QUT005 QUT You: Seeing Me, Seeing You: Skills for a Diverse World
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | QUT005 |
|---|---|
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,087 |
| Pre-2021 CSP student contribution | $510 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $1,728 |
| International unit fee | $2,466 |
Unit Outline: Semester 1 - 6 Week B 2026, Gardens Point, Internal
| Unit code: | QUT005 |
|---|---|
| Credit points: | 6 |
| Coordinators: | Rachael Murray | rachael.murray@qut.edu.au |
Overview
We both live and work in a diverse and multi-cultural society. To be successful in your professional and personal lives you need to recognise and appreciate the impact that your own identity and the identity of others contributes to our social interactions and relationships. This unit provides you with skills to become more culturally aware in your communication and express yourself in a confident, but respectful manner. By learning about the intricate nature of culture, language and power, and how they contribute to engagement with others, you will be better able to form meaningful and connected relationships. You will also learn to apply skills including observation, empathy, communication and social connection to understand and address power imbalances in personal and work relationships. These skills will enable you to work effectively in diverse teams and to foster inclusive environments in both personal and professional settings.
Learning Outcomes
On successful completion of this unit you will be able to:
- Communicate respectfully and inclusively with people from diverse social and cultural backgrounds in personal and professional settings.
- Reflect on the significance and influence of your own cultural perspectives and the perspectives of others.
Content
Effective communication with people from different cultures, belief systems, sexualities, and socio-economic backgrounds requires self-reflection, training and practice. In this unit you will learn to recognise your own culture and perspectives and how these may influence your communication with others. With the support of your teaching staff, you will guided to have respectful conversations with your peers and to observe and evaluate possible scenarios you might experience in your future careers, including respectfully agreeing to disagree on particular topics. Through these activities, you will learn to recognise the influence of culture on our interactions, and appreciate the value of engaging with and listening to diverse perspectives.
Some topics included in this unit are:
- Culture and what contributes to culture
- Perspectives of dominant and non-dominant cultures including Aboriginal and Torres Strait Islander perspectives
- Colonisation and generational trauma
- Language, power and power-imbalances
- Gender and sexuality
- Conscious and unconscious bias
- Respectful inquiry and empathy
- Life-long-learning and self-reflection.
Learning Approaches
You will engage with a range of online resources (e.g. videos, quizzes etc.) and asynchronous collaborative activities (e.g. discussion forums) on the Canvas site. Through your active participation in the synchronous tutorials, you will develop your ability to communicate respectfully and inclusively with diverse people and communities, and to convey your own perspective while respecting and appreciating that of others. Therefore, you will also attend synchronous tutorials, which will focus on active and collaborative activities to develop and apply the skills and knowledge learnt in the pre-tutorial modules. You will contribute to in-class discussions and observations which will be facilitated by the teaching team in smaller groups to promote a safe space for sharing, reflecting and learning from yourself and peers. Through formative activities, you will be encouraged to self-reflect on the ideas learnt during the unit and consider the implications of these ideas to your personal and professional lives. Tutorial sessions are not recorded to enable safe participation and protect the privacy and confidentiality of discussions.
Feedback on Learning and Assessment
In the interactive tutorials you will self-reflect and give and receive feedback from your peers, helping you progress towards the completion of the assessment task. You will be supported in how to give and receive feedback in a safe and constructive manner. Feedback on learning and assessment will also be provided by the teaching team during the tutorials and online activities.
Assessment
Overview
The assessment in this unit will support you in exploring and critically analysing identity, assumptions, and stereotypes, and examining how power and privilege are reinforced through and shape communication. You will engage in identifying and proposing strategies to shift power dynamics, while demonstrating respectful and inclusive communication in personal and professional settings.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Portfolio
You will create and maintain a written journal that critically analyses identity, assumptions, and stereotypes, and examines how power and privilege are reinforced through and shape communication. The journal will also include strategies for identifying and shifting power dynamics.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the About Assignments page on Canvas for specific guidelines.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Although there is no set text book for this unit, the following texts and online resources have been highlighted as useful references. Additional journal articles and video material will also be supplied on Canvas throughout the course of this unit.
Resource Materials
Recommended text(s)
Ashby, K. M., Collins, D. L., Helms, J. E., & Manlove, J. (2018). Let's talk about race: Evaluating a college interracial discussion group on race. Journal of Multicultural Counseling and Development, 46(2), 97-114.
Baxter Magolda, M. B. (2009). Authoring your life: Developing an internal voice to navigate life's challenges. Sterling, VA: Stylus.
Langton, M. (2018). Welcome to country : An introduction to our first peoples for young australians. Hardie Grant Publishing.
Sanderson, C. D., Hollinger-Smith, L. M., & Cox, K. (2021). Developing a Social Determinants of Learning™ Framework: A Case Study. Nursing education perspectives, 42(4), 205–211. https://doi.org/10.1097/01.NEP.0000000000000810
Risk Assessment Statement
It is recommended that you take regular rest breaks when engaging in prolonged computer based work, and ensure that your workstation is set-up for optimal comfort to prevent strain or injury.
For on-campus classes: in the event of a fire alarm sounding or on instruction, you should leave the room and assemble in the designated area which will be indicated to you. You should be conscious of your health and safety at all times whilst on campus.
During this unit, you will discuss sensitive topics with your peers. The teaching team will support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Engineers Australia Stage 1 Competency Standard for Professional Engineer
1: Knowledge and Skill Base
Relates to: Portfolio
3: Professional and Personal Attributes
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CS43 Bachelor of Paramedic Science
- Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
Relates to: Portfolio - Practice within a framework of human rights and cultural safety, acknowledging intersectionality, and the inalienable right to culture, values, and beliefs.
Relates to: Portfolio
CS44 Bachelor of Podiatry
- Practice effective multimodal communication and collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, engaging in evidence-based practice, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio
CS46 Bachelor of Podiatry (Honours)
- Practice scholarly multimodal communication and effective collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice, including dissemination of research findings.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, contributing to evidence-based solutions, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio
LS47 Bachelor of Medical Laboratory Science
Unit Outline: Semester 1 - 6 Week B 2026, Kelvin Grove, Internal
| Unit code: | QUT005 |
|---|---|
| Credit points: | 6 |
| Coordinators: | Rachael Murray | rachael.murray@qut.edu.au |
Overview
We both live and work in a diverse and multi-cultural society. To be successful in your professional and personal lives you need to recognise and appreciate the impact that your own identity and the identity of others contributes to our social interactions and relationships. This unit provides you with skills to become more culturally aware in your communication and express yourself in a confident, but respectful manner. By learning about the intricate nature of culture, language and power, and how they contribute to engagement with others, you will be better able to form meaningful and connected relationships. You will also learn to apply skills including observation, empathy, communication and social connection to understand and address power imbalances in personal and work relationships. These skills will enable you to work effectively in diverse teams and to foster inclusive environments in both personal and professional settings.
Learning Outcomes
On successful completion of this unit you will be able to:
- Communicate respectfully and inclusively with people from diverse social and cultural backgrounds in personal and professional settings.
- Reflect on the significance and influence of your own cultural perspectives and the perspectives of others.
Content
Effective communication with people from different cultures, belief systems, sexualities, and socio-economic backgrounds requires self-reflection, training and practice. In this unit you will learn to recognise your own culture and perspectives and how these may influence your communication with others. With the support of your teaching staff, you will guided to have respectful conversations with your peers and to observe and evaluate possible scenarios you might experience in your future careers, including respectfully agreeing to disagree on particular topics. Through these activities, you will learn to recognise the influence of culture on our interactions, and appreciate the value of engaging with and listening to diverse perspectives.
Some topics included in this unit are:
- Culture and what contributes to culture
- Perspectives of dominant and non-dominant cultures including Aboriginal and Torres Strait Islander perspectives
- Colonisation and generational trauma
- Language, power and power-imbalances
- Gender and sexuality
- Conscious and unconscious bias
- Respectful inquiry and empathy
- Life-long-learning and self-reflection.
Learning Approaches
You will engage with a range of online resources (e.g. videos, quizzes etc.) and asynchronous collaborative activities (e.g. discussion forums) on the Canvas site. Through your active participation in the synchronous tutorials, you will develop your ability to communicate respectfully and inclusively with diverse people and communities, and to convey your own perspective while respecting and appreciating that of others. Therefore, you will also attend synchronous tutorials, which will focus on active and collaborative activities to develop and apply the skills and knowledge learnt in the pre-tutorial modules. You will contribute to in-class discussions and observations which will be facilitated by the teaching team in smaller groups to promote a safe space for sharing, reflecting and learning from yourself and peers. Through formative activities, you will be encouraged to self-reflect on the ideas learnt during the unit and consider the implications of these ideas to your personal and professional lives. Tutorial sessions are not recorded to enable safe participation and protect the privacy and confidentiality of discussions.
Feedback on Learning and Assessment
In the interactive tutorials you will self-reflect and give and receive feedback from your peers, helping you progress towards the completion of the assessment task. You will be supported in how to give and receive feedback in a safe and constructive manner. Feedback on learning and assessment will also be provided by the teaching team during the tutorials and online activities.
Assessment
Overview
The assessment in this unit will support you in exploring and critically analysing identity, assumptions, and stereotypes, and examining how power and privilege are reinforced through and shape communication. You will engage in identifying and proposing strategies to shift power dynamics, while demonstrating respectful and inclusive communication in personal and professional settings.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Portfolio
You will create and maintain a written journal that critically analyses identity, assumptions, and stereotypes, and examines how power and privilege are reinforced through and shape communication. The journal will also include strategies for identifying and shifting power dynamics.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the About Assignments page on Canvas for specific guidelines.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Although there is no set text book for this unit, the following texts and online resources have been highlighted as useful references. Additional journal articles and video material will also be supplied on Canvas throughout the course of this unit.
Resource Materials
Recommended text(s)
Ashby, K. M., Collins, D. L., Helms, J. E., & Manlove, J. (2018). Let's talk about race: Evaluating a college interracial discussion group on race. Journal of Multicultural Counseling and Development, 46(2), 97-114.
Baxter Magolda, M. B. (2009). Authoring your life: Developing an internal voice to navigate life's challenges. Sterling, VA: Stylus.
Langton, M. (2018). Welcome to country : An introduction to our first peoples for young australians. Hardie Grant Publishing.
Sanderson, C. D., Hollinger-Smith, L. M., & Cox, K. (2021). Developing a Social Determinants of Learning™ Framework: A Case Study. Nursing education perspectives, 42(4), 205–211. https://doi.org/10.1097/01.NEP.0000000000000810
Risk Assessment Statement
It is recommended that you take regular rest breaks when engaging in prolonged computer based work, and ensure that your workstation is set-up for optimal comfort to prevent strain or injury.
For on-campus classes: in the event of a fire alarm sounding or on instruction, you should leave the room and assemble in the designated area which will be indicated to you. You should be conscious of your health and safety at all times whilst on campus.
During this unit, you will discuss sensitive topics with your peers. The teaching team will support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Engineers Australia Stage 1 Competency Standard for Professional Engineer
1: Knowledge and Skill Base
Relates to: Portfolio
3: Professional and Personal Attributes
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CS43 Bachelor of Paramedic Science
- Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
Relates to: Portfolio - Practice within a framework of human rights and cultural safety, acknowledging intersectionality, and the inalienable right to culture, values, and beliefs.
Relates to: Portfolio
CS44 Bachelor of Podiatry
- Practice effective multimodal communication and collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, engaging in evidence-based practice, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio
CS46 Bachelor of Podiatry (Honours)
- Practice scholarly multimodal communication and effective collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice, including dissemination of research findings.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, contributing to evidence-based solutions, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio
LS47 Bachelor of Medical Laboratory Science
Unit Outline: Semester 1 - 6 Week B 2026, Online
| Unit code: | QUT005 |
|---|---|
| Credit points: | 6 |
| Coordinators: | Rachael Murray | rachael.murray@qut.edu.au |
Overview
We both live and work in a diverse and multi-cultural society. To be successful in your professional and personal lives you need to recognise and appreciate the impact that your own identity and the identity of others contributes to our social interactions and relationships. This unit provides you with skills to become more culturally aware in your communication and express yourself in a confident, but respectful manner. By learning about the intricate nature of culture, language and power, and how they contribute to engagement with others, you will be better able to form meaningful and connected relationships. You will also learn to apply skills including observation, empathy, communication and social connection to understand and address power imbalances in personal and work relationships. These skills will enable you to work effectively in diverse teams and to foster inclusive environments in both personal and professional settings.
Learning Outcomes
On successful completion of this unit you will be able to:
- Communicate respectfully and inclusively with people from diverse social and cultural backgrounds in personal and professional settings.
- Reflect on the significance and influence of your own cultural perspectives and the perspectives of others.
Content
Effective communication with people from different cultures, belief systems, sexualities, and socio-economic backgrounds requires self-reflection, training and practice. In this unit you will learn to recognise your own culture and perspectives and how these may influence your communication with others. With the support of your teaching staff, you will guided to have respectful conversations with your peers and to observe and evaluate possible scenarios you might experience in your future careers, including respectfully agreeing to disagree on particular topics. Through these activities, you will learn to recognise the influence of culture on our interactions, and appreciate the value of engaging with and listening to diverse perspectives.
Some topics included in this unit are:
- Culture and what contributes to culture
- Perspectives of dominant and non-dominant cultures including Aboriginal and Torres Strait Islander perspectives
- Colonisation and generational trauma
- Language, power and power-imbalances
- Gender and sexuality
- Conscious and unconscious bias
- Respectful inquiry and empathy
- Life-long-learning and self-reflection.
Learning Approaches
You will engage with a range of online resources (e.g. videos, quizzes etc.) and asynchronous collaborative activities (e.g. discussion forums) on the Canvas site. Through your active participation in the synchronous tutorials, you will develop your ability to communicate respectfully and inclusively with diverse people and communities, and to convey your own perspective while respecting and appreciating that of others. Therefore, you will also attend synchronous tutorials, which will focus on active and collaborative activities to develop and apply the skills and knowledge learnt in the pre-tutorial modules. You will contribute to in-class discussions and observations which will be facilitated by the teaching team in smaller groups to promote a safe space for sharing, reflecting and learning from yourself and peers. Through formative activities, you will be encouraged to self-reflect on the ideas learnt during the unit and consider the implications of these ideas to your personal and professional lives. Tutorial sessions are not recorded to enable safe participation and protect the privacy and confidentiality of discussions.
Feedback on Learning and Assessment
In the interactive tutorials you will self-reflect and give and receive feedback from your peers, helping you progress towards the completion of the assessment task. You will be supported in how to give and receive feedback in a safe and constructive manner. Feedback on learning and assessment will also be provided by the teaching team during the tutorials and online activities.
Assessment
Overview
The assessment in this unit will support you in exploring and critically analysing identity, assumptions, and stereotypes, and examining how power and privilege are reinforced through and shape communication. You will engage in identifying and proposing strategies to shift power dynamics, while demonstrating respectful and inclusive communication in personal and professional settings.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Portfolio
You will create and maintain a written journal that critically analyses identity, assumptions, and stereotypes, and examines how power and privilege are reinforced through and shape communication. The journal will also include strategies for identifying and shifting power dynamics.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the About Assignments page on Canvas for specific guidelines.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Although there is no set text book for this unit, the following texts and online resources have been highlighted as useful references. Additional journal articles and video material will also be supplied on Canvas throughout the course of this unit.
Resource Materials
Recommended text(s)
Ashby, K. M., Collins, D. L., Helms, J. E., & Manlove, J. (2018). Let's talk about race: Evaluating a college interracial discussion group on race. Journal of Multicultural Counseling and Development, 46(2), 97-114.
Baxter Magolda, M. B. (2009). Authoring your life: Developing an internal voice to navigate life's challenges. Sterling, VA: Stylus.
Langton, M. (2018). Welcome to country : An introduction to our first peoples for young australians. Hardie Grant Publishing.
Sanderson, C. D., Hollinger-Smith, L. M., & Cox, K. (2021). Developing a Social Determinants of Learning™ Framework: A Case Study. Nursing education perspectives, 42(4), 205–211. https://doi.org/10.1097/01.NEP.0000000000000810
Risk Assessment Statement
It is recommended that you take regular rest breaks when engaging in prolonged computer based work, and ensure that your workstation is set-up for optimal comfort to prevent strain or injury.
For on-campus classes: in the event of a fire alarm sounding or on instruction, you should leave the room and assemble in the designated area which will be indicated to you. You should be conscious of your health and safety at all times whilst on campus.
During this unit, you will discuss sensitive topics with your peers. The teaching team will support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Engineers Australia Stage 1 Competency Standard for Professional Engineer
1: Knowledge and Skill Base
Relates to: Portfolio
3: Professional and Personal Attributes
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CS43 Bachelor of Paramedic Science
- Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
Relates to: Portfolio - Practice within a framework of human rights and cultural safety, acknowledging intersectionality, and the inalienable right to culture, values, and beliefs.
Relates to: Portfolio
CS44 Bachelor of Podiatry
- Practice effective multimodal communication and collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, engaging in evidence-based practice, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio
CS46 Bachelor of Podiatry (Honours)
- Practice scholarly multimodal communication and effective collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice, including dissemination of research findings.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, contributing to evidence-based solutions, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio
LS47 Bachelor of Medical Laboratory Science
Unit Outline: Semester 2 - 6 Week C 2026, Gardens Point, Internal
| Unit code: | QUT005 |
|---|---|
| Credit points: | 6 |
| Coordinators: | Hung Tran | hung.tran@qut.edu.au |
Overview
We both live and work in a diverse and multi-cultural society. To be successful in your professional and personal lives you need to recognise and appreciate the impact that your own identity and the identity of others contributes to our social interactions and relationships. This unit provides you with skills to become more culturally aware in your communication and express yourself in a confident, but respectful manner. By learning about the intricate nature of culture, language and power, and how they contribute to engagement with others, you will be better able to form meaningful and connected relationships. You will also learn to apply skills including observation, empathy, communication and social connection to understand and address power imbalances in personal and work relationships. These skills will enable you to work effectively in diverse teams and to foster inclusive environments in both personal and professional settings.
Learning Outcomes
On successful completion of this unit you will be able to:
- Communicate respectfully and inclusively with people from diverse social and cultural backgrounds in personal and professional settings.
- Reflect on the significance and influence of your own cultural perspectives and the perspectives of others.
Content
Effective communication with people from different cultures, belief systems, sexualities, and socio-economic backgrounds requires self-reflection, training and practice. In this unit you will learn to recognise your own culture and perspectives and how these may influence your communication with others. With the support of your teaching staff, you will guided to have respectful conversations with your peers and to observe and evaluate possible scenarios you might experience in your future careers, including respectfully agreeing to disagree on particular topics. Through these activities, you will learn to recognise the influence of culture on our interactions, and appreciate the value of engaging with and listening to diverse perspectives.
Some topics included in this unit are:
- Culture and what contributes to culture
- Perspectives of dominant and non-dominant cultures including Aboriginal and Torres Strait Islander perspectives
- Colonisation and generational trauma
- Language, power and power-imbalances
- Gender and sexuality
- Conscious and unconscious bias
- Respectful inquiry and empathy
- Life-long-learning and self-reflection.
Learning Approaches
You will engage with a range of online resources (e.g. videos, quizzes etc.) and asynchronous collaborative activities (e.g. discussion forums) on the Canvas site. Through your active participation in the synchronous tutorials, you will develop your ability to communicate respectfully and inclusively with diverse people and communities, and to convey your own perspective while respecting and appreciating that of others. Therefore, you will also attend synchronous tutorials, which will focus on active and collaborative activities to develop and apply the skills and knowledge learnt in the pre-tutorial modules. You will contribute to in-class discussions and observations which will be facilitated by the teaching team in smaller groups to promote a safe space for sharing, reflecting and learning from yourself and peers. Through formative activities, you will be encouraged to self-reflect on the ideas learnt during the unit and consider the implications of these ideas to your personal and professional lives. Tutorial sessions are not recorded to enable safe participation and protect the privacy and confidentiality of discussions.
Feedback on Learning and Assessment
In the interactive tutorials you will self-reflect and give and receive feedback from your peers, helping you progress towards the completion of the assessment task. You will be supported in how to give and receive feedback in a safe and constructive manner. Feedback on learning and assessment will also be provided by the teaching team during the tutorials and online activities.
Assessment
Overview
The assessment in this unit will support you in exploring and critically analysing identity, assumptions, and stereotypes, and examining how power and privilege are reinforced through and shape communication. You will engage in identifying and proposing strategies to shift power dynamics, while demonstrating respectful and inclusive communication in personal and professional settings.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Portfolio
You will create and maintain a written journal that critically analyses identity, assumptions, and stereotypes, and examines how power and privilege are reinforced through and shape communication. The journal will also include strategies for identifying and shifting power dynamics.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the About Assignments page on Canvas for specific guidelines.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Although there is no set text book for this unit, the following texts and online resources have been highlighted as useful references. Additional journal articles and video material will also be supplied on Canvas throughout the course of this unit.
Resource Materials
Recommended text(s)
Ashby, K. M., Collins, D. L., Helms, J. E., & Manlove, J. (2018). Let's talk about race: Evaluating a college interracial discussion group on race. Journal of Multicultural Counseling and Development, 46(2), 97-114.
Baxter Magolda, M. B. (2009). Authoring your life: Developing an internal voice to navigate life's challenges. Sterling, VA: Stylus.
Langton, M. (2018). Welcome to country : An introduction to our first peoples for young australians. Hardie Grant Publishing.
Sanderson, C. D., Hollinger-Smith, L. M., & Cox, K. (2021). Developing a Social Determinants of Learning™ Framework: A Case Study. Nursing education perspectives, 42(4), 205–211. https://doi.org/10.1097/01.NEP.0000000000000810
Risk Assessment Statement
It is recommended that you take regular rest breaks when engaging in prolonged computer based work, and ensure that your workstation is set-up for optimal comfort to prevent strain or injury.
For on-campus classes: in the event of a fire alarm sounding or on instruction, you should leave the room and assemble in the designated area which will be indicated to you. You should be conscious of your health and safety at all times whilst on campus.
During this unit, you will discuss sensitive topics with your peers. The teaching team will support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Engineers Australia Stage 1 Competency Standard for Professional Engineer
1: Knowledge and Skill Base
Relates to: Portfolio
3: Professional and Personal Attributes
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CS43 Bachelor of Paramedic Science
- Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
Relates to: Portfolio - Practice within a framework of human rights and cultural safety, acknowledging intersectionality, and the inalienable right to culture, values, and beliefs.
Relates to: Portfolio
CS44 Bachelor of Podiatry
- Practice effective multimodal communication and collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, engaging in evidence-based practice, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio
CS46 Bachelor of Podiatry (Honours)
- Practice scholarly multimodal communication and effective collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice, including dissemination of research findings.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, contributing to evidence-based solutions, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio
LS47 Bachelor of Medical Laboratory Science
Unit Outline: Semester 2 - 6 Week C 2026, Kelvin Grove, Internal
| Unit code: | QUT005 |
|---|---|
| Credit points: | 6 |
| Coordinators: | Hung Tran | hung.tran@qut.edu.au |
Overview
We both live and work in a diverse and multi-cultural society. To be successful in your professional and personal lives you need to recognise and appreciate the impact that your own identity and the identity of others contributes to our social interactions and relationships. This unit provides you with skills to become more culturally aware in your communication and express yourself in a confident, but respectful manner. By learning about the intricate nature of culture, language and power, and how they contribute to engagement with others, you will be better able to form meaningful and connected relationships. You will also learn to apply skills including observation, empathy, communication and social connection to understand and address power imbalances in personal and work relationships. These skills will enable you to work effectively in diverse teams and to foster inclusive environments in both personal and professional settings.
Learning Outcomes
On successful completion of this unit you will be able to:
- Communicate respectfully and inclusively with people from diverse social and cultural backgrounds in personal and professional settings.
- Reflect on the significance and influence of your own cultural perspectives and the perspectives of others.
Content
Effective communication with people from different cultures, belief systems, sexualities, and socio-economic backgrounds requires self-reflection, training and practice. In this unit you will learn to recognise your own culture and perspectives and how these may influence your communication with others. With the support of your teaching staff, you will guided to have respectful conversations with your peers and to observe and evaluate possible scenarios you might experience in your future careers, including respectfully agreeing to disagree on particular topics. Through these activities, you will learn to recognise the influence of culture on our interactions, and appreciate the value of engaging with and listening to diverse perspectives.
Some topics included in this unit are:
- Culture and what contributes to culture
- Perspectives of dominant and non-dominant cultures including Aboriginal and Torres Strait Islander perspectives
- Colonisation and generational trauma
- Language, power and power-imbalances
- Gender and sexuality
- Conscious and unconscious bias
- Respectful inquiry and empathy
- Life-long-learning and self-reflection.
Learning Approaches
You will engage with a range of online resources (e.g. videos, quizzes etc.) and asynchronous collaborative activities (e.g. discussion forums) on the Canvas site. Through your active participation in the synchronous tutorials, you will develop your ability to communicate respectfully and inclusively with diverse people and communities, and to convey your own perspective while respecting and appreciating that of others. Therefore, you will also attend synchronous tutorials, which will focus on active and collaborative activities to develop and apply the skills and knowledge learnt in the pre-tutorial modules. You will contribute to in-class discussions and observations which will be facilitated by the teaching team in smaller groups to promote a safe space for sharing, reflecting and learning from yourself and peers. Through formative activities, you will be encouraged to self-reflect on the ideas learnt during the unit and consider the implications of these ideas to your personal and professional lives. Tutorial sessions are not recorded to enable safe participation and protect the privacy and confidentiality of discussions.
Feedback on Learning and Assessment
In the interactive tutorials you will self-reflect and give and receive feedback from your peers, helping you progress towards the completion of the assessment task. You will be supported in how to give and receive feedback in a safe and constructive manner. Feedback on learning and assessment will also be provided by the teaching team during the tutorials and online activities.
Assessment
Overview
The assessment in this unit will support you in exploring and critically analysing identity, assumptions, and stereotypes, and examining how power and privilege are reinforced through and shape communication. You will engage in identifying and proposing strategies to shift power dynamics, while demonstrating respectful and inclusive communication in personal and professional settings.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Portfolio
You will create and maintain a written journal that critically analyses identity, assumptions, and stereotypes, and examines how power and privilege are reinforced through and shape communication. The journal will also include strategies for identifying and shifting power dynamics.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the About Assignments page on Canvas for specific guidelines.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Although there is no set text book for this unit, the following texts and online resources have been highlighted as useful references. Additional journal articles and video material will also be supplied on Canvas throughout the course of this unit.
Resource Materials
Recommended text(s)
Ashby, K. M., Collins, D. L., Helms, J. E., & Manlove, J. (2018). Let's talk about race: Evaluating a college interracial discussion group on race. Journal of Multicultural Counseling and Development, 46(2), 97-114.
Baxter Magolda, M. B. (2009). Authoring your life: Developing an internal voice to navigate life's challenges. Sterling, VA: Stylus.
Langton, M. (2018). Welcome to country : An introduction to our first peoples for young australians. Hardie Grant Publishing.
Sanderson, C. D., Hollinger-Smith, L. M., & Cox, K. (2021). Developing a Social Determinants of Learning™ Framework: A Case Study. Nursing education perspectives, 42(4), 205–211. https://doi.org/10.1097/01.NEP.0000000000000810
Risk Assessment Statement
It is recommended that you take regular rest breaks when engaging in prolonged computer based work, and ensure that your workstation is set-up for optimal comfort to prevent strain or injury.
For on-campus classes: in the event of a fire alarm sounding or on instruction, you should leave the room and assemble in the designated area which will be indicated to you. You should be conscious of your health and safety at all times whilst on campus.
During this unit, you will discuss sensitive topics with your peers. The teaching team will support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Engineers Australia Stage 1 Competency Standard for Professional Engineer
1: Knowledge and Skill Base
Relates to: Portfolio
3: Professional and Personal Attributes
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CS43 Bachelor of Paramedic Science
- Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
Relates to: Portfolio - Practice within a framework of human rights and cultural safety, acknowledging intersectionality, and the inalienable right to culture, values, and beliefs.
Relates to: Portfolio
CS44 Bachelor of Podiatry
- Practice effective multimodal communication and collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, engaging in evidence-based practice, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio
CS46 Bachelor of Podiatry (Honours)
- Practice scholarly multimodal communication and effective collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice, including dissemination of research findings.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, contributing to evidence-based solutions, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio
LS47 Bachelor of Medical Laboratory Science
Unit Outline: Semester 2 - 6 Week C 2026, Online
| Unit code: | QUT005 |
|---|---|
| Credit points: | 6 |
Overview
We both live and work in a diverse and multi-cultural society. To be successful in your professional and personal lives you need to recognise and appreciate the impact that your own identity and the identity of others contributes to our social interactions and relationships. This unit provides you with skills to become more culturally aware in your communication and express yourself in a confident, but respectful manner. By learning about the intricate nature of culture, language and power, and how they contribute to engagement with others, you will be better able to form meaningful and connected relationships. You will also learn to apply skills including observation, empathy, communication and social connection to understand and address power imbalances in personal and work relationships. These skills will enable you to work effectively in diverse teams and to foster inclusive environments in both personal and professional settings.
Learning Outcomes
On successful completion of this unit you will be able to:
- Communicate respectfully and inclusively with people from diverse social and cultural backgrounds in personal and professional settings.
- Reflect on the significance and influence of your own cultural perspectives and the perspectives of others.
Content
Effective communication with people from different cultures, belief systems, sexualities, and socio-economic backgrounds requires self-reflection, training and practice. In this unit you will learn to recognise your own culture and perspectives and how these may influence your communication with others. With the support of your teaching staff, you will guided to have respectful conversations with your peers and to observe and evaluate possible scenarios you might experience in your future careers, including respectfully agreeing to disagree on particular topics. Through these activities, you will learn to recognise the influence of culture on our interactions, and appreciate the value of engaging with and listening to diverse perspectives.
Some topics included in this unit are:
- Culture and what contributes to culture
- Perspectives of dominant and non-dominant cultures including Aboriginal and Torres Strait Islander perspectives
- Colonisation and generational trauma
- Language, power and power-imbalances
- Gender and sexuality
- Conscious and unconscious bias
- Respectful inquiry and empathy
- Life-long-learning and self-reflection.
Learning Approaches
You will engage with a range of online resources (e.g. videos, quizzes etc.) and asynchronous collaborative activities (e.g. discussion forums) on the Canvas site. Through your active participation in the synchronous tutorials, you will develop your ability to communicate respectfully and inclusively with diverse people and communities, and to convey your own perspective while respecting and appreciating that of others. Therefore, you will also attend synchronous tutorials, which will focus on active and collaborative activities to develop and apply the skills and knowledge learnt in the pre-tutorial modules. You will contribute to in-class discussions and observations which will be facilitated by the teaching team in smaller groups to promote a safe space for sharing, reflecting and learning from yourself and peers. Through formative activities, you will be encouraged to self-reflect on the ideas learnt during the unit and consider the implications of these ideas to your personal and professional lives. Tutorial sessions are not recorded to enable safe participation and protect the privacy and confidentiality of discussions.
Feedback on Learning and Assessment
In the interactive tutorials you will self-reflect and give and receive feedback from your peers, helping you progress towards the completion of the assessment task. You will be supported in how to give and receive feedback in a safe and constructive manner. Feedback on learning and assessment will also be provided by the teaching team during the tutorials and online activities.
Assessment
Overview
The assessment in this unit will support you in exploring and critically analysing identity, assumptions, and stereotypes, and examining how power and privilege are reinforced through and shape communication. You will engage in identifying and proposing strategies to shift power dynamics, while demonstrating respectful and inclusive communication in personal and professional settings.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Portfolio
You will create and maintain a written journal that critically analyses identity, assumptions, and stereotypes, and examines how power and privilege are reinforced through and shape communication. The journal will also include strategies for identifying and shifting power dynamics.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the About Assignments page on Canvas for specific guidelines.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Although there is no set text book for this unit, the following texts and online resources have been highlighted as useful references. Additional journal articles and video material will also be supplied on Canvas throughout the course of this unit.
Resource Materials
Recommended text(s)
Ashby, K. M., Collins, D. L., Helms, J. E., & Manlove, J. (2018). Let's talk about race: Evaluating a college interracial discussion group on race. Journal of Multicultural Counseling and Development, 46(2), 97-114.
Baxter Magolda, M. B. (2009). Authoring your life: Developing an internal voice to navigate life's challenges. Sterling, VA: Stylus.
Langton, M. (2018). Welcome to country : An introduction to our first peoples for young australians. Hardie Grant Publishing.
Sanderson, C. D., Hollinger-Smith, L. M., & Cox, K. (2021). Developing a Social Determinants of Learning™ Framework: A Case Study. Nursing education perspectives, 42(4), 205–211. https://doi.org/10.1097/01.NEP.0000000000000810
Risk Assessment Statement
It is recommended that you take regular rest breaks when engaging in prolonged computer based work, and ensure that your workstation is set-up for optimal comfort to prevent strain or injury.
For on-campus classes: in the event of a fire alarm sounding or on instruction, you should leave the room and assemble in the designated area which will be indicated to you. You should be conscious of your health and safety at all times whilst on campus.
During this unit, you will discuss sensitive topics with your peers. The teaching team will support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Engineers Australia Stage 1 Competency Standard for Professional Engineer
1: Knowledge and Skill Base
Relates to: Portfolio
3: Professional and Personal Attributes
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CS43 Bachelor of Paramedic Science
- Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
Relates to: Portfolio - Practice within a framework of human rights and cultural safety, acknowledging intersectionality, and the inalienable right to culture, values, and beliefs.
Relates to: Portfolio
CS44 Bachelor of Podiatry
- Practice effective multimodal communication and collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, engaging in evidence-based practice, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio
CS46 Bachelor of Podiatry (Honours)
- Practice scholarly multimodal communication and effective collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice, including dissemination of research findings.
Relates to: Portfolio - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, contributing to evidence-based solutions, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Portfolio