As I approach this work should I start small and focus on doing one or two things well before expanding? 

Your approach will depend on the kind of information that you have access to. We suggest that you start at the high-level world and Australian context before engaging with local specific contexts. If local context details are limited, focus on discussing the topic within the broader Australian context instead. 

Is it better to work above or below the line? 

The framework is not designed to make decisions or value judgements for you. It is designed to guide your decision making around issues such as whether you work above or below the line. Deciding whether you will work above or below the line will depend on your own context including the support you have in your university. For example, if your cohort of students are predominantly First Nations Australians, you might decide it is appropriate to work below the line. There may also be times that you might decide that you need to work above the line as this reduces the cultural load on Community. When you do decide it is appropriate to work below the line it should be in ways that are consistent with your institutional approach. For example, you could investigate if there are any others in your university who also want to do similar work. If there is crossover in your work, you can work together with Community to do that one project at the same time as this will reduce the cultural load on Community. 

Will students consider this work, when done by non-First Nations academics as appropriate? 

As there are fewer First Nations academics than non-First Nations academics, this work must be done by both. It is also important to be mindful that non- First Nations students might defer to their First Nations counterparts for knowledge clarification – this creates an undue cultural burden for our First Nations students.

Can I use this framework in non-science disciplines? 

This framework and guide have been developed for the science community however the underpinning principles are transferable to other disciplines. We envisage that it might be taken up in other areas to guide curriculum approaches. 

When teaching international students how can I also consider the knowledges of their First Nations peoples? 

When teaching international students, consider starting with a global perspective by providing examples from different First Nations communities. Then, you could introduce an example from the Australian context in a very generalised way to encourage students to build their own connections. The Educator’s Positionality section in the guide emphasises that Eurocentric science is just one of many worldviews, offering support for your teaching approach. Additionally, the open-access rubric developed by the American Association of Colleges and Universities can provide further guidance. You can assess it by clicking on this link 

Accessing resources and further guidance

Where can I get more information about Indigenous Cultural Intellectual Property (ICIP)? 

In the appendices section of the guide there is further information about ICIP. Additionally, you may wish to access a book by Terri Janke called True Tracks: Respecting Indigenous knowledge and culture. 

Can I access First Nations science resources that have been approved for use by community? 

Yes. By using examples that have been published by First Nations Peoples, you are taking ICIP into consideration. These resources are available because people and Communities have chosen to share. For example, if you are exploring a global context, there are resources created by First Nations Peoples, including information that has been published on specific topics for many years.  You may also wish to consult with your librarian, as not all resources can be easily accessed through peer reviewed journals. There is further information about primary and secondary sources in the appendices of the guide as well as how to evaluate sources. Always assess resources by checking the authorship, publisher, and publication date.

How can I access more examples of what using the framework might look like for my discipline? 

There are discipline-specific case studies which demonstrate the use of the framework in the document:  biology, food science, chemistry, physics, geology, and environmental science.  

Where can I go to discuss my approach with others? 

You can join the ACDS community of practice. There will be some sessions in 2025 on the framework and the guide. This will give you an opportunity to learn from others, to ask questions, and share practice. 

What resources are there to support me to assess the intended learning outcomes in my unit? 

When using the framework, you may wish to assess students’ science knowledges as well as their intercultural capabilities. Assessing communicates to students that these capabilities are important. When thinking about how you might assess intercultural capabilities, consider using the open-access rubric created by the American Association of Colleges and Universities. You can assess it by clicking on this link. 

How might I involve Community when it comes to assessment and marking? 

One way of involving Community could be to work together on designing a rubric to align with discipline-specific concepts. The marking would still be undertaken by the academic team.