Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
• Complying with the University Ethics Committees directions when undertaking research or learning activities.
• Respecting an individual's/group's diversity by demonstrating sensitivity to religious, cultural and individual differences.
• Demonstrating an ability to adhere to ethics policies and reflecting on ethical dilemmas and issues concerning to practice as well as taking responsibility for ensuring ethical and professional behaviour including when dealing with animals.
• Participating in activities where it may be necessary to humanely destroy animals (e.g. feral cats and other Class 1 pests captured during trapping activities) or to use dead animals and animal materials in laboratory learning activities (dissections).

Examples are:

• Interacting positively and effectively with other students, while attending all activities related to the course including field work.
• Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and other staff.
• Coping effectively with your own emotions, responses and behaviour, when dealing with challenging situations.

Examples are:

• Understanding and adhering to professional policy around Occupational Health and Safety including appropriate use of social media.
• Knowing, understanding and complying with safety requirements which are necessary pre-requisites during field and laboratory work, especially when dealing with chemicals, animals and plants, in order to reduce the risk of harm to self and others.

Examples are:

• Actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual or group.
• Verbally communicating your knowledge and skills with accuracy, appropriateness and effectiveness.
• Present scientific work to various audiences.
• Recognising and interpreting non-verbal cues of peers and others and responding appropriately.
• Having access to a computer and having some computer skills to engage in on-line learning, reading and responding to emails, and completing relevant tasks and assessments for the course.
• Constructing your assessment work to academic standards with attention to correct grammar and punctuation.
• Constructing fluent summarised written text from complex and detailed information.
• Constructing legible reports in a timely manner to meet professional standards and clearly communicating the intended message.
• Having access to a computer for your studies.
• Regularly accessing the Internet for research and email for communication with peers and lecturers.
• Analysing, manipulating and displaying scientific information using a variety of specific courses.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Performing your duties within set time-frames.
• Summarising, paraphrasing and referencing in accordance with appropriate academic conventions.
• Actively listening to information within a variety of academic and professional settings.
• Reading and accurately interpreting scientific information.
• Completing documentation that is accurate, clear and concise.
• Demonstrating competency in applying basic mathematics knowledge and skills when reading scientific information and equipment.
• Demonstrating effective use of numeracy skills to record accurate measurements during field and laboratory work.
• Applying numeracy skills to interpret and solve problems in a range of settings and situations.
• Interpreting graphical information when reading scientific publications.

Examples are:

• Focussing on and recognising objects that are either near or far.
• Observing and detecting subtle differences and changes in colours, including interpreting aerial photographs and analysing biological and geological samples.
• Safely operating electronic equipment.
• Looking through optical equipment such as microscopes.
• Observing and detecting differences and changes in the physical environment, such as flora, fauna, water, atmosphere, soils geology and the built environment.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
• Having sufficient auditory ability to consistently and accurately monitor, assess and manage electronic instruments.

Examples are:

• Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration.
• Actively participating in laboratory and field activities.

Examples are:

• Incorporating a range of gross motor skills while participating effectively in activities related to the course, including transporting and operating field and laboratory equipment.
• Maintaining balance while safely transferring delicate equipment.
• Moving with ease around equipment items while performing various tasks.
• Safely retrieving and utilising stock and equipment.
• Physically manipulating material, systems and processes, including mixing concrete, sieving soil, and collecting and transporting samples of flora, fauna, water, gas, soil and rocks.
• Manipulating delicate, breakable equipment with ease and care.
• Handling test tubes, Petri dishes and other breakable equipment with care.
• Handling animals both in field and laboratory situations.
• Handling potentially harmful chemicals.
• The ability to move through brush and scrub and over or around rough terrain for short distances (<1km).

• Interacting respectfully and constructively with Indigenous Australians, landowners, concerned citizens, industry and government representatives, and all other relevant stakeholders.

Examples are:

• Having access to and a beginner level of ability with spreadsheet or data manipulation software (MS Excel, Google Sheets or R).

Effective 25 September 2023, updates have been made to the COVID-19 vaccination mandate for Queensland Health sites and the Queensland Ambulance Service. While Queensland Health does not currently mandate evidence of COVID-19 vaccination, it's essential to recognise that other organisations may enforce their own vaccination specific criteria. This situation is similar across other states and territories, with the exception of Australian Capital Territory, New South Wales, Victoria and South Australia, where COVID-19 vaccination is mandatory for all healthcare students.