Overview
In this unit, you will explore how Aboriginal and Torres Strait Islander cultures and ways of learning connect and interact with those experienced in university settings. You will begin by analysing the concepts of culture and identity, then examine Aboriginal and Torres Strait Islander cultures, identities, and approaches to learning alongside university culture and learning practices. Building on this understanding, you will evaluate strategies for integrating these different ways of learning to create respectful and inclusive educational experiences. Throughout the unit, you will also consider how university values can guide respectful engagement and help address racism in higher education.
Details
Pre-requisites or Co-requisites
There are no requisites for this 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).
Offerings For Term 3 - 2025
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 Non-award 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
Assessment Overview
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.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy 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.
Feedback from Students
Positive feedback on assessment reminders sent to students one week prior to assessment due dates.
Continue to remind students by email about each assessment one week before the assessment is due.
Feedback from Unit Coordinator
Improve the alignment between the unit Learning Outcomes and assessment.
Revise the assessment items to ensure alignment with the the Learning Outcomes.
- Analyse culture and identity as social constructs
- Compare Indigenous Australian ways of learning with those encountered in university settings
- Evaluate strategies for integrating university culture and learning approaches with Indigenous Australian cultures and ways of learning.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Presentation - 20% | |||
| 2 - Portfolio - 40% | |||
| 3 - Portfolio - 40% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Self Management | |||
| 2 - Communication | |||
| 3 - Information Literacy | |||
| 4 - Information Technology Competence | |||
| 5 - Problem Solving | |||
| 6 - Critical Thinking | |||
| 7 - Cross-Cultural Competence | |||
| 8 - Ethical Practice | |||
| 9 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
l.armstrong@cqu.edu.au
Module/Topic
Culture and Learning
Chapter
Events and Submissions/Topic
Module/Topic
Culture and Identity
Chapter
Events and Submissions/Topic
Module/Topic
Cultures and Identities
Chapter
Events and Submissions/Topic
Module/Topic
Aboriginal and Torres Strait Islander Ways of Learning
Chapter
Events and Submissions/Topic
Module/Topic
University Culture
Chapter
Events and Submissions/Topic
Module/Topic
University Ways of Learning
Chapter
Events and Submissions/Topic
Module/Topic
Enjoy your break
Chapter
Events and Submissions/Topic
Module/Topic
Cultures within University
Chapter
Events and Submissions/Topic
Module/Topic
Combining Ways of Learning
Chapter
Events and Submissions/Topic
Module/Topic
Racism at University
Chapter
Events and Submissions/Topic
Module/Topic
Culture and Leadership
Chapter
Events and Submissions/Topic
Module/Topic
Aboriginal and Torres Strait Islander Culture and Leadership
Chapter
Events and Submissions/Topic
Module/Topic
Leaders You Admire and Unit Overview
Chapter
Events and Submissions/Topic
Unit Coordinator: Laurie Armstrong
Email: l.armstrong@cqu.edu.au
Telephone: 07 4930 9251
Mobile: 0418 791 373
1 Presentation
Prepare a 10–15 minute oral presentation about your identity and culture. Incorporate visual elements, such as images, graphics, or short video clips, to engage your audience and support your key points. Your presentation must include a voiceover and be delivered within the allocated time frame.
Structure and Requirements
- Acknowledgement of Country at the start
- A clear introduction that introduces yourself to the audience
- A logical flow of ideas, supported by visuals
- A concise conclusion that reinforces your key messages
- Allocated time for audience questions at the end to encourage interaction
Content Prompts
You may use the following prompts to guide your presentation:
- Who am I, and how do I identify?
- Do I identify with a specific clan, language group, island group, or with a more generalised group?
- Is my culture vibrant and living?
- What is my knowledge of my culture?
- What different cultures do I belong to?
- What does being Australian mean to me?
- What changes have I observed in Australian culture during my lifetime? Have these been positive or negative?
- What aspects of my culture do I practise?
- What has brought me to university?
- What are my dreams for the future?
- What will motivate me to complete my studies?
You do not need to answer every question—choose the ones (or other questions) most relevant to your story and that best represent your identity and culture.
Tips for Success
- Practise to ensure your presentation fits within the 10–15 minute limit.
- Use visuals to enhance, not replace, your spoken content.
- Speak clearly and with confidence, maintaining audience engagement throughout.
- Support your ideas with personal experiences, cultural knowledge and reflections from the unit materials where appropriate.
Use of Artificial Intelligence (AI)
Level 2. AI Planning - You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
(Source: Perkins, M., Roe, J. and Furze, L. 2024, “The AI Assessment Scale Revisited: A framework for educational assessment)
Further information about this requirement will be provided by the teaching staff in the unit.
Week 3 Friday (28 Nov 2025) 10:55 pm AEST
Week 5 Friday (12 Dec 2025)
You will be assessed on how well you:
- introduce yourself and the topic, and engage the audience
- explain the details of presentation topic
- conclude with a summary of the main points
- use PowerPoint slides to support your presentation.
- Analyse culture and identity as social constructs
2 Portfolio
Complete four short written portfolio entries from weeks 4 to 7 of the unit. Each entry responds to a specific weekly theme, encouraging you to reflect on your learning, connect it to your experiences, and engage with unit materials.
Portfolio Item 1: Aboriginal and Torres Strait Islander Ways of Learning (Week 4)
Based on the week 4 readings, reflect on Aboriginal and Torres Strait Islander ways of learning. Use the following points to guide your response:
- Reflect on your own learning. Have you experienced specific Aboriginal and/or Torres Strait Islander ways of learning? If so, briefly describe the circumstances/context.
- Do you think these ways of learning should be recognised and included in school curricula? Why/why not?
Write approximately 150 words. Refer to the concepts and examples from the week 4 study materials.
Portfolio Item 2: University Culture (Week 5)
Drawing on the week 5 discussion activities and readings, reflect on your understanding of university culture. Use the following points to guide your response:
- At this early stage of your university journey, what are your impressions of university culture?
- Do you agree with the perspectives shared by other students in the week 5 readings?
Write approximately 150 words. Support your ideas with references to the week 5 study materials.
Portfolio Item 3: University Ways of Learning (Week 6)
After engaging with the week 6 study materials, reflect on university learning and your own experiences. Use the following points to guide your response:
- From the list under University Ways of Learning, identify areas you think may be challenging. Suggest strategies you could use to develop and master these areas.
- Provide an example of when you have engaged in deep and effective learning, making connections with prior experiences or knowledge and applying this understanding in an academic or other context.
Write approximately 150 words. Draw on examples and ideas from the week 6 study materials.
Portfolio Item 4: Cultures within University (Week 7)
Reflect on the week 7 readings and study guide, focusing on cultural inclusion at university. You may wish to discuss:
- Are universities doing enough to be inclusive of Aboriginal and Torres Strait Islander cultures?
- Do you feel culturally included or culturally isolated at CQUniversity?
- What are your ideas for creating a more culturally inclusive university?
Write approximately 150 words. Refer to concepts and examples from the week 7 study materials.
Use of Artificial Intelligence (AI)
Level 2. AI Planning - You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
(Source: Perkins, M., Roe, J. and Furze, L. 2024, “The AI Assessment Scale Revisited: A framework for educational assessment)
Further information about this requirement will be provided by the teaching staff in the unit.
Week 7 Friday (9 Jan 2026) 10:55 pm AEST
Week 9 Friday (23 Jan 2026)
- Clarity of the learning experiences and reflections in the Portfolio responses
- Overall content and critical thinking
- Ability to observe and describe reactions to the resource material
- Grammar and spelling, including paragraph structure, legibility and format
- Word count and the number of Portfolio responses
- Compare Indigenous Australian ways of learning with those encountered in university settings
- Evaluate strategies for integrating university culture and learning approaches with Indigenous Australian cultures and ways of learning.
3 Portfolio
Complete three short written portfolio entries from weeks 8 to 12 of the unit. Each entry responds to a specific theme, encouraging you to reflect on your learning, connect it to your experiences, and engage with unit materials.
Portfolio Item 5: Combining Ways of Learning (Week 8)
After engaging with the week 8 readings, study guide, and short videos, reflect on the intersection of learning approaches. You may wish to discuss:
- Aboriginal and Torres Strait Islander student perspectives. Is there a common theme in what they express?
- What is the ‘Both-Ways’ philosophy, and what elements does it combine to make it effective?
Write approximately 150 words. Use the information and examples from the week 8 study materials to support your response.
Portfolio Item 6: Racism at University (Week 9)
- Read Pechenkina’s (2007) case study, which outlines the experiences of three university students. Is there a common theme?
- What are the main messages the students are trying to convey?
- What are your thoughts or experiences regarding racism at university?
Write approximately 200 words. Support your discussion with ideas from the week 9 study materials.
Portfolio Item 7: Leadership Roles (Weeks 10–12)
Drawing on the study materials from Weeks 10, 11 and 12 reflect on the similarities and differences between Indigenous Australian leadership roles and leadership roles within the wider community. Consider how these functions are implemented differently.
Use the following points to guide your response:
- Identify key functions of Indigenous Australian leadership roles.
- Compare and contrast leadership approaches, noting strengths and potential challenges in each.
- What are the qualities most obvious in First Nations leadership?
- Who are a couple of the leaders that you admire and why? What are their styles of leadership?
Write approximately 300–400 words. Support your discussion with examples and concepts from the unit study materials.
Use of Artificial Intelligence (AI)
Level 2. AI Planning - You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
(Source: Perkins, M., Roe, J. and Furze, L. 2024, “The AI Assessment Scale Revisited: A framework for educational assessment)
Further information about this requirement will be provided by the teaching staff in the unit.
Week 12 Friday (13 Feb 2026) 10:55 pm AEST
Exam Week Friday (20 Feb 2026)
- Clarity of the learning experiences and reflections in the Portfolio responses
- Overall content and critical thinking
- Ability to observe and describe reactions to the resource material
- Grammar and spelling, including paragraph structure, legibility and format
- Word count and the number of Portfolio responses
- Compare Indigenous Australian ways of learning with those encountered in university settings
- Evaluate strategies for integrating university culture and learning approaches with Indigenous Australian cultures and ways of learning.
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?
