QUT004 QUT You: Living and Working Collaboratively, Ethically, and Inclusively
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: | QUT004 |
|---|---|
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,020 |
| Pre-2021 CSP student contribution | $478 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 | $1,512 |
| International unit fee | $2,112 |
Unit Outline: Semester 1 - 6 Week A 2024, Kelvin Grove, Internal
| Unit code: | QUT004 |
|---|---|
| Credit points: | 6 |
| Coordinators: | Jenna Gillett-Swan | jenna.gillettswan@qut.edu.au Linda Graham | linda.graham@qut.edu.au |
Overview
We are living in an increasingly diverse, interconnected and constantly evolving world. Understanding who we are and how our own positionality affects others is critical to our ability to work effectively with diverse teams. It is a key transferable skill that can be applied to our future studies, careers, and even day-to-day lives. This unit will provide you with the knowledge to apply inclusive and ethical strategies to understand, resolve, and prevent real world challenges. You will use these skills to explore and respond to one of a range of challenges identified by community and industry stakeholders.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop a creative solution to a challenge impacting your future profession.
- Apply inclusive, ethical, and collaborative practices to solve real world problems.
Content
This unit will cover the following topics:
- Positionality: the influence of subjective experience on perspective.
- Language: identifying and challenging common euphemisms that marginalise others and sustain barriers to inclusion.
- Concepts: equity, social model of disability, equality of opportunity, the original position and veil of ignorance, capability, ethical dilemmas.
- Design-thinking: a human-centred iterative process to understand, challenge and redefine problems.
Learning Approaches
In this unit, you will learn through engaging in the following:
- Synchronous and asynchronous lectures and tutorials with leading experts and guest speakers
- Content and weekly readings available through the unit’s Canvas site.
- Peer discussion and collaboration
- Recap workshops to prepare for assessment
- Authentic assessment tasks designed to support real-world application of unit content.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Formative feedback will be provided by way of a discussion forum, through synchronous classes (weeks 1-4), synchronous and asynchronous learning resources, peer activities, and a re-cap workshop.
- Formative feedback will be provided through online quizzes with automated feedback.
- Peer feedback will be provided on projects.
- Formative and summative feedback will be provided on your assessment.
Assessment
Overview
In this unit, you will investigate and address real-world challenges that you may face in your future profession inspired by problems provided by real community stakeholders. You will follow the steps outlined below to produce a Project Report, either as a written report or a video presentation, that describes your chosen problem and those it affects.
- Step 1: Review the real-world problems presented in the videos provided.
- Step 2: Identify the problem that you want to explore.
- Step 3: Continue to consider the problem while engaging with the concepts and content in Canvas.
- Step 4: Draw on problem-solving processes introduced in the workshops and outlined in the relevant modules.
- Step 5: Prepare your submission.
- Step 6: Upload your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Project Report
Produce a Report, either as a written report or a video presentation, that describes your chosen problem and those it affects. Explain how your perspective on the problem changed throughout the course of this unit with reference to key concepts that influenced your thinking. Propose a possible solution to help address or minimise the problem.
This is an authentic assessment because you will be addressing real-world challenges that you may face in your future profession inspired by problems provided by real community stakeholders.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
All learning materials will be provided to students.
Risk Assessment Statement
There are confronting topics included in this unit and these may be distressing to some students. There are also communication risks associated with making comments on Canvas. These risks can be mitigated through the use of inclusive language and respect for human dignity; both are core elements of inclusive education.
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: Project Report
Relates to: Project Report
3: Professional and Personal Attributes
Relates to: Project Report
Relates to: Project Report
Relates to: Project Report
Relates to: Project Report
Unit Outline: Semester 1 - 6 Week A 2024, Gardens Point, Internal
| Unit code: | QUT004 |
|---|---|
| Credit points: | 6 |
| Coordinators: | Jenna Gillett-Swan | jenna.gillettswan@qut.edu.au Linda Graham | linda.graham@qut.edu.au |
Overview
We are living in an increasingly diverse, interconnected and constantly evolving world. Understanding who we are and how our own positionality affects others is critical to our ability to work effectively with diverse teams. It is a key transferable skill that can be applied to our future studies, careers, and even day-to-day lives. This unit will provide you with the knowledge to apply inclusive and ethical strategies to understand, resolve, and prevent real world challenges. You will use these skills to explore and respond to one of a range of challenges identified by community and industry stakeholders.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop a creative solution to a challenge impacting your future profession.
- Apply inclusive, ethical, and collaborative practices to solve real world problems.
Content
This unit will cover the following topics:
- Positionality: the influence of subjective experience on perspective.
- Language: identifying and challenging common euphemisms that marginalise others and sustain barriers to inclusion.
- Concepts: equity, social model of disability, equality of opportunity, the original position and veil of ignorance, capability, ethical dilemmas.
- Design-thinking: a human-centred iterative process to understand, challenge and redefine problems.
Learning Approaches
In this unit, you will learn through engaging in the following:
- Synchronous and asynchronous lectures and tutorials with leading experts and guest speakers
- Content and weekly readings available through the unit’s Canvas site.
- Peer discussion and collaboration
- Recap workshops to prepare for assessment
- Authentic assessment tasks designed to support real-world application of unit content.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Formative feedback will be provided by way of a discussion forum, through synchronous classes (weeks 1-4), synchronous and asynchronous learning resources, peer activities, and a re-cap workshop.
- Formative feedback will be provided through online quizzes with automated feedback.
- Peer feedback will be provided on projects.
- Formative and summative feedback will be provided on your assessment.
Assessment
Overview
In this unit, you will investigate and address real-world challenges that you may face in your future profession inspired by problems provided by real community stakeholders. You will follow the steps outlined below to produce a Project Report, either as a written report or a video presentation, that describes your chosen problem and those it affects.
- Step 1: Review the real-world problems presented in the videos provided.
- Step 2: Identify the problem that you want to explore.
- Step 3: Continue to consider the problem while engaging with the concepts and content in Canvas.
- Step 4: Draw on problem-solving processes introduced in the workshops and outlined in the relevant modules.
- Step 5: Prepare your submission.
- Step 6: Upload your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Project Report
Produce a Report, either as a written report or a video presentation, that describes your chosen problem and those it affects. Explain how your perspective on the problem changed throughout the course of this unit with reference to key concepts that influenced your thinking. Propose a possible solution to help address or minimise the problem.
This is an authentic assessment because you will be addressing real-world challenges that you may face in your future profession inspired by problems provided by real community stakeholders.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
All learning materials will be provided to students.
Risk Assessment Statement
There are confronting topics included in this unit and these may be distressing to some students. There are also communication risks associated with making comments on Canvas. These risks can be mitigated through the use of inclusive language and respect for human dignity; both are core elements of inclusive education.
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: Project Report
Relates to: Project Report
3: Professional and Personal Attributes
Relates to: Project Report
Relates to: Project Report
Relates to: Project Report
Relates to: Project Report
Unit Outline: Semester 1 - 6 Week A 2024, Online
| Unit code: | QUT004 |
|---|---|
| Credit points: | 6 |
Overview
We are living in an increasingly diverse, interconnected and constantly evolving world. Understanding who we are and how our own positionality affects others is critical to our ability to work effectively with diverse teams. It is a key transferable skill that can be applied to our future studies, careers, and even day-to-day lives. This unit will provide you with the knowledge to apply inclusive and ethical strategies to understand, resolve, and prevent real world challenges. You will use these skills to explore and respond to one of a range of challenges identified by community and industry stakeholders.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop a creative solution to a challenge impacting your future profession.
- Apply inclusive, ethical, and collaborative practices to solve real world problems.
Content
This unit will cover the following topics:
- Positionality: the influence of subjective experience on perspective.
- Language: identifying and challenging common euphemisms that marginalise others and sustain barriers to inclusion.
- Concepts: equity, social model of disability, equality of opportunity, the original position and veil of ignorance, capability, ethical dilemmas.
- Design-thinking: a human-centred iterative process to understand, challenge and redefine problems.
Learning Approaches
In this unit, you will learn through engaging in the following:
- Synchronous and asynchronous lectures and tutorials with leading experts and guest speakers
- Content and weekly readings available through the unit’s Canvas site.
- Peer discussion and collaboration
- Recap workshops to prepare for assessment
- Authentic assessment tasks designed to support real-world application of unit content.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Formative feedback will be provided by way of a discussion forum, through synchronous classes (weeks 1-4), synchronous and asynchronous learning resources, peer activities, and a re-cap workshop.
- Formative feedback will be provided through online quizzes with automated feedback.
- Peer feedback will be provided on projects.
- Formative and summative feedback will be provided on your assessment.
Assessment
Overview
In this unit, you will investigate and address real-world challenges that you may face in your future profession inspired by problems provided by real community stakeholders. You will follow the steps outlined below to produce a Project Report, either as a written report or a video presentation, that describes your chosen problem and those it affects.
- Step 1: Review the real-world problems presented in the videos provided.
- Step 2: Identify the problem that you want to explore.
- Step 3: Continue to consider the problem while engaging with the concepts and content in Canvas.
- Step 4: Draw on problem-solving processes introduced in the workshops and outlined in the relevant modules.
- Step 5: Prepare your submission.
- Step 6: Upload your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Project Report
Produce a Report, either as a written report or a video presentation, that describes your chosen problem and those it affects. Explain how your perspective on the problem changed throughout the course of this unit with reference to key concepts that influenced your thinking. Propose a possible solution to help address or minimise the problem.
This is an authentic assessment because you will be addressing real-world challenges that you may face in your future profession inspired by problems provided by real community stakeholders.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
All learning materials will be provided to students.
Risk Assessment Statement
There are confronting topics included in this unit and these may be distressing to some students. There are also communication risks associated with making comments on Canvas. These risks can be mitigated through the use of inclusive language and respect for human dignity; both are core elements of inclusive education.
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: Project Report
Relates to: Project Report
3: Professional and Personal Attributes
Relates to: Project Report
Relates to: Project Report
Relates to: Project Report
Relates to: Project Report