Course coordinator
Dr Dorothee Hölscher
By arrangement. If you wish to make an appointment, please chat with me after class or email me so we can arrange an in-person or online appointment.ﾠﾠﾠ
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Nursing, Midwifery & Social Wk
This course covers key theories, models, approaches and concepts relating to human lifespan development, from conception to the end of life. It examines the application of this knowledge within social work, also considering the phenomena of cultural diversity and disability. Students will learn to support human wellbeing by identifying and leveraging available sources of strengths and resilience as people adapt and seek to cope with the risks and adversities they may experience throughout their lives.
Welcome to SWSP7044: Lifespan, Culture, and Disability!
SWSP7044 examines the application of knowledge of human development to social work practice. The course aims to help students develop an understanding of the multidimensional nature of human development. It introduces issues concerning the nature of development across the lifespan, including (a) understanding and critically engaging with major concepts and theories of human development,ﾠ(b) understanding the factors that affect human development and considering these in terms of risks for wellbeingﾠand sources of resilience, and (c) exploring the implications thereof for social work practice.
Social work is informed by theoretical frameworks that regard personalities, behaviours, choices and actions within theﾠcontexts in which they occur. Sound knowledge of human growth and development is a valuable tool for understanding people. It enables an appreciation, at once, of people’s innate potentials and capabilities, the challenges they may encounter across a lifetime, and the complex factors that may aid or hinder development, adaptation to changing life circumstances, resilience in the face of stress and trauma, and their wellbeing over time. Additionally, there has been a time-honoured belief within social work that people are unique. Thus, whatever their field of practice, social workers must account for these individual differences. All this enables social workers to help facilitateﾠconditions in which healthy growth and adjustment may occur, to help people addressﾠand overcomeﾠchallenges and constraints, and to increase people’s options as they navigate typical transitions, developmental tasks and crises throughout their lifespan.
This course provides the necessary foundational knowledge for students to understand the bio-psycho-social functioning of individuals as well as the variability in human identity, behaviour, preferences and choices, with due consideration of contextual constraints and enablements. Social workers applyﾠtheir knowledge when communicating with others, making assessments, and planning interventions in a variety of contexts. Throughout the semester, students will develop these practice skills by applying their growing knowledge of human development to a complex case.
I look forward to working with you this semester.
Dorothee
Course requirements
Restrictions
Restricted to Master of Social Work Studies students
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Weekly lectures begin in Week 1.
Tutorials begin in Week 2. All students are requested to sign into a tutorial byﾠWeek 1 of the semester.
Aims and outcomes
The aims of this course are to:
- Develop further knowledge of the study and processes of human development;
- Encourage critical and flexible thinking within these parameters; and
- Develop anﾠability to critically and ethically apply knowledge and skills to social work practice.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Identify and describe key individual and contextual features, events, and processes in human development.
LO2.
Critically evaluate a range of theories related to human development.
LO3.
Investigate historical and cultural influences in human development, specifically regarding their impact on (a) Aboriginal and Torres Strait Islander peoples and (b) culturally and linguistically diverse migrant communities.
LO4.
Analyse the concept of disability and examine how varying interpretations influence human development across the lifespan.
LO5.
Apply a human development framework to conduct assessments, considering risks, adversities, and sources of resilience to support wellbeing across the lifespan.
LO6.
Integrate critical reflexivity and cultural humility when conducting assessments within a human development framework.
LO7.
Exhibit advanced written and oral communication skills and demonstrate effective independent and group collaboration abilities.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Quiz (in-class)
|
20% Marked out of 20 |
25/03/2025 10:00 am
Date changed to 25/3 because of Cyclone Alfred. |
| Presentation |
Group Presentation (in-class) - Case Analysis
|
30% Marked out of 100 |
17/04/2025 - 14/05/2025
PowerPoint slides are due on Thursday, 17 April 2025 at 13h00 (Week 8); Presentations will be conducted during the Weeks 9-11 tutorials. |
| Examination |
Exam: Quiz and Case Analysis
|
50% Marked out of 100 |
End of Semester Exam Period 7/06/2025 - 21/06/2025 |
Assessment details
Quiz (in-class)
- In-person
- Mode
- Written
- Category
- Quiz
- Weight
- 20% Marked out of 20
- Due date
25/03/2025 10:00 am
Date changed to 25/3 because of Cyclone Alfred.
- Other conditions
- Time limited.
- Learning outcomes
- L01, L02, L03, L04
Task description
This in-class/in-person quiz is an initial task to assess your knowledge of the foundational material covered during Weeks 1 to 3 of this course.
Your quiz is designed as a closed-book assessment containing 40 multiple-choice questions worth 0.5 marks each.
The quiz is scheduled for Tuesday, 25 March 2025 at 10:00 am, and must be completed within 40 minutes (plus 10 minutes reading time). As this quiz is taken in class/in person, you must attend the lecture period during which it is scheduled to be able to complete this task.
Note: Full details about the use of AI and MT for assessment tasks in this course are available on the course Blackboard site. It is essential that students familiarise themselves with those requirements.
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Please refer to the guidelines above and see the notes below.
Deferring the quiz:
- Deferral requests are submitted online via mySI-net. Deferral requests received in any other way will not be approved.
- When submitting your request please choose type mid-semester exam (not end of semester).
- Please note that SAPs are not acceptable evidence to apply for a deferred examination.
Disability Policy Statement:
- Any student with a disability who may require alternative academic arrangements in the subject is encouraged to seek advice at the commencement of the semester from a Disability Adviser at Student Services.
- The University Health Service can arrange advice and assistance on professional accreditation/registration issues that might arise as a result of alternative arrangements.
Group Presentation (in-class) - Case Analysis
- Team or group-based
- Mode
- Oral, Written
- Category
- Presentation
- Weight
- 30% Marked out of 100
- Due date
17/04/2025 - 14/05/2025
PowerPoint slides are due on Thursday, 17 April 2025 at 13h00 (Week 8); Presentations will be conducted during the Weeks 9-11 tutorials.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
In Week 4, students will be allocated to groups for their second assessment task: Group presentation (In-class) – Case analysis. The relevant case study will be published at the start of Week 5. PowerPoint slides are due at the end of Week 8, and presentations are conducted in person during tutorial time during Weeks 9, 10, and 11.
This task requires students to work in groups of three to four to prepare and present a professional conversation about the case study provided, including your consideration of how best to support the main character in coping with past and current adversities, risks, and difficulties, promoting their strengths, and enhancing their resilience.
The conversation will be maximally 6 minutes per group member, that is, a total of maximally 18 minutes for a group of three students and 24 minutes for a group of four. Your presentation will be supported with PowerPoint slides, to which all members are expected to contribute.
Note: Full details about the use of AI and MT for assessment tasks in this course are available on the course Blackboard site. It is essential that students familiarise themselves with those requirements.
Submission guidelines
ONE nominated group member is required to submit the PowerPoint slides no later than on Monday, 28 April 2025, 13h00, via the Blackboard submission point provided.
Your PowerPoint slides must include the following: Title, members of the group, outline of presentation content, and references. Referencing must be in APA 7th (see Guides on the UQ Library website). There is no minimum or maximum number of references; however, using quality academic sources is an expectation.
These slides (submitted in Week 9) will be the ones used in your group presentations (scheduled in Weeks 9 to 11, during tutorial times).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Applying for an extension
- Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved.
- Information about applying for an extension can be found on my.UQ.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extension request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
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.
Exam: Quiz and Case Analysis
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 50% Marked out of 100
- Due date
End of Semester Exam Period
7/06/2025 - 21/06/2025
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
This final assessment task (Exam - Quiz and Case Analysis) is a closed-book assessment of 120 minutes (plus 10 minutes reading time).
It is an opportunity for you to demonstrate your knowledge and understanding of human development as a multidimensional process and to show how it may inform social work’s contribution to enhancing human wellbeing in line with “[p]rinciples of social justice, human rights, collective responsibility, and respect for diversity” (IFSW/IASSW 2014).
To this end, your end-of-semester exam will be based on a case study, provided in Week 12, and require you to answer a set of four short-answer questions, one short essay question, and 20 multiple-choice questions.
Note: Full details about the use of AI and MT for assessment tasks in this course are available on the course Blackboard site. It is essential that students familiarise themselves with those requirements.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - specified written materials permitted |
| Materials | One A4 sheet of handwritten notes , single sided, is permitted An unmarked bilingual dictionary is permitted. Materials to be supplied to Students: 1 x 14-Page Answer Booklet. 1 x Multiple Choice Answer Sheet |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Please refer to the guidelines above and the notes below.
Deferring the quiz:
- Deferral requests are submitted online via mySI-net. Deferral requests received in any other way will not be approved.
- Please note that SAPs are not acceptable evidence to apply for a deferred examination.
Disability Policy Statement:
- Any student with a disability who may require alternative academic arrangements in the subject is encouraged to seek advice at the commencement of the semester from a Disability Adviser at Student Services.
- The University Health Service can arrange advice and assistance on professional accreditation/registration issues that might arise as a result of alternative arrangements.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0.1 - 29.9 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to demonstrate most or all of the basic requirements of the course. |
| 2 (Fail) | 30 - 46.0 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline. |
| 3 (Marginal Fail) | 47 - 49.9 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideasﾠ with lack of clarity and inconsistent adherence to theﾠ conventions of the discipline. |
| 4 (Pass) | 50 - 64.49 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline. |
| 5 (Credit) | 64.5 - 74.49 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline. |
| 6 (Distinction) | 74.5 - 84.49 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience. |
| 7 (High Distinction) | 84.5 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches; critically evaluates problems, their solutions and implications. |
Additional course grading information
Students must complete all items of assessment in order to pass this course.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
To be eligible to pass SWSP7044,ﾠyou must submit all three listed assessment tasks.ﾠ
Please also note the following:
- Word count/Length of presentations: All written work should be within 10% of the required word length. Any work that does not fall within this range (+ or -) will be penalised at 10% of the overall mark as per the Assessment Policy for NMSW. All presentations should be within 10% of the maximum length permitted. Markers will stop listening/marking once the maximum presentation length has been reached.
- Referencing: All referencing should be in APA 7th. Other styles are not accepted and may incur a penalty.
- Assistance:ﾠAssessment tasks will be discussed during class contactﾠtime. If you have further questions that could not be addressed during class time, please contact the course academic staff.
- Participation:ﾠStudents should note that attendance and active engagement are required.
- Submission of work:ﾠStudents must submit electronic versions of their work via Blackboard. Please check the companion website assessment area for specific instructions on this process. Links will be made available in the assessment area of your Blackboard course to allow you to submit your assessment tasks electronically.
- Feedback on drafts:ﾠPlease note that it is impossible for course teaching staff to read and provide feedback on drafts. Student Services provides assistance with specific writing issues but does not provide a draft reading service. Some private proofreading and editing services are available for a fee through the UQﾠStudent Union (see their website).
- Feedback on submitted work: The format ofﾠAssessment 1 (quiz) does not allow for individualised feedback. For Assessment 2 (group presentations), individual mark sheets with comprehensive feedback will be returned to students three weeks after submission.ﾠFor the final assessment task (exam), all feedback and marks will be withheld, as per UQ Policy, until final marks are released.
- Plagiarism and Academic Integrity:ﾠThe anti-plagiarism software TURNITIN is used at UQ. The electronic version of your assignment will be submitted via Blackboard, using the TURNITIN software. Work submitted will be subjected to a plagiarism detection process, so it is important for all students to check their similarity rating. Should this be over 15%, written work may be referred to the integrity committee. The settings on Turnitin have been set to allow students to resubmit until the final deadline, allowing students to rework their referencing, fix the issues causing a high similarity rating, and submit again. In addition, Turnitin retains copies of all work submitted and uses them as source material for conducting future plagiarism checks. Please refer to ITS for help if you experience difficulties in submitting your assignments on Blackboard or using TURNITIN as instructed on the companion website.
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.
Additional learning resources information
The following journals and websites may be useful for some of the independent research you will be conducting for this course:
- Australian Social Work
- Ageing & Society
- British Journal of Developmental Psychology
- Child & Family Social Work
- Children & Society
- Children Australia
- Developmental Review
- Developmental Science
- International Journal of Behavioural Development
- Journal of Applied Developmental Psychology
- Child Family Community Australia available at: http://www.aifs.gov.au/cfca/
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 (24 Feb - 02 Mar) |
Lecture |
Introduction to Lifespan Development / Dimensions of human development This introductory, two-hour lecture provides the foundation for the contents covered in the remainder of the semester. It comprises three parts:
Learning outcomes: L01, L02 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Introduction to the concept of culture In this one-hour lecture, we examine the concept of culture and its relevance for understanding human development. We explore the intersections between the relational, social, structural, and cultural contexts of people's lives, focusing on the concepts of culture, cultural humility, responsiveness, safety, and their links with trauma-informed practice. Learning outcomes: L01, L02, L03 |
Tutorial |
Discussion, application, and critique / Assessment 1 preparation In Week 2, we commence with our weekly two-hour tutorials. This week, we -
Learning outcomes: L01, L02, L03 |
|
Week 3 (10 Mar - 16 Mar) |
Seminar |
Introduction to the concept of disability For Week 3, we invited a guest lecturer, Dr Kathy Ellem, to conduct a two-hour seminar to help us examine the contested nature of health and ability. We will explore definitions and models of disability and reflect on attitudes and biases impacting the health and development of people with disability. Our theoretical focus is on Dan Goodley's disability studies matrix. Learning outcomes: L01, L02, L04 |
Tutorial |
Discussion, application, and critique / Assessment 1 preparation In our Week 3 tutorials, we -
Learning outcomes: L01, L02, L04 |
|
Week 4 (17 Mar - 23 Mar) |
Lecture |
Quiz (in-class) - During lecture time This in-person/in-class quiz is held during your regular lecture date and time. The venue may change, and this will be announced closer to the date. The quiz contains 40 multiple-choice questions, covering contents from Weeks 1 to 3 of this course to test your understanding of the theoretical concepts framing this course. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Stages of human development / Erikson's theory of psychosocial development In our Week 4 tutorials, we focus on Erik Erikson's theory of psychosocial development, considering:
Learning outcomes: L01, L02, L03, L04 |
|
Week 5 (24 Mar - 30 Mar) |
No student involvement (Breaks, information) |
Publication of Case Study for Assessment 2 The case study upon which your second assessment task (case analysis) will be based is made available on the Monday of Week 5. |
Lecture |
The prenatal period and infancy / Attachment theories In this one-hour lecture, we explore the first stage of human development, the antenatal stage through to birth. We then examine development in infancy with an overview of physical, neurobiological, cognitive, social, emotional, and personality development. Our theoretical focus is attachment theories. Learning outcomes: L01, L02, L03, L04 |
|
Tutorial |
Discussion, application, and critique / Assessment 2 preparation begins In this week's tutorial groups, we -
Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
Week 6 (31 Mar - 06 Apr) |
Lecture |
Early childhood development / Piaget's theory of cognitive development This one-hour lecture focuses on the developmental tasks and transitions in early childhood, as well as key sources of risk, adversity, and resilience during this stage of the lifespan. Our theory in focus is Jean Piaget's theory of cognitive development. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Discussion, application and critique / Assessment 2 preparation continues In this week's tutorial groups, we -
Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
Week 7 (07 Apr - 13 Apr) |
Lecture |
Development in middle childhood / Vygotsky's socio-cultural theory of development This one-hour lecture examines the developmental tasks and transitions in middle childhood, as well as key sources of risk, adversity, and resilience during this stage of the lifespan. Theory in focus: Lev Vygotsky's sociocultural theory of cognitive development. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Discussion, application, and critique / Assessment 2 prep continues In this week's tutorial groups, we -
Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
Week 8 (14 Apr - 20 Apr) |
Lecture |
Development in adolescence / Kohlberg's theory of moral development This one-hour lecture examines the developmental tasks and transitions in adolescence, as well as key sources of risk, adversity, and resilience during this stage of the lifespan. Our theoretical focus is on Lawrence Kohlberg's theory of moral development. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Discussion, application, and critique / Final assessment 2 preparation In this week's tutorial groups, we -
Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
No student involvement (Breaks, information) |
PowerPoint slides are due for all groups. Group presentation slides are due on the Thursday of Week 8 at 13:00. Group presentations are held after the study break, through Weeks 9 to 11, during tutorial times. |
|
Week 9 (28 Apr - 04 May) |
Lecture |
Development in young adulthood / Arnett's theory of emerging adulthood This one-hour lecture focuses on the developmental tasks and processes associated with young adulthood, as well as key sources of risk, adversity, and resilience during this period of development. Our theory in focus is Arnett's theory of emerging adulthood. What does this recently proposed stage of emerging adulthood entail, and how does it compare to both adolescence and young adulthood? Learning outcomes: L01, L02, L03, L04 |
Case-based learning |
Group presentations begin Case Analysis. Students only need to attend the slots allocated for their group presentations. Students in the online tutorial group: Please remember and plan for coming to campus at your allocated times, as your group presentations, too, need to be held face-to-face. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
Week 10 (05 May - 11 May) |
Lecture |
Development in middle adulthood / Levinson's model of adult development This one-hour lecture explores the developmental tasks and transitions in middle adulthood, as well as key sources of risk, adversity, and resilience during this stage of the lifespan. our theoretical focus is on Levinson's model of adult development. Learning outcomes: L01, L02, L03, L04 |
Case-based learning |
Group presentations continue Case Analysis. Students only need to attend the slots allocated for their group presentations. Students in the online tutorial group: Please remember and plan for coming to campus at your allocated times, as your group presentations, too, need to be held face-to-face. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
Week 11 (12 May - 18 May) |
Seminar |
Special topic: Displacement, migration, and human development / Bühler's central human tendencies In this two-hour seminar, a mental health social worker with over eighteen years of experience in international social work and one of their service users talk about practice with refugees and asylum seekers and how people may navigate life challenges under conditions of displacement and resettlement. In alignment with this special topic, our theoretical focus is on Bühler's central human tendencies. Learning outcomes: L01, L02, L03, L04 |
Case-based learning |
Final round of group presentations Case Analysis. Students only need to attend the slots allocated for their group presentations. Students in the online tutorial group: Please remember and plan for coming to campus at your allocated times, as your group presentations, too, need to be held face-to-face. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
Week 12 (19 May - 25 May) |
No student involvement (Breaks, information) |
Publication of case study for the exams The case study upon which your Exam (your second case analysis) will be based is made available on the Monday of Week 12. |
Lecture |
Development in late adulthood / Baltes' tenets of lifespan development This one-hour lecture focuses on the developmental tasks and transitions in middle adulthood, as well as key sources of risk, adversity, and resilience during this stage of the lifespan. Our theoretical focus is on Paul Baltes tenets of lifespan development. Learning outcomes: L01, L02, L03, L04 |
|
Tutorial |
Assessment 3 (exam) preparation In this week's tutorial groups, we -
Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
Week 13 (26 May - 01 Jun) |
Seminar |
Special topic: Social work at the end of life While grief and loss are themes that pervade all social work practice, at the end of the semester, in this two-hour seminar, we want to consider the relevance of these themes for the end of life and for those left behind. To this end, we have invited a social worker from Queensland Health with several years of experience in cancer services to talk about her practice in supporting cancer patients from diagnosis to death. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Assessment 3 (exam) preparation This is your final opportunity to ask and discuss any remaining questions about your exams before the study break and the Sem. 1/2024 examination period begins. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
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.