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Unit Synopsis
In this unit you will explore the key social psychological concepts of the social self, prejudice, attitudes and attitude change, conformity, aggression, helping and relationships, with a specific focus on cultural, sexual, ability and gender diversity. You will explore concepts such as the social self from both mainstream and diverse perspectives, including that of Aboriginal Australians. You will build on the academic research and writing skills from your foundation units. You will develop your understanding of yourself and others, with the broader goal of greater inclusiveness. You will develop knowledge that will assist you to work respectfully with diverse clients and to undertake research that is ethical, inclusive and makes a difference in people's lives.
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 |
Pre-requisites: successful completion of 36 unspecified credit points 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 - 2020
Term 3 - 2020 Profile
Term 2 - 2021 Profile
Term 3 - 2021 Profile
Term 2 - 2022 Profile
Term 3 - 2022 Profile
Term 2 - 2023 Profile
Term 3 - 2023 Profile
Term 2 - 2024 Profile
Term 3 - 2024 Profile
Term 2 - 2025 Profile
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
| Assessment Task | Weighting |
|---|---|
| 1. Critical Review | 20% |
| 2. Learning logs / diaries / Journal / log books | 30% |
| 3. Written Assessment | 50% |
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.
No previous feedback available
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
On successful completion of this unit, you will be able to:
- Articulate social and cultural psychology concepts from both mainstream and diverse perspectives.
- Identify and describe the sociocultural and international contexts that influence individual differences in beliefs, values, and behaviour
- Critically reflect upon and evaluate social psychological concepts, research and theories
- Recognise how privilege, power, and oppression affects prejudice, discrimination, and inequity
These learning outcomes reflect the Graduate Attributes of the Australian Undergraduate Psychology Program.
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Critical Review | • | • | ||
| 2 - Learning logs / diaries / Journal / log books | • | • | ||
| 3 - Written Assessment | • | • | • | • |
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | • | • | ||
| 2 - Problem Solving | • | |||
| 3 - Critical Thinking | • | |||
| 4 - Information Literacy | • | |||
| 5 - Team Work | • | |||
| 7 - Cross Cultural Competence | • | • | ||
| 8 - Ethical practice | • | • | ||
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Critical Review | • | • | • | ||||||||
| 3 - Written Assessment | • | • | • | ||||||||
| 2 - Learning logs / diaries / Journal / log books | • | • | |||||||||