| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Understanding University Learning |
| Unit ID: | ATSGC1369 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 099999 |
| Other Change: | |
| Brief description of the Unit |
Through a critical examination of student transitions into university, new students gain an understanding of the skills, attitudes and behaviours necessary to experience success in higher education. Developing and maintaining academic momentum at university requires more than the adaption of existing study skills or the acquisition of new skills. It requires students to understand the nature of universities, their academic culture, and the different disciplinary requirements of academic study. Utilising the experiences of successful past students and international educational research, this unit demystifies the nature, benefits and requirements of university study for new students.
Topics include: the differences between studying at university and other learning environments; developing an appropriate student identity; the importance of developing an appreciation of disciplinary discourse conventions; how to conduct independent research; the centrality of critical thinking in university; the transferability and relevance of university learning skills to the workplace; and the educational and workplace benefits of graduate attributes. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | analyse student transition to higher education studies and factors that can impact this experience |
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| K2. | examine the academic culture and values of universities and how these affect learning practices of students |
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| K3. | explore the development of a student’s identity at university and the influence of disciplines and discourses in this process |
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| K4. | consider the importance of critical thinking and lifelong learning for success at university, and becoming a successful graduate |
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| Skills: |
| S1. | identify the study skills required to actively and successfully participate in a variety of university learning situations |
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| S2. | apply academic literacy skills within an academic context |
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| S3. | explore and develop independent learning and critical thinking skills |
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| S4. | differentiate the discipline specific knowledge and skills required of students within various disciplines |
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| Application of knowledge and skills: |
| A1. | analyse the effect of diverse student backgrounds on the transition to university learning |
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| A2. | apply independent learning skills to achieve course learning outcomes |
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| A3. | apply appropriate academic conventions including academic integrity and referencing |
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| A4. | connect the knowledge and skills developed through university education to those required as graduate professionals |
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| Unit Content: |
The following unit content will be covered: Commencing university and the first-year experience; becoming an independent learner; academic and social transition; academic writing and academic integrity; assessment preparation techniques; student identity; developing disciplinary literacy; the role of university;critical thinking; graduate attributes and lifelong learning. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, S1, S2, A1, A2, A3 | Moodle and activity engagement | Engagement with Moodle and unit activities | 5-20% | | 2. | K1, K3, S1, S2, S3, S4, A1, A2, A3 | Written response using unit materials | Writing task | 20-30% | | 3. | K1, K2, K3, S1, S2, S3, S4, A1, A2, A3 | Research, plan and write a report or essay, using relevant unit materials and wider evidence. | Report or essay | 20-40% | | 4. | K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3, A4 | Application of unit concepts and materials in a group discussion setting | Recorded group discussion | 20-40% |
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