Unit rationale, description and aim

Project-based professional practice is an integral aspect of the transition from learner to practitioner. To be a competent nutritionist, the knowledge and skills gained must be transferred to a professional context, with demonstration of increasing autonomy and confidence.This unit provides the opportunity to apply knowledge, understanding and skills in a project-based context, in order to begin the transition from learner to practitioner. Students will be given an authentic Work-integrated learning (WIL) experience through structured, project-based activities aligned to industry needs and helps students to prepare for employment through career development activities such as mock job applications and interviews to begin to develop a professional portfolio. This unit allows students to engage in projects tailored to their personal and professional interests, supervised by industry mentors equivalent to 50 hours of professional experience. Students will enhance key employability skills including communication, teamwork, and problem-solving, while gaining insight into diverse career paths through interaction with practicing professionals. By delivering outcomes to real-world projects, students begin transitioning from learners to professionals, developing confidence and capabilities essential for graduate nutritionists. The aim of the unit is to provide students with an authentic learning experience in which they can integrate evidence-based learnings in applied settings.

2026 10

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Prerequisites

NUTR202 Lifespan Nutrition

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Understand the scope of practice and professional ...

Learning Outcome 01

Understand the scope of practice and professional requirements relevant to working in the field of nutrition science
Relevant Graduate Capabilities: GC1, GC2

Apply knowledge, understanding and skills relevant...

Learning Outcome 02

Apply knowledge, understanding and skills relevant to practicing as a nutrition scientist
Relevant Graduate Capabilities: GC2, GC4, GC7, GC8

Demonstrate effective verbal and non-verbal commun...

Learning Outcome 03

Demonstrate effective verbal and non-verbal communication skills in a work context
Relevant Graduate Capabilities: GC3, GC10, GC11, GC12

Reflect critically on professional growth, employa...

Learning Outcome 04

Reflect critically on professional growth, employability, values and community engagement
Relevant Graduate Capabilities: GC3, GC6, GC10, GC11

Content

Topics will include:

  • Scope of practice and ethical conduct in nutrition science.
  • Peak bodies and professional organisations.
  • Identifying personal strengths and weaknesses for career readiness.
  • Project planning and coordination.
  • Team collaboration and professional communication.
  • Industry engagement and career pathways.
  • Reflective practice for professional development.
  • Job application skills: Curriculum Vitae (CV), cover letter, selection criteria, interviews.
  • Careers in nutrition: employment and entrepreneurship.

Assessment strategy and rationale

This unit employs standards-based assessment aligned with University requirements to help students achieve learning outcomes and develop graduate attributes. The assessment strategy includes two ungraded hurdle requirements and three graded tasks that support the developmental learning sequence.

  • Ungraded Hurdle Task 1, Preparatory requirements, incorporates all requirements necessary for assigning student projects.
  • Ungraded Hurdle Task 2, Reflection on project experience, assists students in the preparation of Assessment Task 3, Reflective report.
  •  Three assessment tasks mirror professional expectations and evaluate unit learning outcomes.
  • Assessment Task 1, Professional portfolio improves student confidence and competence in employment processes including preparation of cover letters, resumes, and addressing selection criteria and interview questions.
  • Assessment Task 2, Project report captures work progression from initial brief to final deliverable, incorporating peer and mentor feedback.
  • Assessment Task 3, Reflective report assesses understanding and integration of learnings through reflection.

 These assessments promote practical skill development, reflective learning, and theory-to-practice integration.

Overview of assessments

To pass the unit, students must demonstrate achievement of every unit learning outcome, pass both hurdle tasks, and obtain a minimum cumulative mark of 50% across all graded tasks.

Ungraded Hurdle 1*: Completion of ACU-specific a...

Ungraded Hurdle 1*:

Completion of ACU-specific and discipline-specific requirements for work placement, including but not limited to: 

  • Online unit modules 
  • Pre-placement Verification process through InPlace.
Weighting

Ungraded Hurdle*

Learning Outcomes LO1
Graduate Capabilities GC1, GC2

Ungraded Hurdle 2**: Enables students to demonst...

Ungraded Hurdle 2**:

Enables students to demonstrate reflective practice.

Weighting

Ungraded Hurdle**

Learning Outcomes LO3, LO4
Graduate Capabilities GC3, GC6, GC10, GC11, GC12

Assessment Task 1 - Professional portfolio:   Ena...

Assessment Task 1 - Professional portfolio: 

Enables students to prepare a professional application for a mock industry-specific job, including cover letter, resume and statement addressing selection criteria.

Weighting

30%

Learning Outcomes LO2, LO3
Graduate Capabilities GC2, GC3, GC4, GC7, GC8, GC10, GC11, GC12

Assessment Task 2 - Project report:   Enable...

Assessment Task 2 - Project report: 

Enables students to demonstrate the application of discipline-specific knowledge, understanding and skills, including their ability to communicate effectively in professional contexts. 

Weighting

40%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC4, GC7, GC8, GC10, GC11, GC12

Assessment Task 3 - Reflective Report   Enables s...

Assessment Task 3 - Reflective Report 

Enables students to reflect critically upon their professional experience with specific reference to their values, assumptions and attitudes and the ACU Mission.

Weighting

30%

Learning Outcomes LO4
Graduate Capabilities GC3, GC6, GC10, GC11

*Ungraded Hurdle 1:

  • Ungraded Hurdle Task 1* requires students to have completed and received approval for all preparatory requirements listed in InPlace by the end of Week 2.
  • Students are permitted multiple resubmissions to meet compliance up to the end of Week 2 to allow ample time for project allocation. Students who do not meet this hurdle by the deadline will not be allowed to proceed with the unit.

**Ungraded Hurdle 2:

  • Ungraded Hurdle Task 2** must be completed in 2 attempts to a satisfactory standard. A second attempt will be offered for unsatisfactory attempts and must be passed to complete the unit.
  • Students must complete an in-class reflection of their professional practice experience, as outlined in the Learning Management System, that demonstrates their growth in professional identity and understanding of industry. An unsatisfactory attempt may include:
  • Incomplete or superficial reflection (e.g. lacking detail, insight, or relevance to the experience);
  • Failure to address key prompts or criteria provided in class;
  • Evidence of minimal effort or engagement (e.g. vague responses, copy-pasted content, generic statements);
  • Non-attendance without prior approval or acceptable reason.

Learning and teaching strategy and rationale

The unit applies a Work-integrated Learning (WIL) approach that integrates professional preparation with applied industry experience. Students first engage with structured preparatory activities including workshops and targeted online modules that build job-readiness, project planning and communication skills and awareness of career landscape, industry ethics and scope of practice. Students will work to address authentic, real-world industry challenges and develop practical solutions for real organisational needs with industry mentors providing strategic guidance throughout the process. This creates a support system between professional and academic contexts while fostering networking skills. Students will then complete guided reflections to gain an understanding of their professional growth, consider their strengths and weaknesses, and articulate areas of growth and understanding because of immersion in industry projects. This scaffolded approach allows students to progressively build confidence in their understanding of their profession, application of disciplinary knowledge to authentic problems and further knowledge of professional identity. This strategy balances guidance with autonomy to prepare students to navigate professional environments as graduate nutrition scientists.

Representative texts and references

Representative texts and references

Association for Nutrition. (2025). UKVRN Standards of Ethics, Conduct and Performance. https://www.associationfornutrition.org/careers-nutrition/code-of-ethics-conduct.

Croxford, S., Stirling, E., McLeod, S., Biesiekierski, J., Murray, E., Ng, A. H., Bramley, A., & Forsyth, A. (2022). An exploratory study of industry perspectives to inform undergraduate nutrition employability initiatives. Nutrition and Dietetics, 79(4), 447–455. https://doi.org/10.1111/1747-0080.12731.

Jackson, D. (2016). Re-conceptualising graduate employability: the importance of pre-professional identity. Higher Education Research and Development, 35(5), 925–939. https://doi.org/10.1080/07294360.2016.1139551.

Knipfer, K., Kump, B., Wessel, D., & Cress, U. (2013). Reflection as catalyst for organisational learning. Studies in Continuing Education, 35(1), 30–48. https://doi.org/10.1080/0158037X.2012.683780.

Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Prentice-Hall.

Murray, E., McLeod, S., Biesiekierski, J., Ng, A., Croxford, S., Stirling, E., Bramley, A., & Forsyth, A. (2020). Employability initiatives in undergraduate education and application to human nutrition: A scoping review. Journal of Teaching and Learning for Graduate Employability, 11(1), 63–80. https://ojs.deakin.edu.au/index.php/jtlge/article/view/921.

Nutrition Society of Australia. (2023). Code of Ethics. https://www.nsa.asn.au/about-us/code-of-ethics/.

Tertiary Education Quality and Standards Agency. (2022). Guidance note: Work-integrated learning (Version 2.0). https://www.teqsa.gov.au/guides-resources/resources/guidance-notes/guidance-note-work-integrated-learning.

Trede, F., Macklin, R., & Bridges, D. (2012). Professional identity development: A review of the higher education literature. Studies in Higher Education, 37(3), 365–384.

https://doi.org/10.1080/03075079.2010.521237.

Yoon, B., Jang, M. H., Park, J. Y., & Jun, K. (2023). The Effect of Project-Based Learning (PBL) on Nutrition Students’ Learning Competencies and Career Aspirations in South Korea. Journal of Nutrition Education and Behavior, 55(7 Suppl), 30. https://doi.org/10.1016/j.jneb.2023.05.065.

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