CART11006 - Contemporary Dance 2: Ensemble Performance and Stagecraft Design
Term 2 - 2017


All details in this unit profile for CART11006 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit, you will continue to develop your contemporary dance and ballet skills through weekly classes and through public ensemble performance. You will also learn the technique of design as they apply to stagecraft.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Prerequisite: CART11005 Contemporary Dance 1: The Fundamental Craft

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Cairns

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Practical Assessment 40%
2. Practical Assessment 40%
3. Written Assessment 20%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

On successful completion of this unit, you will be able to:
  1. Perform fundamental ballet and contemporary dance skills and aesthetics
  2. Perform a tutor-composed dance performance in an open performance
  3. Apply technical theatre skills at a design level.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3
1 - Practical Assessment  
2 - Practical Assessment
3 - Written Assessment      

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1. Communication
2. Problem Solving    
3. Critical Thinking
4. Information Literacy
5. Team Work
6. Information Technology Competence      
7. Cross Cultural Competence      
8. Ethical practice      

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical Assessment        
2 - Practical Assessment        
3 - Written Assessment      

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • Unit Website (Moodle)
  • CQUniversity Student Email
  • Internet
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorRob Woodward (r.woodward@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

Placement, Perspective and Mechanics

Thinking in Four Dimensions: Creativity and Cognition in Contemporary Dance Prologue: Two Traditions Robin Grove

Week 2 17-07-2017

Alignment + Balance and Health + Safety

Understanding Balance Applying Science to Dance Training

Week 3 24-07-2017

Time, Musicality and Sound Design

Demystifying Dalcroze - Part 1

Week 4 31-07-2017

Flexibility, Strength and Foundations

Dance Studies: The Basics, 1. Training for dance, p25-26

Week 5 07-08-2017

Articulation and Methods

The Importance of a Good Warm-Up: Are you warm enough to start dancing?

Vacation Week 14-08-2017
Week 6 21-08-2017

Transference of Weight: Motion

Dancing Within Your Range of Motion: A Guide to Improve Ballet Technique: An article for students aged 12 and up p152-153

Week 7 28-08-2017

Expression: Mood

Exploring The Abstract Language of Contemporary Dance In Order to create Emotional States/Nuances 1.1.2 Communicating and idea/intention

Week 8 04-09-2017

Coordination: Intention

Dance pedagogy: Myth versus reality

Week 9 11-09-2017

Sequencing: Tone

The Elements of Dance

Week 10 18-09-2017

Dynamics of locomotion: Projection

Building and Teaching Lessons: Dynamics and movement qualities

Week 11 25-09-2017

Body actions: Interactivity

Effortless Bodily Movement

Week 12 02-10-2017

Spatial Awareness: Scale

Proprioception

Review/Exam Week 09-10-2017

Assessment 1, 2, 3

Practical and written components

Progressive Practical Assessment Due AEST
Practical Performance Assessment Due Thursday (12 Oct 17) 08:30 AM AEST
Written Assessment Due Monday (09 Oct 17) 08:30 AM AEST
Exam Week 16-10-2017

Assigned Readings

Grove, R Stevens C, McKechnie S 2005, Thinking in Four Dimensions: Creativity and Cognition in Contemporary Dance, Melbourne University Press, Melbourne. p9-13

Batson, G, Understanding Balance Applying Science to Dance Training, Winston-Salem State University, Winston-Salem, 2010 https://c.ymcdn.com/sites/www.iadms.org/resource/resmgr/Public/Bull_2-1_pp14-16_Batson.pdf

Smith K, Demystifying Dalcroze - Part 1 Term 4 edition of ASME WA’s Opus Magazine, 2014

http://static1.squarespace.com/static/56172f66e4b092405575dfc4/t/5695e31bdf40f330ae0582d7/1452663580107/Demystifying+Dalcroze+Part+1.pdf

Butterworth, J, 2012, Dance Studies: The Basics, 1. Training for dance, Routledge, London, p25-26.

Surgenor, B, Kozai, A, The Importance of a Good Warm-Up: Are you warm enough to start dancing?, International Association for Medicine and Science, 2017 http://c.ymcdn.com/sites/www.iadms.org/resource/resmgr/resource_papers/warm-up-importance.pdf

Whelchel, E, Dancing Within Your Range of Motion: A Guide to Improve Ballet Technique: An article for students aged 12 and up, Journal of Dance Education, 92 October 2014 Vol 14(4), Routledge, p.152-153

Buday C, Exploring The Abstract Language of Contemporary Dance In Order to create Emotional States/Nuances, 2006, QUT, Brisbane https://eprints.qut.edu.au/16420/1/Csaba_Buday_Thesis.pdf

Wilmerding, M V, Krasnow D, Dance pedagogy: Myth versus reality https://c.ymcdn.com/sites/www.iadms.org/resource/resmgr/resource_papers/dance-pedagogy.pdf

Meiner, J, The Elements of Dance, 1996 http://ausdanceact.org.au/wp-content/uploads/2014/12/The-Elements-of-Dance.pdf

Lockhart, AS, Pease, EE, 1996, Building and Teaching Lessons: Dynamics and movement qualities, Wm C Brown Company, Dubuque, p.199 FF. http://spot.pcc.edu/~lkidoguc/PAMBD/TR04_Dynamics.pdf

Montero, BG, Effortless Bodily Movement, City University of New York, Philosophical Topics Vol. 39 No.1, Spring 2011 https://barbaramontero.files.wordpress.com/2012/09/effortless-bodily-movement.pdf

Proprioception by the International Association for Dance Medicine and Science www.DanceMedicine.org http://c.ymcdn.com/sites/www.iadms.org/resource/resmgr/resource_papers/proprioception.pdf

Recommended Reading

Texts from a variety of mediums will be referenced and discussed during workshop and seminar sessions as appropriate. Below is a list of resource texts that may provide further insight and comprehension into these disciplines. Lists such as these are works are by no means comprehensive. Students are encouraged to compliment this list and share access to, and knowledge of, suitable reference texts and online resources with colleagues.

Grant, G 1967, Technical Manual and Dictionary of Classical Ballet, Dover Publications, New York.

Warren, G W 1989, Classical Ballet Technique, University of Florida Press, Gainsville.

Vagnonva, A 1969, Basic Principles of Classical Ballet: Russian Ballet Technique, Dover Publications, New York.

Stuart, M Dyer, C Kirstein L 1998, The Classic Ballet: Basic Technique and Terminology, University of Florida Press, Gainsville.

Bales, M Nettl-Fiol, R 2008, The Body Eclectic: Evolving Practices in Dance Training, University of Illinois Press, Chicago

Laermans, R, 2015, Moving Together: Making and Theorizing Contemporary Dance, Valiz, Amsterdam.

Carver, R K 2013, Stagecraft Fundamentals: A Guide and Reference for Theatrical Production, Focal Press, Maryland

Sheets-Johnstone M, 2015, The Phenomenology of Dance, Temple University Press, Philadelphia.

1 Practical Assessment

Assessment Title Progressive Practical Assessment
Task Description

The Progressive practical assessment in Ballet and Contemporary Dance are weighted at 15% each, which total 40% of the overall mark.

10% - Describe how three or more of your forum guests impact on the development of your creative practice.

Assessment Due Date During Review/Exam week.
Return Date to Students 30th October
Weighting 40%
Assessment Criteria
Criterion High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% High Fail 35-49% Mid Fail 24-34% Low Fail 0-23%
Progressive Practical Assessment (40%) of overall mark
Class activity displays work ethic, standard and progress. (50%) Evidence of sophistication in: ·Coordination ·Articulation ·Strength ·Dynamics ·Technical skill ·Core support ·Anatomical alignment Evidence of developing sophistication: ·Coordination ·Articulation ·Strength ·Dynamics ·Technical skill ·Core support ·Anatomical alignment Evidence in meeting the standard of: ·Coordination ·Articulation ·Strength ·Dynamics ·Technical skill ·Core support ·Anatomical alignment Evidence in developing standard of: ·Coordination ·Articulation ·Strength ·Dynamics ·Technical skill ·Core support ·Anatomical alignment Weak evidence of developing standard for: ·Coordination ·Articulation ·Strength ·Dynamics ·Technical skill ·Core support ·Anatomical alignment Lacks evidence for developing standard of: ·Coordination ·Articulation ·Strength ·Dynamics ·Technical skill ·Core support ·Anatomical alignment Insufficient evidence for developing standard of: ·Coordination ·Articulation ·Strength ·Dynamics ·Technical skill ·Core support ·Anatomical alignment
Dance Terminology, positions, steps and directions. (20%) · Sophistication in explaining or demonstrating dance terms, positions, steps and directions with no errors. · Understands and follows all dance terms and directions given with sophistication. · Knows all new positions and steps excellently. · Accurately executes all dance steps with ease. · Developing sophistication in explaining or demonstrating dance terms, positions, steps and directions with few errors. · Understands and follows most dance terms and directions given well. · Developing sophistication in executing new positions and dance steps with fluidity. · Sound ability to explain or demonstrate dance terms, positions, steps and directions with some errors. · Understands and follows dance terms and directions soundly. · Sound ability to execute new positions and dance steps with some effort. · Developing ability to explain or demonstrate dance terms, positions, steps and directions with many errors. · Developing and following dance terms and directions given prompts. · Developing execution of new positions and steps with minor difficulty. · Limited ability to explain or demonstrate dance terms, positions, steps and directions with no errors. · Limited ability to understand and follow dance terms and directions given. · Weak development of execution of new positions and steps with moderate difficulty. · Poor ability to explain or demonstrate dance terms, positions, steps and directions with no errors. · Weak ability to understand and follow dance terms and directions given. · Poorly developing execution of new positions and steps with major difficulty. · Unable to explain or demonstrate dance terms, positions, steps and directions. · Lacks ability to understand and follow all dance terms and directions given. · Insufficient evidence of executing new positions and steps.
Combinations of dance technique. (20%) · Memorises and performs all sequences with no error. · Never needs to follow instructor. · Always demonstrates enthusiasm by showing energy in movements and giving their best. · Excellent musical sensitivity. · Sophistication in personal style. · Memorises and performs most sequences with few errors. · Rarely needs to follow instructor. · Mostly demonstrates enthusiasm by showing energy in movements and giving their best. · Good musical sensitivity. · Good personal style. · Memorises and performs some sequences with no error. · Occasionally needs to follow instructor. · Soundly demonstrates enthusiasm by showing energy in movements and giving their best. · Sound musical sensitivity. · Sound personal style. · Memorises and/or performs sequences with error. · Often needs to follow instructor. · Sometimes demonstrates enthusiasm by showing energy in movements. · Developing musical sensitivity. · Developing a personal style. · Memorises and/or performs limited sequences. · Often needs to follow instructor. · Weakly demonstrates enthusiasm and energy in movements and giving their best. · Limited musical sensitivity. · Limited personal style. · Has difficulty memorising and performing sequences. · Often needs to follow instructor. · Apathetic energy in movements or lacks giving their best. · Employs poor musical sensitivity. · Lacks personal style. · Unable to perform any sequences from memory. · Always needs to follow instructor. · Never demonstrates enthusiasm. · Employs little to no musicality. · Unaware of personal style.
Attendance, participation, and safety. (10%) Receives 24 check marks Receives 21-22 check marks Receives 19-20 check marks Receives 17-18 check marks Receives 15-16 check marks Receives 13-14 check marks Receives 12 or fewer check marks
Referencing Style American Psychological Association (APA)
Submission Hard copy

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Perform fundamental ballet and contemporary dance skills and aesthetics

2. Perform a tutor-composed dance performance in an open performance

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy

5. Team Work



2 Practical Assessment

Assessment Title Practical Performance Assessment
Task Description

Learn a tutor-choreographed ballet and tutor-choreographed contemporary dance piece. Perform both disciplines as part of a performance production event - each performance worth 20% with a combined assessment total of 40%. Write a 500-word reflective analyse of your contribution as a performer post-performance - communication, interpretive skills, audience reception, benefits of performing, improvements for next time, and upload the analysis to Moodle.

Assessment Due Date Review/Exam Week Thursday (12-Oct-2017) 08:30 AM AEST
Thursday f Review/Exam Week 12th October 8.30am
Return Date to Students by 30th October
Weighting 40%
Assessment Criteria
Criterion High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% High Fail 35-49% Mid Fail 24-34% Low Fail 0-23%
Ballet - Cumulative Practical Assessment (20%) of overall mark
Performance displays sophistication, musical sensitivity and interpretive skills. (30%) Demonstrates outstanding knowledge of the choreography, and performs it extremely well. Displays many elements of body space awareness, qualities and relationships. Always stays on count and with the beat of the music. Movements and gestures strongly convey the meaning of the choreography. Demonstrates good knowledge of the choreography, and performs it well. Displays many elements of body space awareness, qualities and relationships. Stays on count and with the beat of the music well. Movements and gestures convey the meaning of the choreography well. Demonstrates sound knowledge of the choreography, and performs it soundly. Displays some elements of body space awareness, qualities and relationships.Soundly stays on count and with the beat of the music. Movements and gestures soundly convey the meaning of the choreography. Demonstrates limited knowledge of the choreography, and performs it adequately. Displays limited elements of body space awareness, qualities and relationships. Tries to stay on count and with the beat of the music. Movements and gestures convey limited meaning of the choreography. Demonstrates weak knowledge of the choreography and performs it weakly. Displays weak elements of body space awareness, qualities and relationships. Difficulties with staying on count and with the beat of the music. Movements and gestures weakly convey the meaning of the choreography. Demonstrates poor knowledge of the choreography and performs it poorly. Displays poor elements of body space awareness, qualities and relationships. Lots of difficulties with staying on count and with the beat of the music. Movements and gestures don't convey the meaning of the choreography. Consistent errors. Performs incomplete dance.Little evidence of body space awareness, qualities and relationships.Has little ability to stay on count and with the beat of the music. Movements and gestures are incoherent with the meaning of the choreography
Technical skills (40%) Accurately performs all dance steps and movement with ease. · Exhibits accurate anatomical alignment and/or excellent ballet line. · Execution is error free. · Works excellently with the ensemble all of the time. Performs all dance steps and movement well, and with some fluidity. · Has good anatomical alignment and achieves a good ballet line. · Execution is with few errors. · Works well with the ensemble all of the time. Performs the dance steps soundly. · The movement quality discloses some of the effort. · Has sound anatomical alignment and achieves a sound ballet line. · Execution is with some errors. Works soundly with the ensemble all of the time. Performs the dance steps with some difficulty with the movement quality laboured. Has limited anatomical alignment and achieves a limited ballet line. Execution is with errors. Works in a limited way with the ensemble. Performs the dance steps and movement with lots of difficulty. Has weak anatomical alignment. Execution is with many errors. Works weakly with the ensemble. Has major difficulty performing technical steps and movements. Has poor anatomical alignment. Consistently makes errors throughout. Has difficulty working within the ensemble setting. Has little ability to perform technical steps and movements. Has incorrect anatomical alignment. Cannot work within the ensemble setting.
Stage Presence (20%) Performs complete dance with lots of confidence and expression, makes no errors. Performs complete dance with confidence and expression, making few errors. Performs complete dance with some confidence and expression, making some errors. Performs complete dance with little confidence or expression, making several errors. Performs the dance with no confidence or expression. · Makes constant errors. Performs the dance with apathy. · Consistent errors regardless of corrections. Performs incomplete dance.
Written performance analysis (10%) The writing style excels and is clear and concise. Strong evidence of performance analysis, fully exemplified, and presented in a logical and concise manner. Academic language is used and demonstrates considerable care and refinement. · Meticulous proof reading with no errors in spelling, punctuation and grammar. The writing is well structured and clear. ·Good evidence of performance analysis, exemplified, and presented in a logical and clear manner. Academic language is used and demonstrates care and refinement. ·Few errors in spelling, punctuation and grammar. The writing is structurally sound. Sound evidence of performance analysis, and associated explanation. · Academic language is used soundly. · Some errors in spelling, punctuation and grammar. · The writing is limited and/or unstructured. · Some evidence of performance analysis, and associated explanation. · Colloquial language is limited. Areas of spelling punctuation and/or grammar need to be addressed. · The writing is poor and/or unstructured. · Poor evidence of performance analysis, and associated explanation. · Colloquial language is evident. · Weak spelling, punctuation, grammar and/or editing. The writing lacks clarity and it is difficult to ascertain the meaning from the text. · Lacks evidence of performance analysis, and associated explanation. · Reliance on colloquial language. · Poor spelling, punctuation, grammar and/or editing. Little evidence of performance analysis and explanations. · Colloquial language is abundantly used. · Multiple areas of spelling punctuation, grammar needs to be addressed.
Referencing Style American Psychological Association (APA)
Submission Online
Hard copy

Essay online - practical in exam week.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Perform fundamental ballet and contemporary dance skills and aesthetics

2. Perform a tutor-composed dance performance in an open performance

3. Apply technical theatre skills at a design level.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy

5. Team Work



3 Written Assessment

Assessment Title Written Assessment
Task Description

Present a 10-15 minute powerpoint in class. Apply the technical theatre stagecraft skills gleaned from Weeks 1-12 to design the set, lighting, audio and appropriate technology for a stage production set by the tutor. During the presentation you will elaborate on the treatment of the work's theme through implementing technical stagecraft design strategies. After presenting, upload your presentation to moodle, you may use images as support material, include references.

Assessment Due Date Review/Exam Week Monday (09-Oct-2017) 08:30 AM AEST
Monday 9th October 8.30am
Return Date to Students returned within 2 weeks.
Weighting 20%
Assessment Criteria
Criterion High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% High Fail 35-49% Mid Fail 24-34% Low Fail 0-23%
Written Assessment (20%) of overall mark
Employs technical theatre design strategies. Use of appropriate technology. Attention to detail, elements, and resources. (40%) ·Presentation employs strong technical design strategies, with accurate information for applying appropriate technology, elements and resources, presented in a manner that is insightful. · Presentation employs well-constructed technical design strategies. · Accurate use of technology, elements and resources, presented in a good manner. · Presentation employs sound construction of technical design strategies and there is evidence of the synthesis of the subject and ideas. · Presentation employs poor construction of technical design strategies and displays limited ability and evidence of synthesis of ideas. · Presentation employs a weak construction is technical design. · Weak evidence of synthesis of ideas. · Meaning is difficult to ascertain from the presentation. · Construction lacks synthesis of ideas. · No presentation and / or construction. · Construction has no synthesis of ideas.
Synergy between treatment of theme and technical design. Explanation of defining features and degree of justification. (40%) ·Use of design strongly supports the treatment of the theme and gives an accurate depiction of the technical resources, and/or elements to be applied to the creative work. ·All facts and claims are supported by references. ·Academic language is used and demonstrates considerable care and refinement. ·Use of design supports the treatment of the theme well, and depicts well the technical resources, and/or elements to be applied to the creative work. ·Content is fluent and clear. ·The argument is well supported by a detailed depiction of genre, and treatment or elements. ·Facts and claims are supported by references. ·Academic language is used and demonstrates care and refinement. ·Use of design soundly supports the treatment of the theme, and gives a sound depiction of the technical resources, and/or elements to be applied to the creative work. ·Content is clear. ·Most facts and claims are supported by references. ·Academic language is used · Use of design weakly supports the treatment of the theme, and gives a poor depiction of the technical resources, and/or elements to be applied to the creative work. · Some facts and claims are supported by references. · Colloquial language is limited. · The design is poor. · It's difficult to ascertain how the use of technical design relates to the treatment of the theme, and there is a poor depiction of the technical resources, and/or elements to be applied to the creative work. · Poor referencing, generalisations are presented without qualifications. · Reliance on colloquial language. · The design lacks clarity. · The design is difficult to ascertain how it relates to the treatment of the theme, and inappropriate depiction of the technical resources, and/or elements to be applied to the creative work. · Lacks referencing, generalisations are presented without qualifications. · Colloquial language is evident. · No evidence of appropriate content. · The design does not relate to the treatment of the theme. · There is no evidence or an inaccurate depiction of the technical resources, and/or elements to be applied to the creative work. · No referencing of facts. · Lacks appropriate language.
Stage Presence (5%) · Presentation is really engaging. · Voice and eye contact are very competent. · Presentation is engaging. · Eye contact and voice are well managed. · Reasonable presentation skills. · Fair enthusiasm, eye contact and use of voice. · Weak presentation skills. · Weak enthusiasm, eye contact and/or voice. · Lacks presentation skills. · Lacks enthusiasm, eye contact and/or voice. · Deficient presentation skills. · No enthusiasm, avoids eye contact and/or projection of voice. · Insufficient evidence of presentation skills.
Referencing (5%) ·All referencing in both the text and reference list is present and accurate. ·Referencing in both the text and reference list is adequate with few errors. ·Some errors in referencing the text and/or reference list. ·Referencing is limited, and inconsistent. ·Referencing is weak and inconsistent. ·Referencing is lacking and inconsistent and/or absent. ·No Referencing.
Referencing Style American Psychological Association (APA)
Submission Online

Submit through Moodle

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence




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