- Class Number 5332
- Term Code 2940
- Class Info
- Unit Value 6 units
- Topic Master Class in Archaeological Artefacts
- Mode of Delivery In Person
- Prof Philip Piper
- Class Dates
- Class Start Date 18/03/2019
- Class End Date 31/05/2019
- Census Date 05/04/2019
- Last Date to Enrol 05/04/2019
This course provides flexible intensity of learning as a 6 unit course. The course delivers low-intensity online learning built around an intensive class of 5 or 6 days duration. The content is variable - offering a variety of core areas of research expertise in Archaeological and Evolutionary Science, always taught over one academic session. The course has a standard generic structure, but with varied topic content, like a reading course or sub-thesis.
Students commence the course with 4-5 weeks of independent reading and research as preparation. The student then attends a 5 day intensive course normally on campus at the ANU, at the ANU Kioloa Field station, at NARU or at another laboratory or residential field location. This intensive five day program is followed up with work on tasks and course assessments with on-line supervision at low intensity, for delivery and completion by the end of the session/semester.
Normally each year, this course will deliver a minimum of three Masterclass courses. The content and topics will vary from course to course. At least ONE Masterclass will be offered per year with the option of up to four Masterclasses per annum with one in each of the Summer, Autumn, Winter and Spring Sessions, dependent on student demand and availability of faculty and/or visitors.
Upon successful completion, students will have the knowledge and skills to:
- Develop a basic understanding of skills and concepts in the thematic area defined for the Master Class.
- Practice the core skills and handled materials, data and/or equipment which are appropriate to a basic level of research training or professional practice in the thematic area of the Master Class.
- Acquire a sound overview of contexts and situations in which the theme area is applied in archaeological and/or evolutionary practice.
- Reach a level of expertise appropriate to designing a small project or desk-top study in which skills defined for the theme area of the Master Class could be applied.
- Achieve a critical level of understanding of basic literature for the theme area of the Master Class.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
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.
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 Archaeology, the Harvard system of referencing is followed, not the footnoting system used by some other disciplines. For example:
For many research problems, a small sample will suffice (Seymour 1980).
Alternatively, the author’s surname may be integrated into the text, followed immediately by the year of publication, in brackets. For example:
Seymour (1980) has argued that for many research problems, a small sample will suffice.
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. For example:
For many research problems, “a small sample will suffice” (Seymour 1980:22).
If more than one work is cited, they should be referenced as follows:
Schiffer (1987) and Redman (1974) have considered....
Previous authors (Schiffer 1987; Redman 1974) 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 Schiffer, Rathje, Redman and Martin becomes:
Schiffer et al. (2000) have found....
It has been found (Shiffer et al. 2000) that....
If you want to quote a long passage (40 words or more) from another publication, it should be indented with no quotation marks:
It is inevitable that much of the archaeological variability reported within and between regions is a consequence, not of past human behaviour, but of differences in the environmental processes that today influence the archaeologist's ability to find and interpret artefacts and sites (Schiffer 1987:262).
You then list all the books and articles to which you have referred in the text of your essay under the heading “Bibliography” or “Works Cited” or “Reference List” at the end of your essay. These references must be arranged in alphabetical order by first author surname/family name. They should not be numbered or bullet-pointed lists.
The following examples illustrate the preferred format (Harvard style) 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: Darvill, T. 2010. Prehistoric Britain. 2nd ed, London: Routledge.
For a book by more than one author: Benson, D. and Whittle, A. 2007. Building memories: the Neolithic Cotswold long barrow at Ascott-Under-Wychwood, Oxfordshire. Oxford: Oxbow.
For an edited volume: Haselgrove, C. and Moore, T. (eds). 2007. The later Iron Age in Britain and beyond. Oxford: Oxbow Books.
For an article in an edited volume: Haselgrove, C. 1999: The Iron Age. In Hunter, J. R. and Ralston, I. B. M. (eds.), The Archaeology of Britain. an introduction from the Upper Palaeolithic to the Industrial Revolution. Routledge, London. 113-134.
For an article in a journal: Schulting, R.J. & M.P. Richards 2002, The wet, the wild and the domesticated: the Mesolithic-Neolithic transition on the west coast of Scotland. European Journal of Archaeology 5(2): 147-189.
*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.
|Week/Session||Summary of Activities||Assessment|
|1||1-week intensive 8-12 April||See Wattle Site for further information|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Annotated Bibliography||30 %||14/04/2019||30/06/2019||1, 2, 3, 4, 5|
|Project Report||70 %||15/06/2019||15/07/2019||1, 2, 3, 4, 5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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:
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. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
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
Learning Outcomes: 1, 2, 3, 4, 5
Annotated Bibliography 2000 words
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4, 5
Project report 5000 words
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.
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) submission must be through Turnitin.
Can be done if Wattle upload does not work.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- Late submission permitted. 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.
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.
Student work will be returned in accordance with CAP procedures. with written feedback provided on laboratory reports and essays.
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.
Resubmission of Assignments
It is not possible to resubmit assignments.
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.
Support for students
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
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Archaeological science, Zooarchaeology, Southeast Asian Prehistory, Archaeological fieldwork
Prof Philip Piper