Unit rationale, description and aim
Professional practice requires the ability to apply disciplinary knowledge in complex and dynamic workplace environments. This unit builds on the project-based Work-Integrated Learning (WIL) experience introduced in NUTR309 by providing opportunities for students to further develop transferable professional skills aligned with careers in nutrition science.
In this unit, students undertake an industry-relevant project that addresses a real-world challenge in nutrition or public health, which provides opportunities to apply disciplinary knowledge while strengthening transferable skills such as professional communication, collaboration, critical thinking and project management. Students will be engaged in projects for approximately 90 hours throughout the unit. Students will also engage in workshops and active learning activities aimed at developing professional identity, an understanding of the nutrition profession and how to develop and articulate skills in a professional setting.
The unit emphasises development of transferable skills that support graduate employability and work readiness.
The aim of this unit is to provide students with an advanced Work-Integrated Learning experience that strengthens transferable professional skills and prepares them for entry into the nutrition workforce.
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
Apply knowledge, understanding and skills relevant...
Learning Outcome 02
Demonstrate effective verbal and nonverbal communi...
Learning Outcome 03
Reflect critically on professional development, tr...
Learning Outcome 04
Content
Content delivery is designed to support a project-based Work-Integrated Learning (WIL) experience in which students apply nutrition science knowledge to real-world challenges.
Topics include:
- • Professional scope of practice
- • Project planning and management
- • Translating nutrition science across varied settings
- • Professional communication skills, including verbal and written communication
- • Career readiness and transferable skill development
- • Reflective practice and professional identity development
Learning is supported through structured workshops, guided project development activities and, where appropriate, industry partners.
Assessment strategy and rationale
The assessments in this unit are designed to evaluate students’ ability to apply nutrition science knowledge to authentic professional tasks while developing and demonstrating transferable workplace skills.
The assessment structure aligns with the project-based Work-Integrated Learning model introduced in NUTR309 and are designed to support work-readiness upon graduation.
- A professional portfolio assesses learning and preparation of materials relevant to seeking graduate employment. This include articulating skills, experiences, and knowledge needed to apply for job opportunities.
- A project report assesses students ability to apply disciplinary knowledge, communicate effectively, and to demonstrate professional conduct. The report is designed to capture processes, decision-making, and progression over the project experience.
- The reflective report encourages critical reflection on development of professional identity, transferable skills and career development by drawing on experiences over the semester. Students will evaluate their experiences, identify strengths and areas for growth, and consider how their learning translates to professional practice.
To pass the unit, students must demonstrate achievement of every unit learning outcome and obtain a minimum cumulative mark of 50% across all graded assessment tasks.
Overview of assessments
To pass the unit, students must demonstrate achievement of every unit learning outcome and obtain a minimum cumulative mark of 50% across all graded assessment tasks.
Assessment Task 1 Professional portfolio E...
Assessment Task 1 Professional portfolio
Enables students to prepare a professional application for a mock industry-specific job that may include a cover letter, resume, statement addressing selection criteria, evidence of both soft and hard skills, and an introductory video
40%
Assessment Task 2 Project Report Enables student...
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.
40%
Assessment Task 3 Reflective Report Enable...
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.
20%
Learning and teaching strategy and rationale
This unit adopts a project-based Work-Integrated Learning (WIL) approach that supports the development of transferable professional skills relevant to the nutrition workforce. Building on the foundations established in NUTR309, students undertake a project in conjunction with an industry partner.
Students engage in activities including workshops, mentor meetings and project development sessions that support project planning, stakeholder communication and evidence-based problem solving. These activities assist students to apply disciplinary knowledge while developing transferable professional skills valued in the nutrition sector.
Where appropriate, students may contribute to the refinement or development of project scope in consultation with academic staff and industry partners. This process allows students to practise professional consultation skills, including clarifying stakeholder needs, negotiating project objectives to identify and implement feasible solutions.
Reflective activities are embedded across the unit to enable students to evaluate their professional growth, communication skills and readiness for employment.
This scaffolded approach enables students to strengthen professional judgement, collaborative capability and work readiness as emerging nutrition professionals.
This approach reflects contemporary WIL practices that emphasise authentic collaboration between students, industry partners and academic staff in the co-creation of applied learning experiences.