Overview
In an increasingly mobile world, many people are experiencing periods of time immersed in different cultural contexts, either as part of our work, study, volunteering or leisure. This unit provides you with theoretical and scholarly support for cultural immersion at the point of experiencing it in order to help deepen your understanding of yourself and of your new cultural context. Cultural immersion can be a potentially powerful transformative learning experience if undertaken with such support and can develop effective cultural competence skills and knowledge. As this unit explores cultural disruption, it is recommended you take this unit at the beginning of a cultural immersion experience. The unit content will help you to make sense of the disruption and support you in developing strategies and resources to facilitate cultural integration and the development of respectful cross-cultural relationships.
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 1 - 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 Postgraduate 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.
- Explain the experiences of cultural disruption and integration
- Identify community and institutional strategies and resources that enable cultural integration
- Critically reflect on own experiences of cultural disruption and integration
- Critically reflect on developing and maintaining respectful cross-cultural relationships.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Group Work - 50% | ||||
| 2 - Reflective Practice Assignment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - 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 | |
| 1 - Group Work - 50% | ||||||||
| 2 - Reflective Practice Assignment - 50% | ||||||||
Textbooks
Reflective Practice
Edition: 5th (2018)
Authors: Gillie Bolton & Russell Delderfield
Sage
London, New Delhi, Singapore, Washington DC, Melbourne London, New Delhi, Singapore, Washington DC, Melbourne
ISBN: 9781526411709
Binding: Paperback
The New Public Health
Edition: 4th (2016)
Authors: Fran Baum
Oxford
South Melbourne South Melbourne , VIC , Australia
ISBN: 9780195588088
Binding: Paperback
Additional Textbook Information
These texts are required for other units. Students need one copy only.
Both 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: Harvard (author-date)
For further information, see the Assessment Tasks.
r.fanany@cqu.edu.au
Module/Topic
What is culture?
Chapter
Bolton, G. and Delderfield, R. (2018). Reflective practice: Writing and professional development, Sage. Chapter 1, pages 1-24.
Events and Submissions/Topic
Module/Topic
Cultural disruption
Chapter
Bolton, G. and Delderfield, R. (2018). Reflective practice: Writing and professional development, Sage. Chapter 2, pages 25-50.
Events and Submissions/Topic
Module/Topic
Cultural disruption (cont.)
Chapter
Bolton, G. and Delderfield, R. (2018). Reflective practice: Writing and professional development, Sage. Chapter 3, pages 51-77.
Events and Submissions/Topic
Module/Topic
Cultural consonance
Chapter
Dressler, W.W., Balieriro, M.C. and Dos Santos, J.E. (2018). What you know, what you do, and how you feel: Cultural competence, cultural consonance, and psychological distress. Frontiers in Psychology, 8, 2355.
Events and Submissions/Topic
Module/Topic
Cultural integration
Chapter
Berry, J.W. (1997). Acculturation and adaptation. Applied Psychology International Review, 46, 5-34.
Events and Submissions/Topic
Module/Topic
Group presentations
Chapter
Events and Submissions/Topic
Each group will give its presentation in the tutorial this week. Information about this assessment task is contained in this unit profile as well as in the study guide for the unit.
Group Presentation Due: Week 6 Monday (22 Apr 2019) 11:45 pm AEST
Module/Topic
Critical reflective practice, autobiography and autoenthnography
Chapter
Bolton, G. and Delderfield, R. (2018). Reflective practice: Writing and professional development, Sage. Chapter 4, pages 78-96.
Events and Submissions/Topic
Module/Topic
Metaphor, the analysis of visual images, and Photovoice
Chapter
Bolton, G. and Delderfield, R. (2018). Reflective practice: Writing and professional development, Sage. Chapter 6, pages 121-134.
Events and Submissions/Topic
Module/Topic
Manifest and latent content, evocation, and values in visual images
Chapter
Drew, S. and Guillemin, M. (2014). From photographs to findings: Visual meaning-making and interpretive engagement in the analysis of participant-generated images. Visual Studies, 29 (1), 54-57.
Events and Submissions/Topic
Module/Topic
Using literature and collaboration in reflective writing
Chapter
Bolton, G. and Delderfield, R. (2018). Reflective practice: Writing and professional development, Sage. Chapter 7, pages 135-156.
Events and Submissions/Topic
Module/Topic
Representation and truth in reflective writing
Chapter
Bolton, G. and Delderfield, R. (2018). Reflective practice: Writing and professional development, Sage. Chapter 8, pages 157-182.
Events and Submissions/Topic
Module/Topic
Compiling a portfolio
Chapter
Events and Submissions/Topic
Portfolio due by 5:00 pm Friday
Portfolio Due: Week 12 Friday (7 June 2019) 5:00 pm AEST
1 Group Work
The first assessment task is a group assignment that will involve a presentation and visual map. The aim of the assignment will be to work with the members of your group to identify an example of cultural disruption (culture shock) that might occur when an individual enters a situation of cultural immersion, explain the dimensions of the experience, and map out the community and institutional resources that would aid cultural integration in addition to outlining how and why these resources would be useful in this situation. Assessment will be based on a 7-10 minute presentation involving all members of the group and the development of a visual map that presents the resources relevant to your example
Week 6 Monday (22 Apr 2019) 11:45 pm AEST
Presentations will take place in tutorials this week. The time and day will depend on the students' class schedule.
Week 8 Friday (10 May 2019)
Feedback and mark will be provided to students electronically.
The nature of the experience of cultural disruption is clearly identified and explained. 15%
The recommended resources reflect a range of sources and providers; would be present within the community; show an understanding of the nature of the experience they are intended to address as well as an understanding of the people involved; and show a clear link that justifies the need. 30%
A visual map has been developed that accords with examples from the literature; shows the connections and interrelationships between people and institutions involved; and reflects resources available at various levels and institutions.30%
Language of the presentation (oral and written) is clear and easily understood. 10%
All work reflects the students' own thinking, references are clearly and accurately cited, and any direct quotations are clearly and properly identified. 15%
- Explain the experiences of cultural disruption and integration
- Identify community and institutional strategies and resources that enable cultural integration
- Knowledge
- Communication
- Self-management
- Ethical and Professional Responsibility
2 Reflective Practice Assignment
The second assessment task for this unit is a portfolio that demonstrates your understanding of reflective practice. Your portfolio must contain 5-10 visual images (photographs, drawings, etc) or creative works (poetry, songs, etc). These images should be chosen to represent your experiences of cultural disruption and integration throughout the term. Your portfolio must also contain a reflective essay (2000 words) that analyses your experiential journey throughout the term and discusses the meaning behind your visual and creative representations and how respectful cross-cultural relationships have supported your integration. You will also need to use two or three relevant articles from the literature to support your reflection and your analysis of it.
Week 12 Friday (7 June 2019) 5:00 pm AEST
Exam Week Friday (21 June 2019)
Feedback and mark will be provided to students electronically.
The portfolio includes the following items: 5-10 visual images, which may be photographs, drawings, or other creative works that depict the student's experience of cultural disruption and integration; a 2000 word reflective essay describing this same process and containing the student's original insights into the experience; and appropriate reference to selected items from the literature that are used to enrich the reflective insights presented and are incorporated into the essay.10%
The essay shows evidence of understanding relevant issues and the reflections show an attempt at self understanding and personal insight. 20%
Appropriate literature has been used to support reflections. 20%
The essay is written in clear, concise language and developed in a logical linear manner. 20%
Images are integrated into the writing, and their relationship to the reflective content is clearly outlined. 20%
All work submitted is the student's original words and ideas, any direct quotations are properly and clearly identified, and all references to literature are cited in the text. 10%
- Critically reflect on own experiences of cultural disruption and integration
- Critically reflect on developing and maintaining respectful cross-cultural relationships.
- Knowledge
- Communication
- Self-management
- Ethical and Professional Responsibility
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?
