This course introduces students to the historical, political, institutional and cultural frameworks for contemporary heritage practice in Australia and internationally. It gives students the opportunity to gain a broad but comprehensive understanding of the essential underpinnings of heritage practice that are required for working in the sectors of natural and cultural heritage, land management and heritage institutions. The course will provide a solid professional basis for any employment where concepts of natural and cultural heritage and environmental management are involved.

The course focuses on theoretical and methodological concepts at the core of natural and cultural heritage practice and also on the application of key concepts in theory, policy and practice, including examining different approaches to heritage practice from local, state and territory, national and international contexts. A key part of the course concentrates on fully exploring and understanding the different dimensions that both link and distinguish processes for natural and cultural heritage identification, conservation and management. In the Australian context, the course examines how Indigenous notions of caring for country have influenced, and continue to influence approaches to natural and cultural heritage. The role of different disciplinary traditions in environmental and cultural heritage practice is also critically examined.

Key topics include:

• The key concepts of natural and cultural heritage practice
• The evolution of heritage methods and practices
• The practices of documenting heritage values in different regional and cultural contexts
• Understanding values-based heritage management in Australia and globally
• Communication and interpretation strategies for heritage

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon Successful completion of this course, students will be able to:

1. Use appropriate written and verbal expression for a variety of relevant professional and academic purposes in cultural and environmental heritage that include essays, report preparation and analysis, funding applications and policy preparation and advice;
   
2. Apply interdisciplinary thinking and the ability to apply theoretical ideas to case studies developed from personal observation;
3. Participate more effectively in workplaces requiring an understanding of practices in natural and cultural heritage. This includes data-collection, analysis, and verbal and written presentation at the standard of a postgraduate degree; and
   
4. Apply a functioning knowledge of current industry standards and protocols, policy frameworks, and funding regimes to academic and professional practice in natural and cultural heritage.

Field Trips

There are three field trips for this course (all in Canberra). They are essential for the course and attendance is compulsory. You will not be able to complete your assignments without attending.?

Additional Course Costs

Field Trips to Mugga Mugga Cottage and Calthropes’ House cost $9 each, per student, which is due on the day of the field trips.

Students will need to find their own way to the sites for the field trips. You may need to pay parking fees at some sites. Students will also need to visit a site of their choice for their significance assessment assignment.

Required Resources

Australia ICOMOS. 2013. The Burra Charter, including new Practice Notes can be downloaded at: http://australia.icomos.org/publications/charters/; also available as: Australia ICOMOS. 2004. The Illustrated Burra Charter: Good practices for heritage places, Australia ICOMOS, Melbourne.

Recommended Resources

Australia ICOMOS. 2013. The Burra Charter, including new Practice Notes can be downloaded at: http://australia.icomos.org/publications/charters/; also available as: Australia ICOMOS. 2004. The Illustrated Burra Charter: Good practices for heritage places, Australia ICOMOS, Melbourne.

Australian Government Department of Environment Australian Heritage Strategy website at http://www.environment.gov.au/topics/heritage/australian-heritagestrategy/pastconsultation/australian-heritage-strategy. Read the most relevant of the ten essays on key issues facing the heritage sector, as they relate to the topics we will be examining each week.

Smith, G. S., Messenger, P.M. and Soderland, H.A. (2010). Heritage Values in Contemporary Society, Left Coast Press, California.

Australia ICOMOS. 20 October 2017. National Scientific Committee for Intangible Cultural Heritage, Practice Note on Intangible Cultural Heritage and Place.

Pearson, M. and Sullivan, S. (1995) Looking after Heritage Places. The basics of heritage planning for managers, landowners and administrators, Melbourne University Press, Melbourne. This book is out of print but selected chapters are available on electronic reserve.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments on essays and other written assignments
• Comments to individuals during student consolation times
• Verbal comments during seminar sessions

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

Referencing requirements

Referencing is a vital part of all academic writing. You must reference in the text of your essay ALL information and ideas derived from your reading, not just those parts which are direct quotations. This is an important part of academic professional practice. In Heritage and Museum Studies the Harvard system of referencing is followed, not the footnoting system used by some other disciplines. For example:

Heritage has become important for working-class communities in Britain grappling with the impacts of unemployment and deindustrialisation (Samuel 1994: 238).

Alternatively, the author’s surname may be integrated into the text, followed immediately by the year of publication, in brackets. For example:

Samuel (1994: 238) argues that heritage has become important for working-class communities in Britain grappling with the impacts of unemployment and deindustrialisation.

When you use a direct quotation, or refer to a specific idea, you need to include the page number(s) in the text reference after a colon.

If more than one work is cited, they should be referenced as follows:

Samuel (1994) and Lowethal (1987) fundamentally disagree…

Previous authors (Lowenthal 1985; Hewison 1987) have considered....

In the case of work that has more than three authors, only the surname of the first listed author is used, followed by the expression “et al.” (meaning “and others”). For example, a work by Graham, Tunbridge and Ashworth becomes:

Graham et al. (2000) have found....

It has been found (Graham et al. 2000) that....

If you want to quote a long passage from another publication, it should be indented with no quotation marks. Please use quotes sparingly – they should be used to support a point you are making in your essay or other assignment and should not be used to make a point for you.

You then list all the books and articles to which you have referred in the text of your essay under the heading “References”/”Reference List” (not “Bibliography,” which would also include everything you have read regardless of whether you use it in the text or not) at the end of your essay. These references must be arranged in alphabetical order by first author surname/family name.

The following examples illustrate one format for dealing with various types of source material in your References. If you look at references in any journal article or book you will see that many specific formats can be used – the essence is to be consistent.

For a book:

Macdonald, S. 2013. Memorylands. London: Routledge.

For a book by more than one author:

Keightley, E. and Pickering, M. 2012. The Mnemonic Imagination: Remembering as Creative Practice. Basingstoke: Palgrave Macmillan.

For an edited volume:

Labadi, S. and Long, C. (eds). 2010. Heritage and Globalisation. London: Routledge.

For an article in an edited volume:

Labadi, S. 2010. World Heritage, authenticity and post-authenticity: International and national perspectives. In Labadi, S. and Long, C. (eds) Heritage and Globalisation. London: Routledge.

For an article in a journal:

Brandellero, A. and Janssen, S. 2014 Popular music as cultural heritage: Scoping out the field of practice. International Journal of Heritage Studies 20(3): 224-240.

Note that the journal title, NOT the article title is italicised, and the volume number and issue or part of the volume are indicated before the page number.

For a website:

Parker Pearson, M. 2010. Stonehenge riverside project homepage. University of Sheffield, [last accessed 2 Feb. 2012]. Available from http://www.sheffield.ac.uk/archaeology/research/stonehenge.

TUTORIAL SCHEDULE AND READINGS

Week 1: An Introduction to Cultural Heritage

We will examine how heritage is produced by governments, communities and experts for different purposes. We will also critically evaluate the use of charters and doctrine in global heritage practice.

Tutorial Topic: What is heritage? What matters so much you take steps to protect it? What is your heritage?

Required Reading

Harrison, R, G. Fairclough, J. H. Jameson Jnr, and J. Schofield. 2008. ‘Heritage, Memory and Modernity’, in Fairclough, Harrison, Jameson Jnr & Schofield (eds), The Heritage Reader, Routledge: London & New York, pp. 1-12.

Spearitt, P ‘What is heritage? http://www.environment.gov.au/heritage/australian-heritage-strategy/pastconsultation/comissioned-essays

Week 2: Who owns heritage?

We will examine how heritage is produced by governments, communities and experts for different purposes. We will also critically evaluate the use of charters and doctrine in global heritage practice.

Tutorial Topic: The tutorial this week will focus on key heritage charters/guidelines including the Australia’s Burra Charter and ICOMOS Charter on Cultural Routes 2008, at an international level, as well as reports/guides around migration heritage in Australia. We will focus on the history, politics and accessibility of these internationally important documents for heritage management, and their relationship to other documents that operate on a different scale (the local or national)

Required Reading

Australia ICOMOS. 2013. The Burra Charter, including new Practice Notes can be downloaded at: http://australia.icomos.org/publications/charters/; also available as: Australia ICOMOS. 2004.

ICOMOS Charter on Cultural Routes - 2008

Supplementary Reading

Victoria’s Post 1940s Migration Heritage, Volume 1: Project Report 2011, Prepared for Heritage Victoria by Context.

Australian Heritage Commission. 2002. Ask First: A guide to respecting Indigenous heritage and places: http://www.environment.gov.au/resource/ask-first-guide-respecting-indigenous-heritage-placesand-values

Johnston, C. ‘What are community expectations for heritage protection? http://www.environment.gov.au/heritage/australian-heritage-strategy/pastconsultation/comissioned-essays

Smith, L. 2006. The Uses of Heritage, Routledge, London and New York

Week 3: Determining Significance

We will critically evaluate heritage values and meaning in different social and political contexts. We will also explore the Burra Charter processes for significance assessment.

Tutorial Topic: In this tutorial we will discuss your significance assessment assignments. Students will be expected to know which site they will focus on for this assignment and feedback on these ideas will be given in class.

Required Reading

Australia ICOMOS. 2013. The Burra Charter, including new Practice Notes can be downloaded at: http://australia.icomos.org/publications/charters/; also available as Australia ICOMOS (2004) The Illustrated Burra Charter: Good 11 practices for heritage places, Australia ICOMOS, Melbourne.

Mydland, L & Grahn, W. 2012 ’Identifying heritage values in local communities’, International Journal of Heritage Studies, 18,6, Nov 2012, 564-587.

Denis Byrne, Helen Brayshaw & Tracey Ireland, Social Significance: a discussion paper, NSW National Parks and Wildlife Service, 2003.

Supplementary Reading

Pearson, M. and S. Sullivan. 1995. ‘Assessing the value of heritage places’, in Looking after Heritage Places: The basics of heritage planning for managers, landowners and administrators. Melbourne, Melbourne University Press, pp.126-186.

Walter, N. 2014. ‘From values to narrative: a new foundation for the conservation of historic buildings’, International Journal of Heritage Studies, Volume 20, Issue 6, pp. 634-650.

Week 4: Documenting Heritage Values: Practical (AWM field trip)

In this site-based practical we will develop practical skills in identifying and assessing heritage significance. We will also reflect on best practice and the issues and challenges in achieving this.

Required Reading

Australia ICOMOS. 2013. The Burra Charter, including new Practice Notes can be downloaded at: http://australia.icomos.org/publications/charters

Using the Criteria: A Methodology. 2006. Queensland Heritage Council at https://www.qld.gov.au/environment/assets/documents/land/heritage/using-the-criteria.pdf

Stanley, Peter. 2007. In the 'street of the historians': practising history at the Australian War Memorial [Paper in: (Some of) Our National Institutions.] [online]. Dialogue (Academy of the Social Sciences in Australia), Vol. 26, 2m pp. 30-38.

Supplementary Readings

Scates, Bruce. 2009. A Place to Remember: A History of the Shrine of Remembrance. Cambridge University Press, Melbourne.

Inglis, Ken. 2005. Sacred Places: War Memorials in the Australian Landscape, pp.117–147.

Week 5: Conservation Management Planning: Principles

We will explore the role of cultural heritage management planning in current heritage practice.

Tutorial Topic: The tutorial this week will focus on critically assessing cultural heritage management plans. Extra examples will be provided in class and students will work in groups to consider the strengths and weaknesses of the documents.

Required Reading

Kerr, J.S. 2013. The Conservation Plan at http://australia.icomos.org/publications/the-conservation-plan/

Supplementary Reading

Clark, K 2010 ‘Values in Cultural Resource Management’ in Smith, G.S., Messenger, P.M. & Soderland, H.A. Heritage Values in Contemporary Society, Left Coast Press, California, pp.89-100.

Fairclough, G. 2008. ‘New Heritage, an Introductory Essay – People, Landscape and Change’, in Fairclough, Harrison, Jameson Jnr & Schofield (eds), The Heritage Reader, Routledge: London & New York, pp. 298-312.

Week 6: Conservation Management Planning: Practice (Mugga Mugga Cottage Field Trip)

In this site-based practical we will analyse how values-based heritage management works and the role of cultural heritage management plans.

Required Reading

Pearson, M. and S. Sullivan. 1995. ‘Implementing heritage place management: Conservation processes and practices’, in Looking after Heritage Places: The basics of heritage

planning for managers, landowners and administrators. Melbourne, Melbourne University Press, pp. 220-276.

Eric Martin and Associates, Geoffrey Britton and Sandy Blair. 2012. Draft Mugga Mugga Conservation and Management Plan, Volume 1’, for Canberra Museums and Galleries, http://cmag-and-hp.s3.amazonaws.com/hp/assets/00/bf1ac0784c11e5953a93cae81a6b51/Mugga-MuggaCMP.pdf

Mugga-Mugga – Entry to the ACT Heritage Register at http://client14.matrix01.act.gov.au/__data/assets/pdf_file/0010/148483/474.pdf

Week 7: Intangible Heritage, Community and Ethics

We will explore community engagement with heritage on a local, national and international level, and ways in which discussions around intangible heritage are changing the way we frame and facilitate community engagement. We will also look at the ethics of heritage practice in Australia.

Tutorial Topics: What does the divide between tangible and intangible heritage do, and how might we get around it? Let’s use scenario situations to explore some ethical dilemmas in community heritage.

Required Reading

Bell, Damein and Joy Elley. ‘Whose Heritage?’ http://www.environment.gov.au/system/files/pages/f4d5ba7d-e4eb-4ced-9c0e-104471634fbb/files/essay-whoseheritage-bell-elley.pdf

Annie Clarke & Chris Johnston, 'Time, Memory, Place and Land: Social Meaning and Heritage Conservation in Australia', Paper Presented at the Scientific Symposium, ICOMOS 14th General Assembly, 2003 in Zimbabwe.

Kirshenblatt-Gimblett, B., 2004. Intangible heritage as metacultural production. Museum international, 56(1-2), pp.52-65.

Supplementary Reading

Australian Heritage Commission. 2002. Ask First: A guide to respecting Indigenous heritage and places. Canberra, Australian Heritage Commission.

Drury, M. 2000. ‘Linking people with place: the mission of national trusts in the twenty first century’, in Debono, C. (ed) The National Trust into the new millennium: conference proceedings, Canberra: Australian Council of National Trusts, pp. 7-12.

Week 8: Working with Heritage Legislation

We will critically examine the role of Australia’s Environment Protection and Biodiversity Conservation Act 1999 (the EPBC Act).

Tutorial Topic: The challenges of balancing heritage and development.

Required Reading

Browse on the Australian Government Department of Environment site - see the EPBC Act at http://www.environment.gov.au/epbc/about and the role of the Australian Heritage Council at http://www.environment.gov.au/aggregation/australian-heritage-council

Our Culture Our Future: A Report on Australian Indigenous Cultural and Intellectual Property Rights, ATSIC, Canberra, pp77-87.

Week 9: Oral History Methods and Public History Projects

We will explore the implications of oral history for heritage identification, interpretation and management—and embedding oral history in heritage practice to create new meanings.

Required Reading

Prinsen, D., 2013. Oral history and attachment to place in cultural heritage management: A case study of the shack community at Era, Royal National Park, NSW. Oral History Association of Australia Journal (35), p.77.

Pocock, C., Collett, D. and Baulch, L., 2015. Assessing stories before sites: identifying the tangible from the intangible. International Journal of Heritage Studies, 21(10), pp.962-982.

Supplementary Reading

Thomson, A., 2007. Four Paradigm Transformations in Oral History. The Oral History Review, 34(1), pp.49-70.

Read, P., 1995. My footprints are here: Oral history and the attachment to place. Oral History Association of Australia Journal, The, (17), p.40.

Denis Byrne & Maria Nugent, Mapping Attachment: aspatial approach to Aboriginal post-contact heritage, Sydney, Department of Environment and Conservation (NSW), 2004.

Week 10: Indigenous Heritage and World Heritage

This class will focus on the unique issues faced in Indigenous heritage management.

Tutorial Topic: For the tutorial this week we will focus on the Disko and Tugendhat (2013) reading. We will explore the relationship between Indigenous groups and the World Heritage Organisation.

Required Reading

Disko, S. and H. Tugendhat. 2013. International Expert Workshop on the World Heritage Convention and Indigenous Peoples Report (20-21 September 2012 – Copenhagen, Denmark). Download: http://www.iwgia.org/publications/search-pubs?publication_id=610. Focus on pages 30-46 and 60-63.

Australian Heritage Commission. (2002). Ask First: A guide to respecting Indigenous heritage places and values. Australian Heritage Commission, Canberra.

Supplementary Reading

Burke, H. and Smith, C. 2004. The Archaeologist's Field Handbook, Unwin & Allen, Sydney.

Attwood, B. 2014 History, Law and Aboriginal Title. History Workshop Journal 77(1):283-90.

Curthoys, A., A. Genovese, and A. Reilly, 2008 Rights and Redemption: History, Law and Indigenous People, UNSW Press, Sydney.

Tobias, T. N. 2000 Chief Kerry’s Moose a guidebook to land use and occupancy based mapping, research design and data collection, Joint Publication of the Union of BC Indian Chiefs and Ecotrust Canada, www.Ecotrust.ca.

Wood, A. 2015 ‘Law and Native Title’, in K. Price (ed) Knowledge of Life: Aboriginal and Torres Strait Islander Australia. Cambridge University Press, Melbourne.

Week 11: Heritage Interpretation and Visitor Experience (Calthorpes’ House Field Trip)

In this site-based practical we will discuss and analyse how CMAG staff use different media, voices and sensory experiences to interpret and present a range of heritage values and meanings to their visitors. We will reflect on the visitor experience and how it may influence ideas of cultural identity and history.

Required Reading

Calthorpes’ House – have a look at the website at http://www.museumsandgalleries.act.gov.au/calthorpes/

NSW Heritage Office. 2005. Interpreting Heritage Places and Items Guidelines. Sydney, NSW Heritage Office.

Supplementary Reading

Thomas, Mandy (2002), Moving landscapes: National Parks and the Vietnamese experience, NSW National Parks and Wildlife Service, Hurstville.

Silberman, N.A. 2010. ‘Technology, Heritage Values and Interpretation’, in Smith, Messenger, and Soderland. Heritage Values in Contemporary Society, Left Coast Press, California.

Week 12: Course Summary and Student Presentations

No required reading this week

Class Schedule

Week/Session	Summary of Activities	Assessment
1	An Introduction to Cultural Heritage Lecturer: Alexandra Dellios
2	Who Owns Heritage? Lecturer: Alexandra Dellios
3	Determining Significance Lecturer: Alexandra Dellios
4	Documenting Heritage Values: Practical Lecturer: Alexandra Dellios and AWM (Jennifer Milward)	Field Trip (all students) 1-4pm Australian War Memorial No tutorial this week.
5	Conservation Management Planning: Principles Lecturer: Alexandra Dellios
6	Conservation Management Planning: Practice Lecturer: Alexandra Dellios and CMAG staff	Field Trip (all students) 1-4pm Mugga Mugga Cottage ($9) No tutorial this week
7	Intangible Heritage, Community and Ethics Lecturer: Alexandra Dellios
8	Working with Heritage Legislation Lecturer: Ilse Wurst (Director Heritage, Parliament House)?
9	Oral History Methods and Public History Projects Lecturers: Alexandra Dellios and ANU Heritage (Amy Jarvis and Jack Dunstan)
10	Indigenous Heritage and World Heritage Lecturer: Kelly Wiltshire (AIATSIS)
11	Heritage Interpretation and Visitor Experience Lecturers: Alexandra Dellios and CMAG staff	Field Trip (all students) 1-4pm Calthorpes’ House ($9) No tutorial this week
12	Lecture: Student Presentations Tutorial: Future Directions and Course Summary Lecturer: Alexandra Dellios

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Worksheet #1	15 %	22/03/2019	05/05/2019	1,3,4
Worksheet #2	15 %	26/04/2019	10/05/2019	1,3,4
Significance Assessment	50 %	03/06/2019	16/06/2019	1,2,3,4
Presentation	20 %	31/05/2019	14/06/2019	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Worksheet #1

Value: 15%

Due:

You are expected to complete the worksheet provided on WATTLE. The questions are based on the readings, lectures and tutorial discussions from Weeks 1 to 4. The value of each question/answer is clearly marked on the worksheet.

Assessment Task 2

Worksheet #2

Value: 15%

Due:

You are expected to complete the worksheet provided on WATTLE. The questions are based on the readings, lectures and tutorial discussions from Weeks 5 to 7. The value of each question/answer is clearly marked on the worksheet.

Assessment Task 3

Significance Assessment

Value: 50%

Due:

Length: 4000 words

The aim of this project is to highlight the process of significance assessment. It will allow you to experience the process of researching, documenting, and assessing heritage places. You will need to have a thorough understanding of your heritage area in order to assess its significance alongside of other heritage areas.

There are many guides and case studies to assist you in understanding the significance assessment process (see WATTLE site).

What is significance?

Significance means the importance and meaning we place on a landscape, site, building, object, collection (or other) in the past, now and in the future. Significance is not absolute but neither is it subjective. Different people value different things at different times in their lives. Values can be can be personal, family, community, national and/or international. Significance can be assessed in relation to many areas but particularly: historic, aesthetic, scientific, social, and other.

While anyone can assess significance, it is often an area for specialists and professionals who understand the wider heritage industry – guidelines, assessment criteria (locally, nationally and internationally) – and can judge significance based on their experience. However, it cannot be done in isolation from community values, perspectives and knowledge. You will need to include a plan of how you will work with relevant communities and stakeholders (plan only, you do not need to undertake the consultation).

What should I assess the significance of?

You need to be able to access information on the place you are assessing, so for most people it will be easiest to select somewhere or something in Canberra. You may also need to take photographs if no others are available via the Internet or previous reports. Choose somewhere that interests you.

How should my assignment be formatted?

Your assignment should look like a professional report. Some states and territories have templates for heritage assessments (such as the Northern Territory); others may outline what they expect to be in the report but not the order. This is not an essay but an industry-standard report.

Assessment Rubric

In this task you will be evaluated on the basis of the extent to which you have (a) effectively understood and met the key criteria for developing a significance assessment, (b) planned how you will work with relevant communities and stakeholders (c) developed the report according to the guidelines and professional standards, (d) skill in expression and language.

Assessment Task 4

Presentation

Value: 20%

Due:

Length: 5 minutes

You must present the findings from your significance assessment to the class in the final week of the topic. You will only have five minutes to present and time limits will be strictly enforced. You will also need to submit the Powerpoint presentation for your talk via WATTLE.

Assessment Rubrics

Your class lecturer will grade your presentation. You will be graded on your ability to communicate the key aspects of your significance assessment clearly and within the strict 5 minute timeframe. Please remember that the findings of your assessment are the most important aspect so allocate your time accordingly (i.e. don’t spend four minutes on history and 1 minute rushing through the assessment outcomes).

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Assessment will be marked and returned via TurnItIn (please check the ‘Feedback Summary’ section).

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

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In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
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Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

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The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
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