Unit Information
CUC100 Academic Literacies
Credit points:
10
Mode:
Internal/External
Assumed
knowledge:
Pre-requisite(s):
NA
Location:
Internal/External
NA
Learning
method:
Online Reliant (OLR)
Year:
2015
Semester:
2
School:
School of Academic
Language & Learning
Unit
coordinators:
Phone:
Internal: Clare McVeity / External:
Adelle Sefton-Rowston
(08) 8946 6854 / (08) 8946 6753
Email:
Clare.McVeity@cdu.edu.au /
Adelle.Sefton-Rowston@cdu.edu.au
Unit Description
Academic Literacies supports undergraduate students in any area of higher education to reflect on the
value and requirements of university study and to ensure that they have a good foundation in the
various types of "academic literacies" that will help them succeed in this study and later in life.
Studying at university requires a unique set of skills and literacies that students may not have needed
to develop before now. University assessments demand particular kinds of reading and writing skills,
as well as critical and analytical thinking skills that enable students to understand the ideas of others,
as well as to clearly express ideas according to academic conventions. CUC100 will help you build
these skills and reflect on the value of university study and what it requires of you.
Learning Outcomes
On completion of this unit a student should be able to:
1. Reflect on and evaluate your own learning needs and your strategies for success in your university
study and beyond
2. Successfully make use of your new skills in academic writing, critical reading and thinking, and oral
presentations
3. Use your research skills to identify, access, evaluate, organise and reference information
4. Make use of common computing skills, such as word processing, Internet research, emailing, and
visual presentation, and use of the university's e-learning system: Learnline
5. Understand that there are different ways of knowing within and between different cultures, and
know how to apply the different ways of thinking and learning that are expected in a Western
academic context
6. Participate more confidently and actively at university (particularly CDU)
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Teaching and Learning Strategies
CUC100 takes an approach to learning that is experiential. This means we guide you through a
range of learning activities and readings which prepare you to successfully complete the
assessments. These assessments encapsulate the fundamental skills that are necessary to succeed
at university and professionally: critical reflection, research, academic reading & writing and
communicating verbally.
The unit begins by giving everyone a chance to master the fundamentals of reading, writing and
researching. If you find you have already mastered these fundamental skills, then use this
opportunity to refine and perfect you basic skills before you get to the more challenging tasks later on
in the semester.
Alternatively, if you feel confident with most of the skills being taught but are not eligible for
recognition of prior learning (RPL), you may like to consider studying externally. This way you can
move at your own pace, faster or slower depending on the skills you already have.
Participation
This unit is offered internally (Casuarina, Waterfront, Alice Springs, Batchelor, Sydney & Melbourne,
depending on the semester) and externally (Semester 1 & 2 and Summer Semester).
Internal classes: Students are expected to attend the week 1 lecture which includes the sign-up to a
tutorial workshop that runs weeks 1 through12. The introductory lecture in week 1 will be timetabled
as a once off lecture in a designated lecture hall. Subsequent classes take place in our E-Learning
studio where the teaching team facilitate interactive learning so that you learn both the theory and
practice of Academic Literacies. All of your learning is centered on helping you master and complete
the four assessments in the unit. Part of this is learning the IT skills necessary to use Learnline and
present professional word processed assessments. There is an 80% expected attendance rate.
Specific details of available class times can be obtained by accessing the class timetable at:
http://www.cdu.edu.au/timetable
External classes: External students are allocated an online Learning Group when enrolled in
CUC100. If you are an external student, you will work through the learning resources on your own
with the assistance of your allocated tutor and option of interaction other students online or through
email, phone, Online Classroom and/or Skype.
The online weekly materials provide you with completely self-contained workshops that match the
on-campus tutorials. By following the study plan and the weekly learning guides provided on
Learnline, each week you are led through the same learning activities the internal classes cover. You
are also encouraged to interact with your tutor and peers through email, phone, discussion forums,
Collaborate classroom and other online resources.
As an external student, you also have the advantage of being able to fast track through the
workshops where you are confident with the skills. However, it is a good idea not to submit
assessments ahead of time for there are always extra help sessions just before an assessment is
due and you could miss important tips.
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Overview of Assessment
All of the assessments are designed as an opportunity for you to put into practice the skills you are
taught in the workshops and obtain feedback. Each one also represents a stage in preparing and
writing an academic assessment: reflecting, note taking & summarizing readings, planning the
structure and researching, and finally putting it all together in a written assessment.
Item
Description/Focus
Value
Relates to
learning
outcomes
1.
Online Journal – Learning reflections
20 %
1, 4, 5, 6
2.
Annotated Bibliography – Core readings summary &
comment
20 %
2, 4, 5, 6
3.
PowerPoint Presentation – Essay plan
10 %
1, 2, 4, 5, 6
4.
Final Essay – Critical discussion of graduate attributes in
your current or future profession
50 %
1, 2, 3, 4, 5, 6
Resources
Required textbook
rd
Rolls, N. & Wignell, P. (2015). Communication at University: Skills for Success (3 ed). Darwin,
Australia: Charles Darwin University Press.
Required textbooks can be ordered from the CDU Bookshop through their website at
http://www.cdu.edu.au/bookshop
Learnline (Online Learning System)
Learnline is Charles Darwin University’s on-line learning system accessed at https://online.cdu.edu.au/.
In this unit, Learnline may be used to:
 provide important announcements about the unit
 distribute lecture slides, and other study materials
 complete online assessments
 access feedback from tasks and grades for assessable work
 provide a communication point where you contribute to discussions as part of your assessment,
and to interact with other students in the unit.
You will need to have regular and reliable broadband access to complete unit requirements. Access
the unit on Learnline may not be available until the first day of semester.
eReserve Course Readings
eReserve Course Readings allows electronic copies of journal articles, book chapters and lecturer
notes that have been recommended by a lecturer as part of their course reading requirements. You
can access eReserve Course Readings at http://ereadings.cdu.edu.au .
This site is password protected. Your CDU student login will provide you access. You can then search
for items by lecturer, unit code, title, author, keyword, year or date
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Recognition of Prior Learning
CDU recognises that students acquire skills and knowledge through work and life experiences and
other study. Check the rules for eligibility for “Professional Assessment” (PA) or “Credit Transfer” (CT)
from Common Units on: http://Learnline.cdu.edu.au/commonunits - “Exemption from Common Units”.
If you feel that you already have official proof to show you have the skills and knowledge to meet the
learning outcomes of this unit, then access the application form provided on this website and send it
and supporting documents, to the address on the HE113 form.
The PA grade has the same value as an ungraded pass (PU) when determining University and
Chancellor's Medal eligibility and does not count towards the Grade Point Average (GPA) for the
course.
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Accessing Learnline
Learnline can also be accessed directly at the address: http://online.cdu.edu.au. The Learnline login
page has instructions for how to log in, as well as links to live, 24-hour help for you in accessing and
using the site.
If you need “offline” support and help with login or technical problems relating to Learnline, you can
access the 24 hour Student Support via phone and email any time, day or night:
Telephone:
1800 559 347 (FREE CALL)
Email:
Learnlinesupport@cdu.edu.au
IMPORTANT: Access to a computer and the Internet are essential for this unit. If for whatever reason
you don’t have reliable computer and Internet access, please contact Clare; Adelle.SeftonRowston@cdu.edu.au as soon as possible.
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Study Plan
Week & Topic
Learning focus
Weekly tasks
 What is CUC100 for
and how does it
work?
Week 1
Introduction &
overview
 What are “Academic
Literacies” and why
do we need them?
 Self-aware learning
 CUC100 assessments
 Unit delivery modes
& options.
Week 2
Finding your
identity in
academic
language &
culture
 Choosing tertiary
study and identifying
as a university
student
 What is academic
writing and what is
academic voice?
How to
approach
assessment
tasks
Critical and
effective
reading

Update your student info and check your CDU
email

Log into Learnline and watch the tutorial
videos on the homepage.

Access the Learning Guide for Week 1 on
Learnline and self-assess your study & ICT
skills.

Work through the Learning Guide for Week 1
on Learnline

Complete the Time Management document
and prepare a study plan

Buy your textbook: “Communicating at
University - Skills for Success”

Check your computer & ICT needs in the Week
1 ICT guide.

Work through the Learning Guide for Week 2 on
Learnline

Read & complete exercises in textbook Chapter
1: Orientation to university assessments

Participate in the online Collaborate session
‘Developing your reflection writing skills’
(optional).
Prepare for your first Learning Reflection (A1) by
reading the short reading: “Should I go or should
I stay?”

Work through ICT skills for using the Internet
and emailing

Complete Weekly Library Task

Complete Learning Reflection #1

Work through the Learning Guide for Week 3 on
Learnline

 Analysing
assessment
questions
Read & complete exercises in textbook Chapter
2:Approaching assessment tasks

 Generating and
organising your own
ideas
Participate in the online Collaborate session
‘Library introduction to online resources’
(optional)

Familiarise yourself with the library resources &
access the CDU library website and identify the
liaison librarian for your faculty and school

Complete Weekly Library Task

Complete Learning Reflection #2
 What is critical
reading?

Work through the Learning Guide for Week 4
on Learnline
 Core Reading 1:
Understanding and
discussing the

Read & complete exercises in textbook Chapters
3: Critical reading & 4: Note-taking, summarizing
& paraphrasing
 Strategies for
success at university.
 Introduction to
library resources
Week 4
Activate your student account via the CDU
homepage

 What is critical
thinking?
Week 3

Assessments
NIL
Assessment 1, LR 1:
Identifying as a
university student.
Assessment 1, LR 2:
Your learning style
Assessment 1, LR 3:
Meaning of
citizenship in
different settings.
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reading.
 What is social
responsibility and
why is it important?
 Understanding
processes of
communication
Week 5
Using other
people’s ideas
Week 6
Extracting the
value from
readings &
teamwork
Week 7
Research and
commentary &
critique
 Core Reading 2:
Understanding and
discussing the
reading

Reading and discussion of Core Reading

Highlight, summarise and take notes in
preparation for Assessment 2

Complete Weekly Library Task

Complete Learning Reflection #3

Work through the Learning Guide for Week 5 on
Learnline

Reading and discussion of Core Reading 2

Highlight, summarise and take notes in
preparation for Assessment 2

Review the CDU library referencing guide (APA)
and watch the video on plagiarism in the Week
5 Learning Guide
 Building evidence for
arguments

Complete Weekly Library Task

Understanding
teamwork

Work through the Learning Guide for Week 6 on
Learnline

Core Reading 3:
Understanding and
discussing the
reading

Participate in the online Collaborate session
‘How to write an annotated bibliography’
(optional)

Reading and discussion of Core Reading 3.
 Quoting,
paraphrasing, &
summarising

Writing an
Annotated
Bibliography (A2)

Highlight, summarise and take notes in
preparation for Assessment 2


Complete Weekly Library Task
Referencing &
citation

Set up your Word document ready for your
Annotated Bibliography (A2).

Work through the Learning Guide for Week 7 on
Learnline

Revise & use your brainstorm notes from Weeks
3 & 4 to research credible sources for your final
essay.

Researching
effectively

What makes a
source “credible”?

Read & complete exercises in textbook Chapters
6: Annotated bibliographies & 7: Critiques

Referencing &
citation


ICT skills for setting
up a professional
word document for
assessments
Check sample annotated bibliography entry in
textbook. Note the differences between the
summary and the commentary

Access the Learning Guide for Week 7 and
identify any ICT challenges to overcome for
Assessment 2

Complete Weekly Library Task

Finalise & submit assessment 2: Annotated
Bibliography
NIL
NIL
Assessment 2:
Annotated
Bibliography
Mid-Semester Break (Monday 7th- Sunday 13th September)
Week 8
Communicating
ideas orally
 Do’s and Don’ts of
academic/formal
oral presentations

Work through the Learning Guide for Week 8 on
Learnline

Participate in the online Collaborate session
‘How to prepare PPT presentation & essay plan’
(optional)

Read & complete exercises in textbook Chapter
 Tips for
presentations
 Planning your oral
NIL
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presentation (A3)
Week 9
Presenting
arguments for
your essay
 Being an active
listener

Watch the video on PowerPoint presentations
 ICT skills for PPT
presentation

Prepare & complete PowerPoint presentation

Internal students: Ensure you are ready to
present this in your nominated tutorial next
week (week 9)

Complete Weekly Library Task
 Student
presentations on
plans for the final
essay

Work through Learning Guide for Week 9 on
Learnline

 Feedback and tips
for the final essay
Read the short document on “How to tell a
strong thesis statement from a weak one”

Present your plan (in-class)

Complete Library Quiz & Survey

Finalise & submit assessment 3: Your PPT
presentation on Learnline

Work through the Learning Guide for Week 10
on Learnline

Discussion about the parts and stages of an
academic essay.

Read & complete exercises in textbook Chapter
8: Writing academic essays
 Presenting
statements of
argument
 Structuring your
essays
 Using & integrating
evidence effectively
Week 10
Building essay
structure
11: Communicating verbally
 Being a good
persuasive writer
 Why is logic
important?

Check feedback from your tutor on A3 for ideas
on developing/refining your thesis & supporting
arguments in your final essay

Participate in the Collaborate session ‘Research
& referencing’ library session (optional).
 Finding your own
academic voice

Work through the Learning Guide for Week 11
on Learnline
 Nuances of language
use and word choice

Textbook Chapter 8: Writing academic essays

Access your Group Journal in Learnline to read
back through your previous 3 Learning
Reflections, and complete Learning Reflection
#4

 Tips for editing your
final essay
Check the ICT checklist for Week 12 in Learnline
to make sure that your final essay is formatted
correctly

 Your feedback on
CUC100
Read & complete exercises in textbook Chapter
10: Editing your writing

Participate in the Collaborate session ‘General
question & answer on Final Essay’ session
(optional)

Finalise & submit your final assessment: Essay
 Expanding on
original brainstorms
and taxonomies
 Researching for final
essay
Assessment 3:
PowerPoint
Presentation of
Essay Plan
NIL
 Integrating evidence
Week 11
Writing to
convince &
persuade
 Developing and
maintaining a
compelling argument
Assessment 1, LR 4:
Life-long learning.
 Writing to an
academic audience
 Review of key
lessons in CUC100
Week 12
“Am I
academically
literate now?”
Assessment 4: Final
Essay
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Assessments
Copying & plagiarism
Plagiarism is the presentation of someone else’s work without acknowledgement. This may happen if
you copy another student’s work or if you use the words and ideas of an author of a book or article
and do not correctly cite and reference.
One of the focuses of CUC100 is to teach you to correctly cite and reference the sources that you use
in your writing and in your assessments. Acknowledging other people’s ideas and written work is a key
part of successful study at university, so you should make the most of your opportunity in CUC100 to
learn as much as you can about correct methods of citing and referencing for your study area in order
to avoid plagiarism.
Collusion is getting another person to help or assist you in writing and producing the final version of an
assessment/assessment without the express requirement, permission, or knowledge of the assessor
(your tutor or the unit coordinators). Staff and students may use information and ideas expressed by
others, but this use must be identified by appropriate referencing (CDU Academic and Scientific
Misconduct policy 3.3 v.1).
IMPORTANT: Plagiarism and collusion are very serious matters. If you are caught deliberately
plagiarising in any of your assessments, you may fail the assessment and even the whole unit. You
may also be penalised by the University with further disciplinary action.
Further information about the disciplinary action applied to students in the case of plagiarism can be
found at: http://www.cdu.edu.au/governance/procedures/pro-092.pdf
The Charles Darwin University policy on plagiarism is called the “Academic and Scientific Misconduct
Policy” and can be viewed or downloaded here: http://www.cdu.edu.au/governance/procedures/pro092.pdf
Attendance
For internal students, the expectation for attendance at tutorials is a minimum 80%.
Assessment Extensions
Time management is a key skill to learn at university and it is important you make every attempt to
meet the assessment due dates so that you don’t fall behind with your study.
If you require an extension, it is important to apply for one before the assessment is due.
If you do not request an extension before the assessment due date, 5% a day is deducted to a
minimum of a pass and there will be no opportunity for resubmission. After 7 days, the assessment is
only eligible for a pass/fail grade. Assessment submissions will not be accepted 2 weeks after the due
date unless arrangements have been made with your tutor.
Resubmission
Resubmission of assessments will be offered to students where they have not met the standard for a
pass. The resubmission is allowed on the proviso that you:
•
Can only achieve a maximum pass grade and must resubmit within an agreed time frame.
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Assessment Guidelines
Assessment Item 1
Description/Focus:
Value:
Due date:
Length:
Task:
Online Journal: Learning Reflections
4 x 5% entries total of 20%
Sunday, midnight, weeks 2, 3, 4 & 11
Approximately 250 words per reflection
This Assessment has four (4) separate learning reflection submissions.
You need to read the Learning Reflection questions and prompts that will be
available online in the “Group Journal” of your tutorial group in the week that
each reflection is due (see below). You should reflect deeply on how the
questions apply to you and your learning process and then submit your
response.
For this assignment only, you can write in “first person” (I, me, my). You also
need to use full sentences, correct paragraphing, grammar and punctuation.
In addition, you should consider that other students will read your
responses, so you should use appropriate language and not share too much
personal information.
These learning reflections are intended to help you become a self-aware
learner which means developing your understanding of what motivates you
to learn and how you learn, as well as the challenges you may face as a
learner. The ideal outcome is that an increased self-awareness will enable
you to take control of your learning and your interpersonal communication,
not only during your time at university but also in your professional and
personal relationships.
As a part of developing these skills, you are also encouraged to respond to
other students’ contributions, as well as reading your tutor’s and other
students’ responses to your own posts.
Presentation:
Assessment
criteria:
Entry in online ‘Group Journal’
Refer to ‘Assessment Tasks’ link on Learnline
Assessment Item 2
Description/Focus:
Value:
Due date:
Length:
Task:
Annotated Bibliography: Summary & comment of core readings
20%
Sunday, midnight, week 7
Approximately 300 words per reading

Create an annotated bibliography from the three core readings
(provided);

Each annotation (summary & comment) should be approximately 300
words (per reading);

Each annotation should include a summary & comment paragraph:
o
Summary paragraph: Summarise and paraphrase the key ideas
and/or arguments in each reading (do not quote).
o
Comment paragraph: What aspects of the readings relate to skills
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needed to be successful in your chosen workplace?

Include a correct reference for each reading at the top of each
annotation (as heading) using APA (or CDU Harvard for Business,
Commerce & Accounting students).

Each reading needs a correct reference as a heading, followed by your
summary (1-2 paragraphs) and then your comment (1-2 paragraphs).

Format your assessment according to the guidelines (found in
Assessment Tasks on Learnline).
The 3 core readings for CUC100 are available for free which you can
download on the CUC100 Learnline site under “Readings”.
We will be scaffolding each of the readings in detail in Weeks 4, 5 and 6, so
this will help you to produce your summaries for each of them. Your
comments, which directly follow your summaries, should relate the key ideas
from the readings to being successful in your chosen workplace.
Presentation:
Assessment
criteria:
Word document submitted via Learnline
Refer to ‘Assessment Tasks’ link on Learnline
Assessment Item 3
Description/Focus:
Value:
Due date:
Length:
Task:
PowerPoint Presentation: Essay plan
10%
Sunday, midnight, week 9
5 minute presentation
For this assessment, you need to present a plan of your final essay in the
form of a PowerPoint or Prezi and present your plan orally.
In 9 slides:

Slide 1: Include a title slide with name of presentation, your name &
student number;

Slide 2: Explain your orientation to the essay question and introduce
your chosen workplace;

Slide 3: State your thesis statement (overall argument) in one sentence;

Slide 4: Graphic representation of your essay plan, either as a
taxonomy or a flow chart (a visual representation of your essay);

Slides 5, 6 & 7: Explain your main supporting arguments, allowing one
slide per main argument. These should be taken directly from your
essay plan;

Slide 8: Working bibliography, list the references that you have found
the most relevant and briefly explain how and why they are useful to
support your arguments;

Slide 9: Present a conclusion to your presentation. This may also
include any questions you are still considering or further research that
you still need to do.
ALL STUDENTS: provide a written version of your script (of your spoken
presentation) as part of your submission. This needs to be in the presentation
notes section on each slide, or included as a Word document and zipped in
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the folder with the PowerPoint file.
INTERNAL STUDENTS: Orally present your PowerPoint Essay Plan in class,
week 9. Therefore, you will present in class and then upload your attempt on
Learnline after your presentation.
EXTERNAL STUDENTS: Record your voice (as though presenting to an
audience) and imbed the audio within your PowerPoint.
Presentation:
Assessment
criteria:
PowerPoint presentation submitted via Learnline
Refer to ‘Assessment Tasks’ link on Learnline
Assessment Item 4
Description/Focus:
Value:
Due date:
Length:
Task:
Final Essay: Critical discussion of graduate attributes
50%
Sunday, midnight, week 12
1500-2000 words
For your final assessment, you need to write a 1500-2000 word essay in
response to the question below:
Employers assume that their graduate employees will have attained certain
attributes that contribute to citizenship within the workplace. The Charles
Darwin University graduate attributes identify social responsibility,
communication, and teamwork as the skills that make up ‘workplace
citizenship’.
Discuss whether social responsibility, communication, and teamwork
are important skills in your current or future workplace. You should
discuss why they are important or not and as part of your evidence,
give examples of how they are used.
Presentation:
Assessment
criteria:

You must support your arguments with in-text references from credible
academic sources.

You must include at least 6 references from academic sources

Reference your supporting research using consistent formatting with intext citations and a completed reference list at the end of your essay.

Indicate in the comments section of your assignment submission page
which standard system of referencing you are following (APA or
Harvard). While we have used APA to guide you in this unit, you can
use the system most commonly used in your area of study.
Word document submitted via Learnline
Refer to ‘Assessment Tasks’ link on Learnline
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CDU Graduate attributes
CDU graduate attributes refer to those skills, qualities and understandings that should be acquired by
students during their time at the University regardless of their discipline of study. See
http://www.cdu.edu.au/graduateattributes/index.html
In this unit, the following graduate attributes are developed:
Attribute
Description
Learning
outcomes
Acquisition
Can identify, retrieve, evaluate and use relevant information and
current technologies to advance learning and execute work tasks.
3,4,5,6,7
1,2,3,4
Application
Is an efficient and innovative project planner and problem solver,
capable of applying logical and critical thinking to problems across
a range of disciplinary settings and has self-management skills that
contribute to personal satisfaction and growth.
Creativity
Can conceive of imaginative and innovative responses to future
orientated challenges and research.
1,2
Demonstrates oral, written, and effective listening skills as well as
numerical, technical and graphic communication skills in a cross
generational environment.
3,4,5,6,7
Communication
Support Services
Academic Language and Learning Support Program
The Academic Language and Learning Support facilitators in the School of Academic Learning and
Literacy (SALL) provide study skills and English Language workshops and/or a one-one tutor for any CDU
students who feel that they need additional support with the language requirements of their study (beyond
the help provided by their regular CUC100 tutors). This is available both for internal and external students
via phone and also live online video conferencing via Collaborate.
Website:
http://www.cdu.edu.au/academic-language-learning/allsp
Email:
allsp@cdu.edu.au
Networked study groups
The ability to make contact with fellow students (either by phone or email) can lessen the feelings of
isolation often felt by new students – and especially external students – and enable students to share
ideas, both academic and social. If you are interested in networking in person with people in your
geographic area, put a message inviting interested people in the “Chat room” found in the “Group
Discussion Board” button in your group site.
Students with disabilities
The University is committed to providing an accessible, supportive, safe and inclusive learning environment
for students with a disability; ensuring that prospective and current students with a disability are afforded
appropriate opportunities to enter and participate fully in the life of the University.
If you have a disability that may impact on your ability to study please contact the Student Facilitator,
Disabilities on (08) 8946 6288 or email equity@cdu.edu.au. You should also let your tutor know as early in
the semester as possible if you have any special learning needs that they need to know about.
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Indigenous Tutorial Assistance Scheme (ITAS)
If you are an Aboriginal or Torres Strait Islander student and you need additional help with your studies, the
University can find you a tutor for any of the subjects you are studying as part of your formal education or
training program, even if you are in a remote area.
View contact details for the Indigenous Academic Support Team.
http://www.cdu.edu.au/study/indigacadsupport.html
Other student resources
The Charles Darwin University website is home to the Student Portal. From here, students have quick
access to important dates, forms, student policies, support and services information and computer/email
account details.
Visit http://www.cdu.edu.au/studentportal
Study Skills Online is designed to familiarise you with a range of study skills strategies appropriate for your
needs, by providing general advice on the presentation of assessments and strategies for managing your
time, studying for exams.
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DIRECTORY OF ASSISTANCE
Concern
Contact
Matters concerning your
unit/module
Lecturer/Tutor
General academic issues relating
to your course
Course
Co-ordinator
Assessment submission/return.
Please refer to specific unit
information.
Open Universities Australia
(OUA)
External/invigilated end of
semester exam period
Learnline difficulties 24 hour / 7
days a week
Difficulties accessing your
Student Computer account
Technical difficulties in PC Labs
Contact details
Refer to the Introduction in this
Unit Information or the Contacts section of this unit’s
Learnline site
Refer to the CDU website at
http://www.cdu.edu.au/studentportal
External Student
Support,
Ph: (08) 8946 6483
Email: ess@cdu.edu.au
Accreditation &
Registration Team
http://Learnline.cdu.edu.au/support/ess/
about.html
Learnline Support
Ph: 1800 559 347
Email: Learnlinesupport@cdu.edu.au
ITMS Helpdesk
Ph: (08) 8946 6600
Email: itms-support@cdu.edu.au
Library services to distance and
disabled students
Library enquiries
CDU Library
http://www.cdu.edu.au/library/
Research Support - Help with
library databases, Internet
searching and Reference queries
Liaison Librarians
Help with subject specific
searches and library databases,
Internet searching and reference
queries
Ph: (08) 8946 7016
Email: referencedesk@cdu.edu.au
CDU Library
Email: library-liaison@cdu.edu.au
Liaison Librarians contact details:
http://www.cdu.edu.au/library/how/
librarians.html
Purchasing of text books and
stationery
CDU Bookshop
Ph: (08) 8946 6497
Fax: (08) 8946 6656
Email: bookshop@cdu.edu.au
Charles Darwin University Bookshop
PO Box U476
Casuarina Campus
Charles Darwin University
DARWIN NT 0815
General administration enquiries
e.g. admissions/ enrolments,
course information, graduation
Obtaining Student cards and
Student Computer accounts
Student
Administration
Ph:
(08) 8946 7766
Freecall: 1800 061 963
Email: uni-info@cdu.edu.au
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