CQUniversity Unit Profile
SPCH13001 Speech Pathology Work-Integrated Learning 3
Speech Pathology Work-Integrated Learning 3
All details in this unit profile for SPCH13001 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

In this unit you will have the opportunity to work with adults and/or children with a wide range of communication and/or swallowing difficulties, through the completion of sessional placement/s. These placements will provide you with work-integrated learning experiences which will enable you to develop novice-intermediate level clinical and professional skills in line with Speech Pathology Australia's competency standards. You will attend regular tutorials, provide an oral presentation on the learning that occurred as part of your placement/s, and further develop your reflective practice skills. A focus will be placed on the application of your clinical skills within the International Classification of Functioning, Disability and Health (ICF) framework. Prior to the commencement of the unit, you must complete all pre-clinical requirements and maintain these requirements throughout the unit.

Details

Career Level: Undergraduate
Unit Level: Level 3
Credit Points: 6
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Pre-requisites: ALLH12006 - Evidence Based Practice for Allied Health SPCH12007 - Speech Pathology Work-Integrated Learning 2 SPCH13004 - Communication Development and Disorders Across the School YearsCo-requisites: SPCH13010 - Dysphagia Across the Lifespan SPCH13003 - Neurogenic Communication Disorders 1

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 - 2021

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: 50%
2. Professional Practice Placement
Weighting: Pass/Fail
3. Reflective Practice Assignment
Weighting: 50%
4. Learning logs / diaries / Journal / log books
Weighting: Pass/Fail

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 Student Survey (2019)

Feedback

Students reported that they enjoyed the relaxed nature of the tutorials and the support they received from the unit coordinator. They also appreciated the opportunities they were given to reflect on their work-integrated learning experiences and to share information with and learn from their peers.

Recommendation

Students will continue to be provided with regular tutorials that enable them to share, discuss and reflect on their work-integrated learning experiences in a safe and supportive environment.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Demonstrate clinical and professional competence, as defined by Speech Pathology Australia, during work-integrated learning experiences
  2. Apply theory to practice to identify and discuss relevant factors that influence the assessment, treatment and management of clients with communication and/or swallowing disorders in a supervised setting
  3. Develop reflective practice skills and identify and discuss the evidence-base behind their use in allied health professions
  4. Document and track the work-integrated learning experiences gained across Speech Pathology Australia's competency standards and range of practice areas.

The following information describes the range of practice areas and competencies that are linked to this unit's learning outcomes, content and/or assessments:

  • Speech Pathology Range of Practice Areas: Voice, Swallowing, Speech, Language, Multi-Modal Communication, Fluency (the range of practice areas covered within this unit will depend largely on the nature of each student's sessional placement/s, however, each student will have the opportunity to demonstrate an appropriate level (novice-intermediate) of competence with an adult and/or paediatric population across one or more of these range of practice areas)
  • Competencies: The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia.

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 - Presentation - 50%
2 - Professional Practice Placement - 0%
3 - Reflective Practice Assignment - 50%
4 - Learning logs / diaries / Journal / log books - 0%

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

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Presentation - 50%
2 - Professional Practice Placement - 0%
3 - Reflective Practice Assignment - 50%
4 - Learning logs / diaries / Journal / log books - 0%
Textbooks and Resources

Textbooks

Prescribed

Assessment in speech-language pathology: A resource manual 6th (2019)

Authors: Shipley, K.G. & McAfee, J. G.
Plural Publishing Inc
San Diego San Diego , United States
ISBN: ISBN-13: 9781635502046
Binding: Paperback
Prescribed

Professional communication in speech-language pathology; How to write, talk and act like a clinician 4th (2022)

Authors: Embry Burrus, A. & Willis, L. B.
Plural Publishing Inc
San Diego San Diego , Unites States
ISBN:
Binding: Paperback
Prescribed

Treatment resource manual for speech-language pathology 6th (2019)

Authors: Roth, F. P. & Worthington, C. K.
Plural Publishing Inc
San Diego San Diego , Unites States
ISBN: ISBN13: 978-1-63550-118-6
Binding: Paperback

Additional Textbook Information

If students have already purchased earlier editions of the textbooks for other units, these textbooks will be sufficient. 

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 7th Edition (APA 7th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Clancy Conlon Unit Coordinator
c.conlon@cqu.edu.au
Schedule
Week 1 Begin Date: 08 Mar 2021

Module/Topic

Online lecture/activities:

  • Reviewing assessment tasks


Face to face tutorial:

  • Clinical placement requirements
  • Unpacking CBOS

Chapter

Reading will be outlined on Moodle.

Events and Submissions/Topic

Week 2 Begin Date: 15 Mar 2021

Module/Topic

Online lectures/activities:

  • Learning contracts


Face to face tutorial:

  • Reflections
  • Preparing for the Inter-professional Education Experience

Chapter

Readings will be outlined on Moodle.

Events and Submissions/Topic

Week 3 Begin Date: 22 Mar 2021

Module/Topic

Online lectures/activities:

  • The Professional Standards: An introduction


Face to face tutorial:

  • The Inter-professional Education Experience: Session 1


Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 4 Begin Date: 29 Mar 2021

Module/Topic

Online lectures/activities:

  • Reflective practice: How does it change your performance?


There is no face to face tutorial this week. 

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 5 Begin Date: 05 Apr 2021

Module/Topic

Online lectures/activities:

  • Respond to and implement feedback


There is no face to face tutorial this week.

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Vacation Week Begin Date: 12 Apr 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 19 Apr 2021

Module/Topic

Online lectures/activities:

  • What to expect from your Clinical Educator
  • Managing difficult conversations


Face to face tutorial:

  • Reflections
  • Preparing for the Inter-professional Education Experience

Chapter

Readings will be outlined on Moodle.

Events and Submissions/Topic

Week 7 Begin Date: 26 Apr 2021

Module/Topic

Online lectures/activities:

  • Managing your time and workload
  • Taking responsibility for your own learning


Face to face tutorial:

  • The Inter-professional Education Experience: Session 2

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 8 Begin Date: 03 May 2021

Module/Topic

Online lectures/activities:

  • Managing anxiety and what to do when you feel overwhelmed


There is no face to face tutorial this week. 

Chapter

Readings will be outlined on Moodle. 

Events and Submissions/Topic

Week 9 Begin Date: 10 May 2021

Module/Topic

Face to face tutorial:

  • Assessment task 1: Oral presentations


There are no online lectures/activities this week. 

Chapter

There are no readings this week. 

Events and Submissions/Topic

Oral Presentation Due: Week 9 Wednesday (12 May 2021) 9:00 am AEST
Week 10 Begin Date: 17 May 2021

Module/Topic

Face to face tutorial:

  • Assessment task 1: Oral presentations


There are no online lectures/activities this week.

Chapter

There are no readings this week.

Events and Submissions/Topic

Week 11 Begin Date: 24 May 2021

Module/Topic

Face to face tutorial:

  • Reflections
  • Unpacking clinical case studies in relation to student learning 


There are no online lectures/activities for this week

Chapter

Readings will be outlined on Moodle

Events and Submissions/Topic

Week 12 Begin Date: 31 May 2021

Module/Topic

There are no online lectures/activities or face to face tutorials this week. 

Chapter

There are no readings for this week. 

Events and Submissions/Topic

Review/Exam Week Begin Date: 07 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Reflective Practice Assignment Due: Review/Exam Week Friday (11 Jun 2021) 9:00 am AEST
Exam Week Begin Date: 14 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

As part of this Work Integrated Learning Unit you will participate in a paediatric or adult sessional placement. These placements may occur internally (at the CQUniversity Health Clinic) or externally (under the supervision of a clinical educator in the community). Over the course of the year, you will participate in both an adult and a paediatric placement. Therefore, if you participate in a paediatric placement in term 1, you will be allocated an adult placement in term 2 and vice versa. Your individual placement allocations including dates and times will be emailed to you at least two weeks before the start of term 1. 

Assessment Tasks

1 Presentation

Assessment Title
Oral Presentation

Task Description

For this assessment task, you will be required to present to the class a particular assessment or therapy technique/tool that you have used whilst on placement when assessing and/or treating a client's communication and/or swallowing difficulties. Your presentation should be based on a combination of research that you have conducted into this technique/tool as well as reflections on the experiences you had when selecting and using this technique/tool with a particular client. To achieve this, you should:

  • Explicitly discuss the reasoning process and the evidence-based rationales for any decision making that was involved.
  • Show how you considered the ICF framework when making decisions regarding the use of the technique/tool with a particular client.
  • Reflect on and discuss both the pros and cons of using your particular technique/tool. Include information about the clientele that it may or may not be suitable for, issues or challenges that may be faced during its implementation, and any other considerations that may need to be made when deciding whether or not to use this particular technique or tool.
  • Explain how the implementation of the assessment or therapy technique/tool during your placement allowed you to apply theory to practice when assessing and/or treating clients with communication and/or swallowing disorders in a clinical setting.

Your presentation should be 15 minutes in length and you will be given a 2 minute time warning. At the end of each presentation there will be an additional 5 minutes for audience questions, and each audience member should aim to ask at least one question during the presentations. As part of your presentation, you are also required to create, provide, refer to and effectively use a professional and informative handout that explains the key elements which you have addressed in your presentation.


Assessment Due Date

Week 9 Wednesday (12 May 2021) 9:00 am AEST

Presentations will be conducted during regular class time in Week 9 and 10. Your handout and PowerPoint presentation must be submitted via Moodle by 9:00am on May 12th.


Return Date to Students

Week 11 Wednesday (26 May 2021)

Feedback will uploaded to Moodle.


Weighting
50%

Minimum mark or grade
This is a must pass assessment task. Students must obtain a minimum mark of 50% in order to pass this assessment task.

Assessment Criteria

Criterion one assess the content and delivery of your presentation including:

  • Using critical reasoning and evidence-based practice to inform the choice of your tool/technique.
  • Discussing how your tool/technique relates to all aspects of the International Classification of Functioning.
  • Outlining the pros and cons of your tool/technique.
  • Reflecting and describing how your placement allowed or did not allow you to apply theory to practice in relation to your tool/technique.
  • Creating a presentation that is engaging and interactive and fits within the allocated timeframe.
  • Responding to questions posed by the audience accurately, fluently and confidently.

Criterion one is marked out of 30 and then converted to a grade out of 70 i.e. it is worth 70% of the grade for this assessment task.


Criterion two assesses the content and use of your handout and PowerPoint presentation including:

  • Providing a handout that contains accurate and key information about the tool/technique.
  • Using the handout as a teaching tool to effectively engage the audience.
  • The use of formatting, headings and correct grammar and sentence structures throughout all written documents.
  • The use of referencing which follows CQU guidelines.

Criterion two is marked out of 20 and then converted to a grade out of 30 i.e. it is worth 30% of the grade for this assessment task.


Referencing Style

Submission
Online

Submission Instructions
Your handout and PowerPoint presentation must be submitted via Moodle by 9:00am on May 12th.

Learning Outcomes Assessed
  • Demonstrate clinical and professional competence, as defined by Speech Pathology Australia, during work-integrated learning experiences
  • Apply theory to practice to identify and discuss relevant factors that influence the assessment, treatment and management of clients with communication and/or swallowing disorders in a supervised setting


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

2 Professional Practice Placement

Assessment Title
Sessional Placement

Task Description

This term you will complete a sessional clinical placement which will involve attending a clinic for one full day each week across the twelve week term. Your placement will provide you with the opportunity to develop your practical skills under the supervision of a fully qualified and experienced Clinical Educator (CE). Your CE will assess your competence across the seven CBOS units and each of the four generic professional competencies at both the mid and final points of the placement through the use of the COMPASS Online assessment tool.


In addition, you will be required to complete a self-assessment at each of these placement points through COMPASS Online. At the commencement of your placement you will need to complete a learning contract which is to be reviewed by you and your CE as part of the mid-placement and final-placement assessments. By the end of your placement you are expected to demonstrate novice-intermediate level competence across each of the CBOS Units 1-4 and intermediate-level competence in each generic professional competency unit. Your placement this term will involve either a paediatric or an adult caseload. 


Further information regarding the expectations when participating in clinical placements such as dress code, attendance requirements and mandatory checks (pre-clinical requirements) can be found in the Speech Pathology Clinical Education Handbook. An electronic copy of this document will be made available through the SPCH13001 Moodle page. Note that all pre-clinical requirements mentioned in the Speech Pathology Clinical Education Handbook (and also stipulated on the online SONIA database) must be completed prior to commencing a placement and must remain current for the duration of the placement. Any student who fails to comply will not be permitted to commence their placement which will affect their ability to complete this assessment task. Further information and instructions regarding all mandatory checks (pre-clinical requirements) can be found on the SONIA database or obtained by contacting the Work-Integrated Learning (WIL) team via email: smas-clinicalplacements@cqu.edu.au.


Assessment Due Date

The final COMPASS assessment must be completed by the final day of placement. This date will vary for each student.


Return Date to Students

Results will be made available to students within fourteen days of the completion of their final COMPASS assessment. This notification will occur via email and/or Moodle. There are no documents that are required to be returned to the students.


Weighting
Pass/Fail

Minimum mark or grade
By the end of the placement students must demonstrate novice-intermediate level competence in CBOS units 1-4 and intermediate-level competence in the GPC units 1-4.

Assessment Criteria

You will be assessed on the following four generic professional competencies through the use of COMPASS Online:

  • Professional Competency Unit 1: Reasoning
  • Professional Competency Unit 2: Communication
  • Professional Competency Unit 3: Learning
  • Professional Competency Unit 4: Professionalism

You will also be assessed on the following seven CBOS Units:

  • CBOS Unit 1: Assessment
  • CBOS Unit 2: Analysis and Interpretation
  • CBOS Unit 3: Planning Evidence-Based Speech Pathology Practice
  • CBOS Unit 4: Implementation of Speech Pathology Practice
  • CBOS Unit 5: Planning, Providing and Managing Speech Pathology Services
  • CBOS Unit 6: Professional and Supervisory Practice
  • CBOS Unit 7: Lifelong Learning and Reflective Practice

Further information regarding each of these units can be found in the COMPASS Assessment Resource Manual, available through COMPASS online: https://compass.speechpathologyaustralia.org.au/compass/portal/portal.jsp

In order to complete all of the requirements and pass this assessment task, you must:

  • Complete a learning contract in the first three weeks of the placement and have this reviewed by you and your CE as part of the mid-placement and final-placement assessments.
  • Complete a self-assessment through COMPASS online a minimum of two days prior to meeting with your CE at both the mid-placement and final-placement assessment points.
  • Be assessed by your CE across all seven CBOS units and each of the four generic professional competency (GPC) units at the mid-placement and final-placement points.
  • By the end of your placement, demonstrate novice-intermediate level competence across each of the CBOS units 1-4, according to COMPASS Online results that are determined by your CE.
  • By the end of your placement, demonstrate intermediate-level competence across each of the four generic professional competency (GPC) units, according to COMPASS Online results that are determined by your CE.

Both the pass and failure criteria that apply to clinical placements are described in detail in the Speech Pathology Clinical Education Handbook. Both CEs and students should familiarise themselves with these criteria. As stated in the Clinical Education Handbook, the Clinical Education Coordinator will make the final decision regarding a student's results based on all available evidence relating to the student's performance whilst completing the placement.


Referencing Style

Submission

No submission method provided.


Submission Instructions
Any documents required by CEs (e.g. reports, progress notes) must be submitted via a mode that has been negotiated between the student and CE (not through Moodle). Students are also required to complete online self-assessments at the mid-point and end-point of their clinical placements through COMPASS Online. Students and CEs then meet face-to-face at the mid-point and end-point of their clinical placement for assessment through COMPASS assessment tool. There are no documents that need to be submitted through Moodle.

Learning Outcomes Assessed
  • Demonstrate clinical and professional competence, as defined by Speech Pathology Australia, during work-integrated learning experiences
  • Apply theory to practice to identify and discuss relevant factors that influence the assessment, treatment and management of clients with communication and/or swallowing disorders in a supervised setting


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

3 Reflective Practice Assignment

Assessment Title
Reflective Practice Assignment

Task Description

This assessment task has four parts:

  1. Describe the importance of reflective practice in allied health professions in relation to the literature.
  2. Reflect upon your own reflective practice skills, knowledge and experiences and make direct links between these and your reflective practice research findings. This should include a description of one area of weakness and one area of improvement.
  3. Describe the link between reflective practice and one of the generic professional competencies (GPCs) described in COMPASS (reasoning, communication, learning and professionalism).
  4. Reflect upon your experiences as part of the Interprofessional Education classes, to focus on an aspect of growth or learning that occurred as part of these experiences. This reflection should be written following the Description-Interpretation-Outcome framework.


Assessment Due Date

Review/Exam Week Friday (11 Jun 2021) 9:00 am AEST

This assessment task is to be uploaded to Moodle by the due date.


Return Date to Students

Exam Week Friday (18 Jun 2021)

Feedback will be uploaded to Moodle.


Weighting
50%

Minimum mark or grade
This is a must pass assessment task. Students must receive a minimum grade of 50% to pass this assessment task.

Assessment Criteria

Criterion one assessed the content of sections 1-4 including your ability to:

  • Research the use of reflective practice, describe its evidence base in regards to allied health professionals and reflect on this in terms of your own practices.
  • Reflect upon your clinical skills, knowledge and experiences, as well as your own reflective practice skills.
  • Make links between reflective practice and one of the four generic professional competencies (GPCs) described in COMPASS (reasoning, communication, lifelong learning and professionalism).
  • Reflect deeply on what you have learnt when participating in the Interprofessional Education classes. 

Criterion one is marked out of 25 and converted to a grade out of 90 i.e. criterion one is worth 90% of your grade for this assessment task. 

Criterion two assesses the formatting, writing style, grammar and APA referencing throughout the assessment task. This criterion is marked out of 25 and converted to a mark out of 10 i.e. criterion two is worth 10% of your grade for this assessment task. 


Referencing Style

Submission
Online

Submission Instructions
This assignment must be submitted via Moodle by the due date.

Learning Outcomes Assessed
  • Develop reflective practice skills and identify and discuss the evidence-base behind their use in allied health professions


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Ethical practice
  • Social Innovation

4 Learning logs / diaries / Journal / log books

Assessment Title
Record of Work Integrated Learning (WIL) Hours and Experiences

Task Description

You must complete a Record of WIL Experiences form showing the clinical experiences/hours you accumulated at your term 1 sessional placement. At the completion of the placement, this form must be signed by both you and your CE. You must then submit the form via Moodle within one week of the completion of your placement. The specific record form that is to be used and the instructions for completion will be provided to you by your Unit Coordinator at the beginning of the term.

It should be noted that Speech Pathology Australia (SPA) does not specify the number of clinical hours that students must complete during the course of any Australian university’s Speech Pathology program. SPA instead places the focus on the minimum level of competence, skills and knowledge required for entry into the workforce as a qualified and competent speech pathologist. CQUniversity’s approach is consistent with SPA’s philosophy and therefore does not have a specific requirement regarding the minimum number of clinical hours each student must complete by the end of the Speech Pathology course. Submission of the record form for this unit is therefore a pass/fail assessment requirement. You should be aware that you are also expected to track this data and keep copies for your own records, as evidence of clinical hours may be required if you are requested to provide evidence of clinical experience when applying for work as a speech pathologist overseas.


Assessment Due Date

A Record of WIL Experiences form must be completed and then signed by both you and your CE/s. The form is due to be submitted within one week of the completion of your placement (i.e. your last day of clinic).


Return Date to Students

There are no items to return for this assessment task.


Weighting
Pass/Fail

Minimum mark or grade
This is a must pass assessment requirement. A completed and signed Record of WIL Experiences form must be submitted via Moodle in order to pass this assessment task and the overall unit.

Assessment Criteria

In order to pass this assessment task, you must complete and submit a copy of the Record of WIL Experiences form provided to you by your Unit Coordinator within one week of completing your placement. The form must be signed by both you and your CE/s. Instructions for completion will be available on the record form that will be provided to you at the beginning of term.


Referencing Style

Submission
Online

Submission Instructions
The Record of WIL Experiences form must be submitted online via the SPCH13001 Moodle site.

Learning Outcomes Assessed
  • Document and track the work-integrated learning experiences gained across Speech Pathology Australia's competency standards and range of practice areas.


Graduate Attributes
  • Information Literacy
  • Information Technology Competence

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?