Unit Synopsis
In this unit you will explore the key social psychological concepts as they apply to mental illness, disability, sexuality and First Nations people. You will explore social psychological concepts from both mainstream and critical perspectives, including perspectives of First Nation Australians. In undertaking this unit, you will expand your understanding of yourself and others, enabling you to promote greater inclusiveness and ethical practice.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 2 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 4 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
24 credit points and PSYC11010 or PSYC11009 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 2 - 2026
Term 2 - 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.
Term 2 - 2025 : The overall satisfaction for students in the last offering of this course was 80.77% (`Agree` and `Strongly Agree` responses), based on a 18.84% response rate.
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: Self reflection.
While many students benefit from learning activities provided during tutorial sessions, not all students are taking advantage of these opportunities.
Implement an upgraded video streaming production workflow with a new hardware video switcher to enhance the quality of live online tutorials and tutorial recordings. This updated setup will include the integration of multiple presenter cameras, dynamic Zoom chat overlays, and improved video quality for both live streaming and recorded content.
This was implemented and resulted in improved reliability and overall streaming quality.
Source: Student feedback (comments on SUTE student teacher evaluation).
Student feedback was received that not all students could attend tutorials and felt they may have been disadvantaged.
Communicate more clearly to students that the introduction and conclusion sections of tutorials, which summarise the key content discussed in the class, are recorded. Teaching materials will be developed to provide more specific examples to students on how they can engage with their peers in order to have a similar learning experience to students who are able to engage in live tutorial classes
This was communicated to students effectively.
Source: SUTE comments report
Some students felt that the feedback on assessments did not match their grades or lacked specific guidance on where marks were lost.
Ensure the qualitative feedback on assessments remains aligned with the marking criteria and clearly identifies areas for student improvement.
In Progress
Source: SUTE comments report. Peer feedback from within College
High‑quality videos, YouTube content, and production quality were consistently praised and seen as highly engaging and helpful for learning.
Continue to use high quality videos reflecting professional video production standards and create an additional resource to help students understand the reasoning behind the use of those standards.
In Progress
Source: SUTE unit comments report
The spacing between Assessment 2 and 3 was seen as too short, creating pressure and limiting the usefulness of feedback.
Consult with the teaching team about re-mapping assignment due dates to reduce pressure on students and to improve the usefulness of feedback from Assessment 2 as formative input for Assessment 3.
In Progress
To see Learning Outcomes from an earlier availability, please search via a previous term.