Course coordinator
Ms Michelle Ocriciano
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course will explore strategies to support your development as a future educational innovator and agent of change in classrooms and schools. Within this broader context, the enactment of innovation and change is explored within (i) the expansion of curriculum learning opportunities for and engagement of students through the implementation of teaching strategies using ICT; (ii) evaluation of teaching programs; and (iii) the improvement of teaching practice through engagement in professional learning. Preservice teachers will also consider practical implementation of safe, responsible and ethical use of ICT in learning and teaching.
Approaches to teaching and learning have shifted over time, and technological development has been a significant catalyst to changed approaches to teaching and learning - this has been brought into sharp focus by the COVID-19 pandemic. ﾠFrom the printing press to the internet, broader access to information and skills requires new kinds of knowledge and skills, thus new approaches to education develop in response. The contemporary education landscape reflects the increasing ubiquity of digital technology in what is often called the information or digital age. Twenty-first century learners need knowledge, skills and dispositions that will equip them to be, amongst other things, agile, flexible, creative and adaptable. This course explores ways that teachers can support learners to develop these knowledge(s), skills and dispositions by empowering preservice teachers to see themselves as change agents who can have a powerful, positive impact on their future students’ learning outcomes. This is achieved by:
- Engaging with contemporary theories of change
- Exploring the challenges associated with innovation in education contexts
- Developing preservice teachers’ professional mindset, including: critical self-reflection skills, a commitment to ongoing professional learning; a willingness to experiment, explore and play with new ideas, approaches and technologies; and the capacity to contribute to the profession more broadly as future leaders of learning and teaching
- Cultivating the skills necessary to evaluate and adapt approaches to teaching and learning to enhance outcomes for school students.
Course requirements
Restrictions
Restricted to MTeach (Sec)
Course contact
Lecturer
Ms Michelle Ocriciano
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to cultivate preservice teachers who will be innovative leaders of learning, both in their own classrooms and for the profession more broadly. This is achieved by engaging participantsﾠthoughtfully and critically with bothﾠtheories of change and innovative practices, including but not limited to digital technology. Course participants are supported to identify and grapple with their own and others' philosophies of teaching and learning by interrogating practice andﾠthe often-invisible theories that underpin practice. The challenges associated with educational change and innovation are explicitly explored so that, as graduates, participants can identify and solve complex problems to improve practice and enhance learning outcomes for school students.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate comprehensive, critical understanding of contemporary educational innovation and change.
LO2.
Demonstrate a sophisticated understanding of strategies to support their work as innovators and change agents in classroom and school contexts.
LO3.
Articulate ways in which innovation and change can contribute to improved teaching practice and enhanced learning opportunities for students.
LO4.
Demonstrate knowledge of teaching strategies to engage students in their learning and expand curriculum learning opportunities through appropriate selection of resources, with particular emphasis on safe, responsible and ethical use of ICT.
LO5.
Demonstrate knowledge of strategies to effectively evaluate teaching programs.
LO6.
Demonstrate understanding of appropriate sources of engaging in professional learning.
LO7.
Demonstrate clear, fluent, and coherent communication skills, including verbal and non-verbal communication skills, consistent with personal, professional and academic conventions.
LO8.
Work effectively and collaboratively in teams to make informed team decisions, demonstrate interpersonal, leadership and communication skills, and critically evaluate personal and peer contributions to team processes.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation, Participation/ Student contribution |
Weekly Reading Response in RiPPLE
|
15% 300-500 words |
Week 1 Mon - Week 8 Thu
No submission in week 7. |
| Presentation |
Professional Development 'Byte'
|
25% 1000 words (annotated bibliography) |
6/09/2024 2:00 pm |
| Paper/ Report/ Annotation, Essay/ Critique | Critical Reflection | 25% 2000 words |
20/09/2024 2:00 pm |
| Paper/ Report/ Annotation, Essay/ Critique | Evaluating a teaching program | 35% 2500 words |
25/10/2024 2:00 pm |
Assessment details
Weekly Reading Response in RiPPLE
- Team or group-based
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Participation/ Student contribution
- Weight
- 15% 300-500 words
- Due date
Week 1 Mon - Week 8 Thu
No submission in week 7.
- Learning outcomes
- L01, L02, L03, L07, L08
Task description
For most contact weeks, you will be required to write approximately 300 - 500 words in response to that week’s course content and concepts via the UQ RiPPLE platform. These responses are then moderated by two peers through this same platform. As such, this task requires you to (i) develop your own response and (ii) moderate two of your peers’ responses. You are assessed on both the quality of your reading response and the quality of your feedback in the moderations.
- You will submit seven reading responses in total:
- Weeks 1 - 6 and 8.
- You will moderate three peer responses in each of those seven submissions.
- The RIPPLE Resource Creation portal for reading responses opens every Monday after the lecture. You have until Thursday to submit your reading resource.
- The window to moderate three of your peer resources opens on Wednesday and is due 10am on Monday before the lecture.
Steps
- After engaging with the required and/or recommended readings, draw on the 4R Reflection model to write approximately 500 words in response to one of these readings. You can view exemplars and read an explanation of the 4R Reflection Model in Blackboard>Assessment>Weekly reading response.
- Upload your response by the due date to the Weekly Reading Response folder in Blackboard>Assessment where you will find a link to the UQ RiPPLE platform.
- Using the ‘Moderate’ function in RiPPLE, provide two sentences of feedback to three peers. Ensure that your moderation articulates the reasons for your judgement against the assessment criteria e.g., specific evidence/examples from the response.
- After moderation, each student will receive their reading response and associated moderation feedback through the RiPPLE platform.
- No references are needed.
Please note:
- This is an in-class assessment item and you CANNOT apply for an extension via the Unitask portal.
- To receive credit for each submission, you must complete both a reading response and a moderation of three peer reading responses. If you complete only one or the other, you will receive no credit for that week’s submission. For example, if you complete your reading response but only complete one peer moderation, you will not receive any credit for that week.
- You can calculate your grade for this task as a percentage e.g., 5 / 7 x 100 = 71.4% = 5 overall.
To receive credit for each submission, you must complete both a reading response and a moderation of three peer reading responses. If you complete only one or the other, you will receive no credit for that week’s submission. For example, if you complete your reading response but only complete one peer moderation, you will not receive any credit for that week
Submission guidelines
Submitted through Blackboard each week using the RiPPLE platform.
Blackboard>Assessment>Reading responses
Deferral or extension
You cannot defer or apply for an extension for this assessment.
This is an in-class assessment item and you CANNOT apply for an extension via the Unitask portal.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Professional Development 'Byte'
- Team or group-based
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 25% 1000 words (annotated bibliography)
- Due date
6/09/2024 2:00 pm
- Learning outcomes
- L01, L02, L04, L06, L07, L08
Task description
APST Assessed: 2.6, 3.4, 3.5, 4.5, 6.2
Length: 20 mins + 1000-word annotated bibliography and teaching resources (no word limit applied to teaching resources)
Task Description
The first step of this task is to create groups. Each group should have 5 members.
- Go to Blackboard
- Assessments
- AT2 PD Byte
- Group sign on sheet
In small groups of up to 4 students, you will collaboratively design a professional development (PD) ‘byte’ for your fellow preservice teachers. Your PD byte will be a succinct, accessible, targeted and practical professional development experience that deploys learning design principles appropriate to an asynchronous context to support your colleagues to understand how to use ICT to expand curriculum learning opportunities for students in a specific learning area of the Australian Curriculum.
Your PD byte presentation can be delivered in any format such as a slideshow in PowerPoint or Prezi, or you can even try less common applications for presentations such as Padlet. Whichever software or application you decide to use, your PD Byte presentation must include 20 minutes of original narration recorded by the group (roughly 5 minutes per person in a group of 4).
The video presentation should also contain a QR code that will provide access to the annotated bibliography and resources so that your fellow preservice teachers can engage with them.
Your PD byte should also:
• Clearly identify the learning area and specific learning outcomes you are targeting (the APST may help inform your learning outcomes)
• Equip your colleagues with one or two strategies for using an ICT tool to expand curriculum learning opportunities for school students in relation to the learning area and learning outcomes you have identified
• Demonstrate your capacity to design learning to achieve the learning objectives of your PD session using a range of strategies and activities that engage your colleagues in learning (e.g., brief activity, pause to think, discuss with a partner, respond to a quiz or poll, post to Padlet etc.)
• Critically evaluate how ICT can be used safely, responsibly, and ethically in the context of your seminar focus
Your PD Byte must be accompanied by:
- an annotated bibliography detailing (i) eight appropriate sources of professional learning (scholarly or reputable professional books or articles) related to your seminar focus that will help teachers to further develop their practice and (ii) two teaching resources (10 items in total). Your annotated bibliography and resources will be made available to your fellow preservice teachers via a QR code that will be displayed during your presentation.
- A task planner or work log (in a graph or table) for planning and progress monitoring for the entire group. The planner should detail the contributions made by each group member, which should be equally shared (see ‘Important information about group work’ below).
Submission Note:
Your group must carefully follow submission instructions (below) to ensure accessibility for both engagement and marking:
Important information about group work
You will receive a single group mark for this task, as all group members should contribute equally to the design and delivery of the PD session. However, exceptions can be made in the event of one or more group members engaging in ‘social loafing’ (also known as ‘free-riding’):
Free riding is a form of social loafing seen in a group when one or more members slacks off and ‘rides’ on the extra efforts of their co-workers (Walker & Angelo, 1998).
If your small group is experiencing dysfunction, including ‘social loafing’ by one or more members, it is your responsibility to bring this promptly to the attention of your tutor / course coordinator, who will then support the group to resolve the problems in a respectful way. If no resolution can be found, the tutor / course coordinator can take steps including:
- Removal of the non-contributing student/s from the group and require student/s to complete the task either individually or in another small group with other ‘social loafers’
- Deducting one grade from the overall group score for non-contributing student/s, as evidenced in the task planner or work log (see criteria sheet).
Submission guidelines
Submit one Word document containing
- The link for the recorded presentation with narration;
- the annotated bibliography & resources;
- the task planner/work log
Submit this document via the Blackboard link AT2 under the assessment menu.
Use the Padlet link below to share you PD Byte with all course participants.https://padletuq.padlet.org/m_ocriciano2/educ2604-pd-byte-oyjy8f678vezi4os
In the Padlet link, after watching the PD Byte, use the star system to rate the session and also leave a comment. Each student should leave a comment in 4 different PD Bytes (minimum). Whatever comment you decide to leave, just remember to always be respectful.
Criteria and feedback for all components (including video) will be applied through a rubric in AT2.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Critical Reflection
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique
- Weight
- 25% 2000 words
- Due date
20/09/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L06, L07, L08
Task description
Task Description
You are to write a 2000-word critical reflection on the professional development 'byte' you designed and delivered in small groups. Your critical reflection should synthesise relevant course content with your lived experience to:
• Evaluate how successfully the teaching and learning strategies you designed and deployed in the PD byte achieved your learning objectives and align with the relevant APST standards
• Evaluate what you have learned, as a presenter and participant, in relation to:
o How ICT can be used to expand curriculum learning opportunities for students
o The safe, responsible, and ethical use of ICT
o How you can continuously improve your own practice and contribute to the profession more broadly - and what that means to you exactly
o The experience of professional collaboration with your peers
o How change theory/ies could support improved practice.
PLEASE NOTE: Because this task asks you to critically reflect on your own and others' presentations, you will need to watch the recordings of fellow pre service teachers here.
APST Assessed: 2.6, 3.4, 4.5, 6.2
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Evaluating a teaching program
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique
- Weight
- 35% 2500 words
- Due date
25/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
Task Description
You are to write a case study of 2500 words which evaluates a teaching program. In the context of this task, the term ‘program’ means an identifiable and distinct ‘packaged’ approach that claims to support or enhance student learning – it does not necessarily have to involve ICT. It could, for example, be a reading program (e.g., Reading to Learn); numeracy program (e.g., Cognitively Guided Instruction); technology program (e.g., P-TECH); music program (e.g., Kodály music education); multi-subject program (e.g., STEM/STEAM); and so on.
You might have encountered this program during your professional experience placement, or you might want to identify a program through academic or professional literature. Either way, it is recommended that you choose a program that is either (i) directly related to one of your teaching areas, or (ii) aligned with one of the General Capabilities, such as Literacy, Numeracy, or Critical and Creative Thinking. Above all, choose a program that you believe will be useful to you in the future.
To evaluate the program, you should explore and synthesise relevant scholarly literature to:
- Identify the program’s purported relationship with student learning
- Examine its strengths and weaknesses
- Explore implications for teachers and learners
- Provide recommendations to adapt/modify/change the program for the purpose of improving student learning
- Demonstrate knowledge of strategies that can be used by teachers to evaluate teaching programs to improve student learning
- Use APA7 formatting and referencing conventions.
Quick Tips
Choose something you are interested in learning about that you believe you can justify counts as a "teaching program" based on your interpretation of the description in the criteria.
In case you have some concerns about whether the teaching program truly fits, the teaching team recommends you add a comment to explain or justify why you think what you chose counts as a teaching program, addressing potential concerns for fit (if you think there are any), referring to the relevant influences on your opinion, and ultimately convincing yourself (and the teaching team) that your choice is appropriate enough for this assessment.
Your efforts in explaining a potential issue with your program choice will help the person marking your paper understand your perspective. We will try to grant you the benefit of the doubt unless we strenuously disagree (e.g., you chose a search engine, a general repository such as Pinterest or Wikipedia, a management-focused ICT tool unrelated to your content, or other inappropriate choices).
You will still approach it as evaluating a program, you can still show your program evaluation skills, so even if we do disagree at some level, you have the opportunity to address the criteria. Adding further reflections as suggested above will likely help you reinforce (to yourself and the person marking your paper) that you chose something sufficiently appropriate for this context.
APST Assessed: 3.6
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of nuanced aspects of the course content, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades
The final grades are determined by consideration of the weighting of individual assessment items, ﾠthrough the use ofﾠweighting formula and the profile of individual grades across accumulated assessment tasks.ﾠPlease note that the weighting of an assignment refers to the relative significance of the assignment within the assessment program, not to a number for a grade. The use of these multiple sources of information means that your final grade relates to a position within a grade band and not to a percentage.
Here is an example of this approach:
All three assignments in this example are given a grade out of 7. The final grade is calculated using the weighting and the individual assignment grades as follows:
Example:
A student receives the following three grades
Assignmentﾠ 1 (A1) : grade of 6 at 10% weighting
Assignment 2 (A2): grade of 5 at 20% weighting
Assignment 3 (A3): grade of 7 at 30% weighting
Assignment 4 (A4): grade of 5 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠﾠﾠ (A1)ﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A2)ﾠﾠﾠﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A3)ﾠ ﾠ ﾠ+ﾠ ﾠ ﾠﾠﾠ(A4)
(0.10 x 6) + (0.20 x 5) + (0.30 x 7) = (0.4 x 5) = 0.6 + 1ﾠ+ 2.1ﾠ+ 2ﾠ= 5.7
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5ﾠor above, the grade will be rounded up to the nearest whole number (e.g. 5.5ﾠwould become 6). In the case where the final grade is 0.49ﾠor below, the grade will be rounded down to the nearest whole number (e.g. 6.49ﾠwould become 6).ﾠﾠ
ﾠ
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
EDUC7604 assessment tasks aligned with Australian Professional Standards for Teachers
The assessment items in this course are aligned with the professional graduate standards. For specific information on which standards are relevantﾠto each task, see Section 5.5 Assessment Details.
Use of generative AI to support or inform assessment
These tasks have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Freire's Banking Education and Educational change APST: 6.2; 3.6 Learning outcomes: L01, L03, L06 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
The purposes of Education: teachers and students APST: 6.2; 3.6 Learning outcomes: L01, L02, L03, L07 |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Educational Technology: friend, foe or something else? APST: 2.6; 3.4; 4.5; 7.1; 7.2 Learning outcomes: L01, L03, L04, L06, L07 |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Acronyms everywhere: SAMR, TPACK and ADDIE Learning outcomes: L01, L02, L03, L04, L06, L07 |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Ethical and Safe use of ICT PLEASE NOTE: The lecture will be a face-to-face webinar on esafety (compulsory before doing your placement). You will work on the other course material, in a self-directed way, through a learning module in Blackboard. The design choices reflect blended learning pedagogy, and you will reflect on this as part of the learning experience. Learning outcomes: L01, L02, L03, L04, L05, L07, L08 |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Design is the word: Design Justice, Universal Design for Learning and Design Thinking APST: 2.6; 3.4; 3.6 Learning outcomes: L01, L02, L04, L05, L06, L07, L08 |
Week 7 (02 Sep - 08 Sep) |
Lecture |
Australian Curriculum and Policy in ICT APST: 2.6; 3.4; 4.5; 6.2 Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Ways of knowing: Epistemologies of the South, Indigenous knowledge and leadership APST 2.6; 3.4;4.5; 6.2 Learning outcomes: L01, L02, L07, L08 |
Week 9 (16 Sep - 22 Sep) |
Lecture |
AI, You and Leanring Analytics APST: 3.6; 6.2 Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
MID SEMESTER BREAK Monday 25 September - Friday 29 September |
Multiple weeks From Week 10 To Week 11 |
Practical |
Professional experience placement No workshop for 2 weeks due to professional expereince in an accompanying course. However, you do have a RiPPLE reflection. You will need to read this article: Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers and Education, 118, 70 81. https://doi.org/10.1016/j.compedu.2017.11.009 Access via UQ library using this link: https://search.library.uq.edu.au/permalink/f/tbms52/TN_cdi_crossref_primary_10_1016_j_compedu_2017_11_009. You also have a RiPPLE reflection in the 2nd week. You will read other students' responses and add to their comments. |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Reframing and resignifying leadership No lecture this week. In terms of readings, please read through the examples of past student responses to AT3. Learning outcomes: L02, L03, L06, L07, L08 |
Week 13 (21 Oct - 27 Oct) |
Lecture |
Online Communities Lecture: Course wrap-up and questions on AT3 Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.