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 1 - 2026
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. Written Assessment | 40% |
| 2. Presentation | 60% |
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 3 - 2024 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 27.27% 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: Head of Course Consultation (Public Health and Paramedicine)
Paramedicine cohort commencing in 2025 will require different unit focus including on direct patient care as well as community engagement.
Unit refresh to be further modularised for different disciplines.
The paramedicine cohort will commence in term 3 2025 and a unit refresh is being undertaken.
Source: Student feedback
Students appreciated guest lecturers and real world case studies.
Unit refresh to add more guest lectures and real world case studies.
The dedicated First Nations Unit Coordinator developed case studies for the assessment and undertook a lecture on terminology.
Source: Student feedback
Students valued the level of communication and clear guidelines provided by the unit coordinator.
Continue to provide drop in tutorials and clear guidelines on assessments and requirements and communication on the Moodle and through emails.
Drop in tutorials were held on the assessments and the unit coordinator worked with the ALC to provide tutorials on presentation skills and finding information.
Source: Head of Course (Science, Environment and Agriculture) Consultation Head of College Consultation
There will be increased student numbers from diverse disciplines including Science, Environmental Science, Agricultural Science and Allied Health..
Consultation with discipline teams to ensure unit is meeting these students' needs. Unit refresh to be further modulised for different disciplines.
Consultations have been held and will continue throughout the unit refresh.
Source: Teaching Reflection
Students appreciated having a First Nations and non-Indigenous unit coodinators work together on this unit.
Continue to work with the Office of Indigenous Engagement to co-coordinate the unit.
In Progress
Source: Teaching Reflection
Materials and tutorials with the ALC helped with student engagement.
Continue to work with the ALC to present dedicated materials and tutorials.
In Progress
Source: Teaching Reflection Meetings with HoC
Specific changes will be required for the Paramedicine student to meet accreditation requirements.
Continue to work with the HoC Paramedicine and other paramedicine academics to ensure that the unit meets accreditation requirements.
In Progress
On successful completion of this unit, you will be able to:
- Discuss the importance of cultural and historical awareness of First Nations community engagement within Australia and globally
- Critique the key issues that shape contemporary discourses of First Nations community engagement
- Identify the implications of diverse approaches to First Nations community engagement in discipline specific contexts
- Identify professional practice factors that facilitate quality community engagement plans, programs and services for First Nations peoples and communities in discipline specific contexts
- Develop culturally appropriate community engagement plans for First Nations peoples and communities based on discipline specific principles.
N/A
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment | • | • | • | ||
| 2 - Presentation | • | • | • | • | • |
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | • | • | • | • | • |
| 2 - Problem Solving | • | • | |||
| 3 - Critical Thinking | • | • | • | • | • |
| 4 - Information Literacy | • | • | • | • | • |
| 6 - Information Technology Competence | • | • | • | • | • |
| 7 - Cross Cultural Competence | • | • | • | • | • |
| 8 - Ethical practice | • | • | • | • | • |
| 10 - Aboriginal and Torres Strait Islander Cultures | • | • | • | • | • |
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |