Outline

Overview

Students enrolled in this unit will participate in learning experiences that integrate theoretical knowledge with clinical experience in order to prepare for the professional workplace. Students will cover issues in professional relationships, ethics, caseload management, legal requirements and professional self regulation. Students complete a group quality improvement project (generally at an external site).

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	CSCD4053 or CSCD4059
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Natalie Munro, natalie.munro@sydney.edu.au
Lecturer(s)	Jennifer Nicol, jennifer.nicol@sydney.edu.au

Type	Description	Weight	Due	Length
Participation	CAPE (Completion & Professional Entry) activities CAPE (Completion and Professional Entry) attendance in Semester 2 Week 17.	0%	-	1 day
Outcomes assessed:
Assignment	QI Group Project Written report QI Group Project Written Report (child/adult)	50%	Formal exam period	2000 words
Outcomes assessed:
Assignment	QI Group Project Learning contract QI Group Project Learning contract (child/adult)	10%	Week 04	2 pages
Outcomes assessed:
Assignment	QI Project Individual reflective statement QI Project Individual reflection statement (child/adult)	0%	Week 08	200 words
Outcomes assessed:
Assignment	Mock Job Application & CV Mock Job application & CV (child/adult)	25%	Week 10	5 pages
Outcomes assessed:
Presentation	QI Group Project presentation QI Group Project Presentation (child/adult)	15%	Week 13	15 minutes
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Please see Canvas for detailed assessment information:

Mock Job application & CV assignment: Students will prepare a curriculum vitae and two job application letters for speech pathology positions. One job is a standard private practice position and the other position is in the health sector.
Quality Improvement Project (in groups):
- Group Learning contract: In groups, students will submit a project contract, clearly defining the goals of their project, and negotiated time frames and workloads. Students will allocate roles and responsibilities for each group member, predict and develop strategies for overcoming barriers, work health and safety and ethical issues to complete their project.
- Individual Reflective statement: Students will submit an individual reflective statement, addressing their contribution to the planning of the projec and evaluating their role and group dynamics.
- Group Project presentation: Students will present the outcomes of their project during lecture and tutorial time in week 13. Each group will provide a presentation, examples of their work, and be prepared to answer questions from the unit of study coordinator and peers on all aspects of the project.
- Group Written report: The report will present the aims, method, results and recommendations from the quality improvement project. Students are expected to include changes as a result of the feedback from their peers on their presentations.
CAPE (Completion and Professional Entry activities): Debrief activities, forums and resources are provided in order to help students make the transition to a graduate speech pathologist. Students are also given a number of opportunities to provide feedback on their experiences over the duration of their course in order to enable the discipline of speech pathology to maintain and/or improve the quality of graduates.

Students must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in being awarded a Fail grade, regardless of cumulative marks in the unit of study. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Quality improvement	Lecture (2 hr)
Week 02	Service delivery models	Lecture (2 hr)
Week 02	Quality improvement project allocations	Tutorial (1 hr)
Week 03	Speech pathologist roles	Lecture (2 hr)
Week 03	Quality improvement project contract development	Tutorial (1 hr)
Week 04	Recruitment: part 1	Lecture (2 hr)
Week 04	Quality improvement project contract development	Tutorial (1 hr)
Week 05	Recruitment: part 2	Lecture (2 hr)
Week 05	Quality improvement project contract feedback	Tutorial (1 hr)
Week 06	Negotiating contracts	Lecture (2 hr)
Week 06	Quality improvement project contract feedback	Tutorial (1 hr)
Week 07	Professional supervision and structures	Lecture (2 hr)
Week 07	Curriculum vitae and job application development	Tutorial (1 hr)
Week 08	NDIS overview; Working in an NGO	Lecture (2 hr)
Week 08	Quality improvement project update and support	Tutorial (1 hr)
Week 10	Who pays for speech pathology?	Lecture (2 hr)
Week 10	Quality improvement project update and support	Tutorial (1 hr)
Week 11	Working in private practice; Current professional issues	Lecture (2 hr)
Week 11	Quality improvement project update and support	Tutorial (1 hr)
Week 12	Social media and the Speech Pathologist	Lecture (2 hr)
Week 12	Quality improvement project update and support	Tutorial (1 hr)
Week 13	QI Project Student Group Presentations	Presentation (2 hr)
Week 13	QI Project Student Group Presentations continued	Presentation (1 hr)

Attendance and class requirements

Attendance: Students are required to attend scheduled lectures. During tutorial times, students are expected to meet with their contact professional or lecturer to plan, prepare or evaluate quality improvement project activities. Some weeks will be used for project presentations. Students must not organise other clinical or academic activities during this time.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. identify the scope and nature of speech pathology practice (including service delivery models, funding mechanisms, new graduate scope of practice) in a range of community and workplace contexts
LO2. analyse your own clinical experiences and skills in regards to the Speech Pathology Australia Association Competency Based Occupational Standards (2011) entry level requirements and identify evidence, skills and experiences to aid completion of a professional portfolio and applications for jobs
LO3. understand, develop and evaluate your role and the models and skills required to function in teams
LO4. demonstrate developed written and oral skills in responding to service providers' policies and expectations in set quality evaluation and recruitment activities
LO5. participate in and collaborate on the evaluation of a speech pathology service
LO6. contribute to the growth and development of the profession of speech pathology through scholarly activities about communication and swallowing through the conduct of quality assurance projects in a variety of clinical settings
LO7. develop, contribute to, and maintain professional and team based relationships in practice contexts, and work effectively in groups to plan and manage a project and collaborate with an external speech pathologist
LO8. demonstrate an understanding of the principles, responsibilities and practices of postgraduate supervision and support of speech pathologists, teaching assistants and volunteers
LO9. demonstrate the capacity to play a range of roles in teams (e.g. leader or member)
LO10. identify strategies for managing ethical issues involved in providing clinical services, consistent with Speech Pathology Australia Code of Ethics (2010)
LO11. reflect on your learning styles and the impact this has on your own life-long learning in work place contexts, and establish postgraduate methods to facilitate staying abreast of speech pathology, government and legislation changes which impact on practice
LO12. advocate for yourself, your clients and the speech pathology profession as demonstrated in your project contract negotiations, resultant project outcomes and your job applications.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Competency-based Occupational Standards for Speech Pathologists - 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
	Competency-based Occupational Standards for Speech Pathologists - 4.1. Establish rapport and facilitate participation in speech pathology intervention. 4.2. Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3). 4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary. 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
	Competency-based Occupational Standards for Speech Pathologists - 4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
	Competency-based Occupational Standards for Speech Pathologists - 5.1. Respond to service provider’s policies.
	Competency-based Occupational Standards for Speech Pathologists - 5.8. Participate in and collaborate on the evaluation of speech pathology services.
	Competency-based Occupational Standards for Speech Pathologists - 5.1. Respond to service provider’s policies. 5.2. Use and maintain an efficient information management system. 5.3. Manage own provision of speech pathology services and workload. 5.4. Update, acquire and/or develop resources. 5.5. Consult and coordinate with professional groups and services. 5.6. Adhere to professionally accepted scientific principles in work practices. 5.7. Collaborate in research initiated and/or supported by others. 5.8. Participate in and collaborate on the evaluation of speech pathology services.
	Competency-based Occupational Standards for Speech Pathologists - 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
	Competency-based Occupational Standards for Speech Pathologists - 6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support.
	Competency-based Occupational Standards for Speech Pathologists - 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts. 6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs. 6.3. Demonstrate an understanding of the principles and practices of clinical education.
	Competency-based Occupational Standards for Speech Pathologists - 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
	Competency-based Occupational Standards for Speech Pathologists - 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.2. Participate in professional development and continually reflect on practice. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 7.4. Advocate for self, client and the speech pathology profession.

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
4.5		Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
5.1		Respond to service provider’s policies.
5.2		Use and maintain an efficient information management system.
5.3		Manage own provision of speech pathology services and workload.
5.4		Update, acquire and/or develop resources.
5.5		Consult and coordinate with professional groups and services.
5.6		Adhere to professionally accepted scientific principles in work practices.
5.7		Collaborate in research initiated and/or supported by others.
5.8		Participate in and collaborate on the evaluation of speech pathology services.
6.1		Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2		Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
6.3		Demonstrate an understanding of the principles and practices of clinical education.
7.1		Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2		Participate in professional development and continually reflect on practice.
7.3		Demonstrate an awareness of formal and informal networks for professional development and support.
7.4		Advocate for self, client and the speech pathology profession.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Attendance is no longer weighted as an assessment item (e.g. 10%). However, students are required to attend all lectures and tutorials as scheduled to meet graduate entry requirements.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD4052: Professional Issues

Semester 2 Early, 2020 [Normal day] - Cumberland, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect