Course coordinator
Associate Professor Tom Aechtner
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
This course explores modern psychological theories about belief and unbelief in western religious traditions. Starting in the twentieth century and continuing to the present day, it examines the development of secular, psychogenic accounts of the origins and reasons for or against belief in gods, ghosts, the afterlife, and a just world. Focussed around extended discussion of texts and theories, this course introduces students to both the intellectual history of the psychology of religion and current approaches in the field, including child development, gender studies, social psychology, neurology, cognitive science, and attachment theory.
This course surveys modern psychological theories of belief and unbelief in Western religions, focusing on key texts and contemporary approaches ranging from child development to cognitive science.
Course requirements
Assumed background
No assumed background knowledge.
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
RELN1000, RELN2411
Incompatible
You can't enrol in this course if you've already completed the following:
RELN1001
Course contact
Course staff
Lecturer
Associate Professor Tom Aechtner
Tutor
Dr Oliver Zambon
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to cultivate a critical understanding of contemporary and historical psychological theories of religious belief and unbelief.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Critically and reflectively engage with contemporary psychological understandings of religious belief and unbelief.
LO2.
Contextualise and justify individual interpretations of historical theories in the psychology of religion.
LO3.
Demonstrate the ability to independently formulate a well-reasoned and informed position in discussions concerning religious belief and unbelief.
LO4.
Apply contemporary psychological theories to aspects of religion, spirituality and non-religion.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Participation
|
20% | |
| Essay/ Critique | Research Essay | 40% |
19/09/2025 2:00 pm |
| Examination | Final Exam | 40% |
End of Semester Exam Period 8/11/2025 - 22/11/2025 |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Participation
- Hurdle
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 20%
- Learning outcomes
- L01, L02, L03, L04
Task description
20% is awarded for weekly participation, and it includes: reading of course texts, active contribution to weekly seminar discussions, and engagement with learning activities throughout the semester.
If students participate in 6 or fewer seminars, students will receive 0 participation marks.
Hurdle requirements
If students participate in 6 or fewer seminars, students will receive 0 participation marks.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Research Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
19/09/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Description: Write an essay that applies one contemporary psychological aspect/theory of belief formation to a specific aspect of any religion, spirituality or non-religion, past or present. Students must cite no less than 10 academic sources in their essay.
Word Limits: 2,500 words. Within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes, however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
Referencing Style: Students must use Chicago style for references and bibliographies: http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html/.
AI: This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT 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 generative AI or MT 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 and MT tools.
Submission guidelines
Submit via Turnitin through Blackboard >assessment
Students with an extension cannot re-submit after the official due date, so only submit when you have your final draft ready after the official due date. Turnitin @UQ does not permit resubmissions after the due date, even if you have an extension.
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 of assessment will incur a penalty of 10% of the marks available for the assessment item, per calendar day or part-day after the due date, for a maximum of 7 days, after which a mark of zero will be recorded.
- For further information, refer to my.UQ: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-extension
- Extension applications must be via my.UQ –> Manage my program - > exams and assessment -> Applying for an extension.
- Extension requests may take up to 48 hours to be assessed (not including weekends and public holidays).
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.
Final Exam
- Mode
- Written
- Category
- Examination
- Weight
- 40%
- Due date
End of Semester Exam Period
8/11/2025 - 22/11/2025
- Learning outcomes
- L01, L02, L03, L04
Task description
This exam will be centrally administered. Both In-Person and External (online) students will be required to take the exam (External students must be available to attend the exam on campus in-person, even if they are enrolled as External, online students).
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. |
Additional course grading information
Seminar Participation Assessment Criteria
Your seminar participation will be assessed according to the following criteria:
1. Evidence of participation in discussions.
2. Evidence of preparation for the seminar, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students.
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Essay Assessment Criteria
Your essay will be assessed according to the following criteria:
1. Ability to construct a well-reasoned argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Ability to form a well-structured essay.
4. Engagement with academic sources and evidence.
5. Creativity or originality in analysis
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax.
7. Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your essay will reflect an exceptional level of achievement. It will demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It will also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing and expression. Your work must demonstrate your own analysis, argumentation, and use of evidence through thoroughly verified sources. You must demonstrate close engagement with sources in their disciplinary context.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay will reflect an advanced level of achievement. It will demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay will be well written, clear and concise, follow discipline conventions and have few errors in referencing and expression. Your work must demonstrate your own analysis, argumentation, and use of evidence through thoroughly verified sources. You must demonstrate close engagement with sources in their disciplinary context.
To achieve a grade of 5 (Credit, 65 – 74%) your essay will reflect a proficient level of achievement. It will demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in expression, and demonstrate your ability to communicate effectively. Your work must demonstrate your own analysis, argumentation, and use of evidence through verified sources. You work will have some inconsistencies or contradictions that fail to demonstrate proficient understanding. You must demonstrate engagement with sources in their disciplinary context.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, and expression will be adequate and use some of the discipline conventions to communicate appropriately. Your work must demonstrate your own analysis, argumentation, and use of evidence through verified sources. Your work will have inconsistencies and contradictions that demonstrate only adequate understanding. You must demonstrate engagement with sources in their disciplinary context.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, and expression will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent. Your work will fail to adequately demonstrate independent analysis and argumentation that arises from your own engagement with and synthesis of source materials or assessment stimuli. Your work will have inconsistencies and contradictions. You will demonstrate a mostly stereotypical and/or superficial understanding of concepts, ideas, and source materials/stimuli, failing to demonstrate engagement with sources in their disciplinary context. The overall response will not adequately address the task.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent. Your work will fail to adequately demonstrate independent analysis and argumentation that arises from your own engagement with and synthesis of source materials or assessment stimuli. You will demonstrate a mostly stereotypical and/or superficial understanding of concepts, ideas, and source materials/stimuli, failing to demonstrate engagement with sources in their disciplinary context. Your work will have inconsistencies and contradictions The overall response will not adequately address the task.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate. Your work will show no original analysis or evidence of independent thought, with factual errors and misrepresentation of source material and no meaningful correspondence to the assignment prompt.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct.
Exam Assessment Criteria
Your exam responses will be assessed according to the following criteria:
Multiple–Choice/One-Word Answer Questions
Students will be assessed on:
1. Ability to recall terminology and factual knowledge.
2. Ability to recognise the correct contexts for the application of factual knowledge.
Short Answer Questions
Students will be assessed on:
1. Ability to produce a succinct response to a directed question.
2. Knowledge of key themes or ideas.
3. Ability to employ relevant terminology, as required.
4. Clear and concise written expression, well presented.
Gobbets/Textual/Object Analyses
Students will be assessed on:
1. Ability to identify author and/or creator of the item.
2. Ability to explain the context of the item.
3. Ability to identify the key components, themes or features that allow critical appreciation.
4. Ability to explain the significance of the item.
5. Clear and concise written expression, well presented.
Essay Questions
Students will be assessed on:
1. Ability to recognize key issues in the question.
2. Ability to structure an argument.
3. Use of evidence.
4. Engagement with academic scholarship and/or debates.
5. Clear and concise written expression, well presented.
Unlike formative assessments undertaken during your course (such as book reviews and essays), exam answers are typically marked on right or wrong basis for multiple choice, single word and short answer questions. Individual exam essays and other exam questions are not awarded grades, but are assessed numerically (such as a mark out of five, or a mark out of ten). The overall grade achieved for an exam is arrived at by totalling the marks for the constituent elements of the exam.
To achieve a grade of 7 (High Distinction, 85-100%), your take-home exam essay should demonstrate an exceptional level of rigour in argumentation and understanding of issues, exceptional organization of material, extensive research, and insightful and creative discussion. The written expression and presentation should be excellent and follow discipline conventions.
To achieve a grade of 6 (Distinction, 75-84%), your take-home exam essay should demonstrate an advanced level of rigour in argumentation and understanding of issues, very good organisation of material, wide research, and a capable synthesis of research materials. The written expression and presentation should be very good and follow discipline conventions.
To achieve a grade of 5 (Credit, 65 – 74%), your take-home exam essay should demonstrate a proficient level of rigour in argumentation and understanding of issues, good organization of material, a good level of research, and synthesis of research materials. The written expression and presentation should be good and largely follow discipline conventions.
To achieve a grade of 4 (Pass, 50 – 64%), your take-home exam essay should demonstrate a basic level argumentation, a fundamental understanding of issues, adequate organisation of material, a basic level of research, and an adequate synthesis of research materials. Your written expression and presentation should be satisfactory and follow discipline conventions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your take-home exam essay will demonstrate that your attempt, while underdeveloped and falling short of a pass, shows your emerging ability to apply basic knowledge and skills. Your argumentation and understanding of issues will be superficial, your material poorly organised and synthesis of research materials limited. Your written expression and presentation should be adequate and should attempt to follow discipline conventions.
To achieve a grade of 2 (Fail, 25-44%), your take-home exam essay will demonstrate that your argumentation and understanding of issues was deficient, that your research was limited and/or poorly organised and explained, and that you did not understand fundamental aspects of the course. Your writing will be poor and/or inappropriate, and will not follow discipline conventions.
To achieve a grade of 1 (Low Fail, 0-24%), your take-home exam essay will demonstrate that you have failed to meet the minimum learning requirements and skill acquisition for this assessment task. You will not have mounted sound arguments and/or understood relevant issues. Your research will be limited and inadequately explained. Your essay will be poorly organised and/or poorly written, and will not follow discipline conventions.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Do not rely on Grade Centre in Blackboard. Look at your assessment grade and feedback in Turnitin.
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.
- Without evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
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
Library resources are available on the UQ Library website.
Additional learning resources information
Please see course Blackboard site.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
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Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (28 Jul - 03 Aug) |
Seminar |
Belief Engine: Intro In this seminar, students will be introduced to the course and its assessments. It will introduce students to contemporary understandings of belief formation, with a particular focus on the psychological generation of belief content. Learning outcomes: L01, L03, L04 |
Week 2 (04 Aug - 10 Aug) |
Seminar |
The Future of an Illusion This seminar will examine Sigmund Freud's 1927 classic The Future of an Illusion and discuss its merits, problems and relationship to contemporary understandings of belief content. Learning outcomes: L01, L02, L03, L04 |
Week 3 (11 Aug - 17 Aug) |
No student involvement (Breaks, information) |
Royal Queensland Show Holiday |
Week 4 (18 Aug - 24 Aug) |
Seminar |
Belief Engine 2: Cognition This seminar will introduce students to the emergent field of the cognitive science of religion, with a particular focus on recent insights into the development of religious belief in childhood. Learning outcomes: L01, L02, L03, L04 |
Week 5 (25 Aug - 31 Aug) |
Seminar |
The Idea of the Holy In this seminar, students will explore the thought of German theologian Rudolph Otto and the formative influence of Romanticism upon his Idea of the Holy (1917). Learning outcomes: L01, L02, L03, L04 |
Week 6 (01 Sep - 07 Sep) |
Seminar |
Belief Engine 3: Conviction This seminar will introduce students to ideas about belief, conviction, and dogmatism, including work from neurologist Robert A Burton. Learning outcomes: L01, L02, L03, L04 |
Week 7 (08 Sep - 14 Sep) |
Seminar |
The Will to Believe In this seminar, students will be introduced to the pioneering American psychologist, William James, and the pragmatist approach to religious belief. Learning outcomes: L01, L02, L03, L04 |
Week 8 (15 Sep - 21 Sep) |
Seminar |
Belief Engine 4: Attachment This seminar will introduce students to attachment theory and its application to religious belief. Learning outcomes: L01, L02, L03, L04 |
Week 9 (22 Sep - 28 Sep) |
Seminar |
Playing and Reality This seminar will explore the importance of transitional objects and phenomena in the work of D. W. Winnicott for understanding the origin of religion in the child-parent bond. Learning outcomes: L01, L02, L03, L04 |
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-semester Break No seminar. Learning outcomes: L01, L02, L03, L04 |
Week 10 (06 Oct - 12 Oct) |
Seminar |
Parental Gods In this seminar, students will be introduced to Ana-Maria Rizzuto's ground-breaking work on religion and object representation. Learning outcomes: L01, L02, L03, L04 |
Week 11 (13 Oct - 19 Oct) |
Seminar |
Belief Engine 5: Consciousness This seminar will explore the role of consciousness in belief formation and the idea of altered states of consciousness. Learning outcomes: L01, L02, L03, L04 |
Week 12 (20 Oct - 26 Oct) |
Seminar |
The Origin of Consciousness This seminar will explore psychiatrist Julian Jaynes' provocative arguments about the breakdown of the bicameral mind. Learning outcomes: L01, L02, L03, L04 |
Week 13 (27 Oct - 02 Nov) |
Seminar |
Mental Health, Religion, and Spirituality This seminar considers scholarship on how religion and spirituality are linked with mental pathology and psychological wellbeing. Learning outcomes: L01, L02, L03, L04 |
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 for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.