Unit Synopsis
In this unit you will critique approaches to community engagement with First Nations community members, communities and agencies within your disciplinary context. You will study culturally appropriate principles and strategies for community engagement, participatory planning and stakeholder relationships. Drawing on transdisciplinary perspectives from First Nations studies, community development, history, planning, natural resource planning, public health and sociology, you will learn to evaluate the requirements of First Nations community engagement. You will develop a professional approach to First Nations community engagement in your disciplinary context.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 2 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
There are no pre-requisites for the 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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 3 - 2026
Term 3 - 2026 Profile
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 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.
Assessment Tasks
To see assessment details from an earlier availability, please search via a previous term.
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
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.
Source: SUTE, student feedback, teaching reflection.
Students expressed concerns about the relevance of the unit to their professional practice.
Increase relevance of materials for different disciplines, particular paramedic and other clinical disciplines through working with clinical academics and professionals. Highlight relevance in the weekly announcement/email with a section on "Practice application" with links to news stories, webinars, etc., that highlight professionals applying the skills that the students are learning. Interview current practitioners to highlight how they use knowledge and skills in practice.
All actions undertaken on the Moodle and in weekly emails. Discussed the feasibility of interviewing practitioners with Head of Course and casual markers from different professions. Interviews with practitioners are planned for T3 2026
Source: SUTE, student feedback, teaching reflection
Students requested further clarification on assessment requirements.
Streamline information and requirements for assessments in one document (preparation guides). Have a dedicated Q&A on the Assessments. Have a continually updated FAQ document on each assessment. Continue to offer drop-in sessions and individual meetings on Assessment. Hold a Zoom meeting for assessors to ensure they understand requirements.
All actions undertaken.
Source: SUTE, student feedback, teaching reflection
Some students commented on the volume and organisation of materials.
Review the volume of material on the Moodle site and provide clearer signposting, including different sections/tiles for different disciplines. Model layout on other units with multiple disciplines including BMSC12014 Participate in the Brickfield Accessibility Toolkit Educator Pilot.
Clearer signposting was undertaken. The unit was not selected for the Brickfield Accessibility Toolkit Educator Pilot.
Source: Teaching reflection
Personalised communication with students encouraged engagement.
Continue to provide individual emails and announcements to students highlighting was they need to complete each week. Continue to be part of the Just in Time Support for Educators TEAMS channel to provide timely and structured student support.
All actions undertaken.
Source: Teaching reflection, SUTE
There was limited student discussion and interaction on the Moodle.
Encourage interaction with a 'discussion board' post of the week. Change materials to ‘Lesson’ so students can fill in activities and keep and/or add to assessment
Encouraged interaction. Materials not changed after consultation with Learning Designers.
Source: Teaching reflection
There are some First Nations Students in the cohort that have different experiences and learning needs.
Continue to take a strengths-based approach and include alternative class activities and reading for First Nations students when appropriate. Model culturally safe practice.
All actions undertaken.
Source: SUTE, Student Feedback
Students appreciated the availability of the unit coordinator and her support.
Continue to offer drop-in sessions and one-on-one support.
Three Zoom tutorials were held in weeks 1, 2 and 8. The tutorials were recorded and available for viewing by all students. Over 20 half hour drop-in sessions were held at a range times decided by a poll. These optional drop-in sessions were offered for Assessment 1 (in weeks 3, 4 and 5) and for Assessment 2 (weeks 9, 10, 11 and 12). Students were encouraged to contact their unit coordinator via email if they had any questions or concerns about their studies and were offered private Zoom sessions with their unit coordinator if required.
Source: SUTE PDP Teaching Reflection
Students would like to know how to apply skills to clinical practice.
Greater consultation with professionals in the field (e.g., practicing paramedics ) to help translate cultural knowledge into "real-world clinical interactions" (e.g. Interview current practitioners to highlight how they use knowledge and skills in practice).
In Progress
Source: SUTE PDP Teaching Reflection
Students wanted clearer unit materials.
Review the volume of material on the Moodle site and provide clearer signposting.
In Progress
Source: SUTE
One student commented that some features of the unit assumed that students were not from diverse backgrounds.
Review unit materials, particularly the "positionality" and "background" sections of the unit to ensure that these are inclusive of the diverse lived experiences of the contemporary student cohort.
In Progress
Source: SUTE
Two students wanted weekly or bi-weekly tutorials
Trial bi-weekly tutorials in T1 2027.
In Progress
Source: PDP Teaching Reflection
Several students were in first year of first term and lacked some academic literacy skills.
Request Academic Learning Centre support.
In Progress
To see Learning Outcomes from an earlier availability, please search via a previous term.