback from "Have your say" Staff reflection

Feedback

Assessment #2 task instructions somewhat unclear and due date would work better for students and teaching staff earlier in the term.

Recommendation

Recommend review of Assessment #2 to ensure clarity of instructions and a due date that prevents students having multiple assessments due at the same time.

Feedback from "Have your say" Staff reflection

Feedback

Assessments need to be returned more quickly

Recommendation

Recommend attention is focused on ensuring timely return of assessment items. This can be facilitated by adjusting the due date of Assessment #2.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Analyse the cultural and developmental expectations and relevant environmental supports and barriers related to occupational performance from early adulthood to older age and end of life.
  2. Analyse the implications for selected impairments commonly seen by occupational therapists in terms of activity limitations and participation in society.
  3. Select appropriate assessment tools to understand the impact of impairment on occupational performance and identify how the occupational therapist might intervene.
  4. Set client-centred goals based on information obtained from clients and their significant others.
  5. Plan an evidence-based intervention with appropriate clinical justification for a person from young adulthood through to older age.
  6. Describe the occupational therapist role in promoting occupationally inclusive opportunities for people across the lifespan.
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 5 6
1 - Presentation - 25%
2 - Research Assignment - 35%
3 - Portfolio - 40%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5 6
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

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Presentation - 25%
2 - Research Assignment - 35%
3 - Portfolio - 40%
Textbooks and Resources

Textbooks

Prescribed

Human development and performance throughout the lifespan 2nd (2016)

Authors: Anne Cronin, Marybeth Mandich (Eds.)
Cengage Learning
Boston Boston , MA , USA
ISBN: 978-1-1339-5119-3
Binding: Hardcover
Supplementary

Lifespan Development: A chronological approach (Australasian edition) 4th (2018)

Authors: Hoffnung, M, Hoffnung, RJ, Seifert, KL, Hine, A, Ward, L, Pause, C, Swabey, K, Yates, K
John Wiley & Sons Australia
Milton Milton , Queensland , Australia
ISBN: 9780730363484
Binding: Paperback
Supplementary

Willard and Spackman's Occupational Therapy 13th (2018)

Authors: Barbara Schell , Glen Gillen (Eds.)
Wolters Kluwer
Baltimore Baltimore , MD , USA
ISBN: 9781975106584
Binding: Hardcover

Additional Textbook Information

Students should already have the two supplementary textbooks from previous units.  

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

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.

Teaching Contacts
Maria O'Reilly Unit Coordinator
m.oreilly@cqu.edu.au
Schedule
Week 1 Begin Date: 15 Jul 2019

Module/Topic

Introduction to unit.

Preparation and planning for fieldwork.

Chapter

Mandich, M., & Cronin, A. (2016). Human performance: The life course perspective. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 20-36).  Boston: Cengage Learning. Ch.2

Scaffa, M. (2014). Group process and group intervention. In B. Schell, G. Gillen, M. Scaffa (Eds.). Willard & Spackman's occupational therapy (12th ed., pp. 437-451). Philadelphia: Lippincott Williams & Wilkins. Ch.34

Revision:
Mandich, M.(2016). Classic theories of human development. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 37-59).  Boston: Cengage Learning. Ch.3

Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Chapters 1 & 2.


Details of additional weekly readings will be provided on Moodle

Events and Submissions/Topic

Confirmation of professional practice requirements.

Professional practice schedule to be finalised.


Skills workshop Wednesday 9.00am-1.00pm (Group process and planning)

Week 2 Begin Date: 22 Jul 2019

Module/Topic

Adolescent Development.

The occupational therapist role in working with young people.

Chapter

Cronin, A. (2016). Adolescent development. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp.304-330).  Boston: Cengage Learning.

Mandich, M., Cronin, A., & Long, T. (2016). Assessment of human performance across the lifespan. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 497-520).  Boston: Cengage Learning. Ch.22

Revision:
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.10

Details of additional weekly readings will be provided on Moodle

Events and Submissions/Topic

Planning for or attending professional practice: orientation to Centacare.


Skills workshop Wednesday 11am-1.00pm  (Assessing occupational performance)

Week 3 Begin Date: 29 Jul 2019

Module/Topic

Adolescent Development continued.

The occupational therapist role in working with young people continued.

Chapter

See Moodle for additional reading materials.

Revision:
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.11


Events and Submissions/Topic

Planning for or attending professional practice

Week 4 Begin Date: 05 Aug 2019

Module/Topic

No lectures: Student Presentations

Chapter


Events and Submissions/Topic

Occupational therapy role in promoting occupationally inclusive opportunities for adolescents Due: Week 4 Wednesday (7 Aug 2019) 9:00 am AEST
Week 5 Begin Date: 12 Aug 2019

Module/Topic

Early Adulthood Development.

The occupational therapist role in working with people in early adulthood.

Chapter

Cronin, A. (2016). Early adulthood. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 355-378).  Boston: Cengage Learning. Ch.16

Revision:
Hoffnung, M., et al.(2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.12

Details of additional weekly readings will be provided on Moodle

Events and Submissions/Topic

Planning for or attending professional practice

IPE Session: Tuesday 11.00am-12.30pm (no tutorial Wednesday).

See Moodle for room details and for lecture times.

Vacation Week Begin Date: 19 Aug 2019

Module/Topic

No classes

Chapter

Events and Submissions/Topic

Ensure portfolio is up to date.

Week 6 Begin Date: 26 Aug 2019

Module/Topic

Early Adulthood Development continued.

The occupational therapist role in working with people in early adulthood continued.

Chapter

Cronin, A., & Greebe, G. (2016). Family and disablement in adulthood. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 433-447).  Boston: Cengage Learning. Ch.19 (part 1)

Revision:
Hoffnung, M., et al.(2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.13

Details of additional weekly readings will be provided on Moodle

Events and Submissions/Topic

Planning for or attending professional practice

IPE Session: Tuesday 11.00am-12.30pm (no tutorial Wednesday).

See Moodle for room details and for lecture times.

Week 7 Begin Date: 02 Sep 2019

Module/Topic

Middle Adulthood Development.

The occupational therapist role in working with people in middle adulthood.

Chapter

Cronin, A. (2016). Middle adulthood. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 379-404).  Boston: Cengage Learning. Ch.17

Revision:
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.14

Details of additional weekly readings will be provided on Moodle

Events and Submissions/Topic

Planning for or attending professional
practice


Week 8 Begin Date: 09 Sep 2019

Module/Topic

Middle Adulthood Development continued.

The occupational therapist role in working with people in middle adulthood continued

Chapter

See Moodle for additional reading material.

Revision:
Hoffnung, M., et al.(2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.15

Events and Submissions/Topic

Planning for or attending professional practice


Occupational performance in middle adulthood: The challenge of chronic disease Due: Week 8 Friday (13 Sept 2019) 11:45 pm AEST
Week 9 Begin Date: 16 Sep 2019

Module/Topic

Late Adulthood Development.

The occupational therapist role in working with people in late adulthood. 

Chapter

Cronin, A., & Reynolds, P. (2016). Late adulthood. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 405-432).  Boston: Cengage Learning. Ch.18

Revision:
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.16

Details of additional weekly readings will be provided on Moodle

Events and Submissions/Topic

No fieldwork

Skills workshop Wednesday 9.00am-1.00pm (Physical and cognitive assessments)

Week 10 Begin Date: 23 Sep 2019

Module/Topic

Late Adulthood Development continued.

The occupational therapist role in working with people in late adulthood continued.

Chapter

Cronin, A., & Greebe, G. (2016). Family and disablement in adulthood. In A. Cronin, & M. Mandich (Eds.). Human development and performance throughout the lifespan (2nd ed., pp. 448-457).  Boston: Cengage Learning. Ch.19 (part 2)

Revision:
Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.17

Details of additional weekly readings will be provided on Moodle

Events and Submissions/Topic

Planning for or attending professional practice

Week 11 Begin Date: 30 Sep 2019

Module/Topic

Life limiting situations and end of life.

The occupational therapist role in working with people with life limiting conditions and at end of life.

Chapter

Hoffnung, M., et al. (2015). Lifespan Development: A chronological approach. Third Australasian Edition. Ch.18

Details of additional weekly readings will be provided on Moodle

Events and Submissions/Topic

Finalising professional practice

Week 12 Begin Date: 07 Oct 2019

Module/Topic

Grief and grieving, end of life

The occupational therapist role in working with people at end of life.

Term review and looking forward.

Chapter

See Moodle for readings this week.

Events and Submissions/Topic

Finalising professional practice

Review/Exam Week Begin Date: 14 Oct 2019

Module/Topic

Chapter

Events and Submissions/Topic

Professional Practice Portfolio Due: Review/Exam Week Friday (18 Oct 2019) 11:45 pm AEST
Exam Week Begin Date: 21 Oct 2019

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

As part of this unit you will be participating in fieldwork with older people living in the community engaged with CentacareCQ.  Classes on each campus will be divided into two groups for fieldwork.  Group allocations will be made available in Week 1.  To attend fieldwork you must ensure all of your pre-clinical requirements are up to date in SONIA.


You will also be required to attend two inter-professional education (IPE) sessions, in which you'll work through the case study of an older client. These sessions will be held on Tuesday from 11.00am-12.30pm in Weeks 5 and 6. Attendance for these sessions is compulsory, with outcomes required for your portfolio assessment.

You will not be required to attend the Wednesday afternoon session during those two weeks (i.e. Weeks 5 & 6).  Lectures in Weeks 5 and 6 will be rescheduled to accommodate the IPE sessions: see Moodle for details.

Assessment Tasks

1 Presentation

Assessment Title
Occupational therapy role in promoting occupationally inclusive opportunities for adolescents

Task Description

This assessment is designed to allow you to present the knowledge you have gained in class and via independent research regarding the occupational therapist's role with young people using a class presentation. Presenting to colleagues, peers and clients is an important professional skill for you to master over the course of your degree, and this task is designed to further develop the presenting skills you have already obtained in prior units.

Working in pairs you are required to prepare a 25 minute professional presentation based on an article you have sourced from a peer reviewed occupational therapy journal no more than 10 years old. Twenty minutes will be dedicated to the presentation, and a full five minutes will be dedicated to a question and answer session. This article, from the recent occupational therapy literature, should focus on the role of occupational therapy in promoting occupationally inclusive opportunities for young people, between the ages of 12 and 18 years, who have identified disabilities that impact on their occupational performance and participation. This is an opportunity for you to explore a topic in detail and share this knowledge with your student peers.

Working together you will be required to:
  • Provide the audience with a summary of the purpose of the paper, and describe the participants.
  • Identify and analyse the environmental and person factors impacting upon the occupational performance of the participants.
  • Identify the occupational therapy model and/or frame of reference that guided the paper (either explicitly or implicitly).
  • Identify and explain any assessment tools that were described and used to understand the impact of the person-level-impairment and environmental barriers on occupational performance and participation
  • Describe the occupational therapy intervention to promote occupational performance and participation (this will build on your emerging professional reasoning skills) with particular focus on the transitions associated with adolescence.
  • You are expected to research the condition as noted in the paper, and the appropriate evidence-based assessments and interventions that would be applicable.
  • In light of this research, comment on the success/appropriateness of the occupational therapy intervention described in the paper.
  • Foster discussion with your peers by posing some questions to them arising from your presentation.


Assessment Due Date

Week 4 Wednesday (7 Aug 2019) 9:00 am AEST

Presentations will take place during class on Tuesday and Wednesday. Students will be allocated a presentation time via Moodle. Slides and speaker notes are to be uploaded to Moodle by the due date.


Return Date to Students

Vacation Week Wednesday (21 Aug 2019)

Students will receive written feedback on their individual and group performance on this task via Moodle.


Weighting
25%

Minimum mark or grade
12.5/25

Assessment Criteria

  1. Presentation content, structure and organisation (10 marks)
  2. Facilitation of class discussion and Q&A session (5 marks)
  3. Presentation delivery (5 marks)
  4. Quality of slides and other support material, adherence to APA (5 marks)

Refer to Moodle for full details and assessment rubric


Referencing Style

Submission
Offline Online

Submission Instructions
Speaker notes and slides (including reference list) to be submitted online via Moodle on day of presentation

Learning Outcomes Assessed
  • Analyse the cultural and developmental expectations and relevant environmental supports and barriers related to occupational performance from early adulthood to older age and end of life.
  • Analyse the implications for selected impairments commonly seen by occupational therapists in terms of activity limitations and participation in society.
  • Select appropriate assessment tools to understand the impact of impairment on occupational performance and identify how the occupational therapist might intervene.
  • Describe the occupational therapist role in promoting occupationally inclusive opportunities for people across the lifespan.


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

2 Research Assignment

Assessment Title
Occupational performance in middle adulthood: The challenge of chronic disease

Task Description

      This 2000 word written paper will allow you to review the literature on the lived experience and occupational performance and participation challenges for people in middle adulthood experiencing a chronic disease process (between 10-15 papers, at least 10 sourced from occupational therapy literature). You will review and synthesise the literature to discuss the following:

    ·       What are the primary occupational roles and their associated activities for people in middle adulthood?
    ·       Research a chronic condition commonly experienced in middle adulthood.  Include a description of cause, prevalence, symptoms, and progression. 

    Examples of chronic conditions that could be researched include:

    o   Multiple sclerosis
    o   Depression
    o   Breast cancer
    o   Younger onset dementia
    o   Fibromyalgia
    o   Cardiac disease (e.g. myocardial infarction; congestive heart failure)
    o   Chronic back pain
    o   You may research a condition of your choice (please check with the unit coordinator first)

    ·       Using an occupational therapy practice model of your choice (e.g. PEOP, CMOP-E), analyse the potential impact of that condition on the occupational functioning of someone in middle adulthood. 
    ·       Again referring to your practice model, discuss how an occupational therapist might work with clients living with the chosen condition in order to maximise their occupational functioning.  As part of this discussion, include a description of evidence-based interventions reported on in the occupational therapy research literature.
    ·       What resources and/or occupational therapy services are available for people living with this condition in your local area?
    Format the paper as an essay, with subheadings as necessary, using APA referencing style.  Include a description of your search strategy and provide a complete reference list at the end.


    Assessment Due Date

    Week 8 Friday (13 Sept 2019) 11:45 pm AEST

    Upload essays onto Moodle by the due date


    Return Date to Students

    Week 10 Friday (27 Sept 2019)

    Marks and feedback will be returned via Moodle


    Weighting
    35%

    Minimum mark or grade
    17.5/35

    Assessment Criteria

    1. Quality of description and analysis of relevant literature (10)
    2. Evidence of research and investigation of local services (5)
    3. Identification of occupational performance issues and occupational therapy role (15)
    4. Effective written communication (5)

    Refer to Moodle for full details and assessment rubric


    Referencing Style

    Submission
    Online

    Learning Outcomes Assessed
    • Analyse the cultural and developmental expectations and relevant environmental supports and barriers related to occupational performance from early adulthood to older age and end of life.
    • Analyse the implications for selected impairments commonly seen by occupational therapists in terms of activity limitations and participation in society.
    • Plan an evidence-based intervention with appropriate clinical justification for a person from young adulthood through to older age.
    • Describe the occupational therapist role in promoting occupationally inclusive opportunities for people across the lifespan.


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

    3 Portfolio

    Assessment Title
    Professional Practice Portfolio

    Task Description

    Over the course of fieldwork this term you will generate a professional portfolio using the Occupational Therapy Practice Process as your guide. Ensure any client information included is de-identified in order to maintain confidentiality.

    This document will include the following sections:
    • Background, including a description of the service and the clients who usually use it (de-identified).
    • Step by step enactment of the occupational therapy practice process you engaged in using de-identified clients to evidence your work including
    • Information gathering processes
    • Occupational therapy practice model/s 
    • Collaborative goal setting and intervention planning you conducted
    • Activities and interventions you researched, planned and utilised
    • Evaluations you conducted to establish the impact of your interventions
    • "Discharge" and recommendations
    • The group plan and evaluation for a session led by your student group, including Risk Assessment.
    • Weekly reflections on fieldwork events with clients, impact on own learning, future learning needs/gaps and plan to meet those needs/gaps.
    • Completed documentation from both IPE sessions, including a personal reflection of the process.
    • Bibliography: List of readings and resources used to support your learning, in APA format.


    More information about the portfolio components and expectations can be found in the Fieldwork Guide, and on Moodle.


    Assessment Due Date

    Review/Exam Week Friday (18 Oct 2019) 11:45 pm AEST

    Via Moodle


    Return Date to Students

    Via Moodle, after certification of grades


    Weighting
    40%

    Minimum mark or grade
    20/40

    Assessment Criteria

    1. Enactment of the Occupational Therapy Practice Process (15)
    2. Effective professional communication (5)
    3. Ethical practice and professional behaviour (10)
    4. Reflection on performance and learning needs (10)

    Further details and assessment rubric will be available on Moodle


    Referencing Style

    Submission
    Online

    Submission Instructions
    Via Moodle

    Learning Outcomes Assessed
    • Select appropriate assessment tools to understand the impact of impairment on occupational performance and identify how the occupational therapist might intervene.
    • Set client-centred goals based on information obtained from clients and their significant others.
    • Plan an evidence-based intervention with appropriate clinical justification for a person from young adulthood through to older age.


    Graduate Attributes
    • Communication
    • Problem Solving
    • Critical Thinking
    • Team Work
    • Cross Cultural Competence
    • Ethical practice

    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?