Guidelines

CPEE guidelines are examples of good practice and provide guidance about how to best implement CPEE policies.

These Guidelines provide information for the awarding of academic credit within CPEE Programs. Credit is based on recognition of learning through prior experience and/or studies (RPL). The awarding of RPL means that a student enters the program with advanced standing within their CPEE program of study. These guidelines do not apply to CPEE nested programs

Students and Unit Chairs must reference or cite sources. Correct referencing is an important part of academic writing and it ensure that the ideas or words of others are rightfully acknowledged. It also helps avoid plagiarism. Well used referencing demonstrates that the writer has indeed read the contemporary and historical background literature and helps provide authority for statements made in conclusions, summaries and interpretation of results.

This guideline for students in CPEE programs adds further clarity to the definition of plagiarism, the consequences of committing plagiarism and examples of how to avoid committing plagiarism including collusion. The definition of plagiarism provided by Collins Dictionary (n.d.) is, “Plagiarism is the practice of using or copying someone else's idea or work and pretending that you thought of it or created it”

Surveys typically involve human research and ethical approval is required for all research undertaken by CPEE students that involves any human research. Human research is defined here as research conducted with or about people, their data, and/or their tissue. People can be involved in research by taking part in surveys or interviews, or focus groups.

This guideline for students in CPEE programs adds further clarity to the definition of collusion, the consequences of committing collusion and examples of how to avoid committing collusion.

These Guidelines outline how the CPEE is able to employ the use of alternative methods for assessing the performance of a student with a disability or medical condition. The Guidelines apply where that student is unable, because of disability or medical condition, to undertake the same assessment in the same manner as other students. CPEE offers reasonable adjustments to assessment that do not impose unjustifiable hardship on the CPEE.

Ethical approval is required for all human research. Human research is defined here as research conducted with or about people, their data, and/or their tissue. People can be involved in research by taking part in surveys or interviews, or focus groups. If the CPEE Work Based Project or Industry Research involves human research, a student must apply for ethics approval, and must not begin any research activity until approval is received.

This Guideline complements the CPEE Student Code of Conduct and the CPEE Student Misconduct Management Procedure and must be read in conjunction with them. The CPEE adopts a preventative approach to plagiarism by ensuring that all students and Unit Chairs are aware of the need to avoid plagiarism and the grave consequences of deliberate plagiarism.

These Guidelines have been prepared to ensure a high quality and consistency of the structure and format of project reports submitted for partial fulfillment of CPEE630 and KNE520. The components, assessment tasks and structure of both Units have been detailed elsewhere in the Unit Study Guides. The following Guidelines are a concise summary of the required structure of the Final Research Report.

Assessment enables students to demonstrate their achievement of forms of learning described in the learning outcomes. It should contribute to the development of graduate attributes and professional standards and judge student performance against explicit and relevant criteria. The following 2 types of assessment are used to determine students’ achievement of learning outcomes.

  1. Formative assessment that provides feedback to the student during their learning experience;
  2. Summative assessment that focusses on the outcomes of student learning and involves the evaluation of the final outcomes of the learning experience.

The following principles focus on the key role assessment plays in student learning at CPEE.

This Guideline provides students with an overarching introduction to the CPEE Policy and Procedures related to student grievances, appeals and complaints. It complements the PO007: Policy on Student Grievances, Complaints and Appeals, PR012: Student Complaint Procedure, PR013: Student Academic Appeals Procedure, PR015: Student Misconduct Management Procedure and the PR018: Student Non-academic Appeals Procedure.

CPEE is dedicated to monitoring the progress of its students through its programs and provide appropriate guidance and support.

The CPEE is committed to providing students with a learning environment where learning outcomes are validated through authentic assessment.

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