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This is the second of two courses which address the work undertaken, the performance required and responsibilities borne by the practices of professional surveying, planning and spatial science. As the final residential school in the Bachelor of Spatial Science and Bachelor of Urban and Regional Planning, this course is particularly concerned with interaction with the professions at large. It is also concerned with developing an awareness of professional ethics.

The assessment in this course is competency-based. Students will achieve either a pass or fail for each assessment. Students need to pass all assessment items to successfully complete the course. These competency items form part of the USQ accreditation agreement with the accrediting organisation/s (where relevant).

A major part of all surveying, planning and spatial science project work is the appropriate communication of the outcome. This course provides guidance and experience in both verbal (seminar) and written reporting skills and is undertaken to complement the courses PSG4111 Research Project A and PSG4112 Research Project B in the final year of the degree. The presentation of a major seminar on the work undertaken during the final year project is a requirement for the completion of this course.

This course contains a mandatory residential school for external students.

The course objectives define the student learning outcomes for a course. On completion of this course, students should be able to:

1. prepare, to a professional standard, a written extended abstract, having good structure and format, high standards of spelling, grammar and punctuation, and appropriate and adequate technical content;
2. plan, prepare and deliver a verbal presentation in English, to a professional standard, on their own academic work, making effective use of presentation aids, in a professional forum;
3. present, defend and debate technical information, based on their own final year project;
4. critique work and critically analyse the work of peers; provide constructive feedback;
5. recognise and debate the strengths and limitations of the academic component of the education of a professional planner, surveyor or spatial scientist;
6. reflect on the need for a period of professional formation.