This interdisciplinary course will introduce students to contemporary understandings of addiction and drug and alcohol use, from a socio-cultural perspective. It addresses the question of why addiction and drug use have such prominence as medical and social problems in contemporary Western cultures and provides a range of concepts and tools for understanding their significance. The course will investigate the continued debates about 'what' addiction is and what these debates reveal about medical science and conceptions of health. It will also introduce the idea of alcohol and drug use as socio-cultural practices which occur within specific social contexts. The significance of gender, race, age and class in structuring patterns and experiences of drug use will be explored.

Learning Outcomes

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

1. explain contemporary theories of addiction and drug use from a critical and sociological perspective;
2. analyse drug use as a social practice;
3. interpret and evaluate qualitative data on drug and alcohol use;
4. evaluate different social, legal and medical responses to drug use and addiction; and
5. reflect on and discuss their own learning as it relates to the subject matter of the course.

Staff Feedback

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

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

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

The information provided is a preliminary Class Outline. A finalised version will be available on Wattle and will be accessible after enrolling in this course. All updates, changes and further information will be uploaded on the course Wattle site and will not be updated on Programs and Courses throughout the semester. Any questions or concerns should be directed to the Course Convenor.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction: Rethinking Addiction and Drugs
2	The Discovery of Addiction: The Genealogy of Disease
3	Medical Models of Addiction
4	Addiction as a Disease of the Self
5	Behavioural Addictions
6	Governing Drugs and Drug Use
7	Introducing Drug Use as Socio-cultural Practice
8	Drug Education, Harm Reduction and Gendered Frameworks of the Responsible User
9	Performance Cultures of Drug Use
10	Doing Gender, Doing Drugs
11	Communities of Pleasure and the Experience Economy
12	Everyday Violence, Social Suffering, and Moral Economies of Drug Use

Assessment Summary

Assessment task	Value	Learning Outcomes
Essay #1	30 %	1,4
Essay #2	30 %	2,3
Learning Journal	30 %	1,3,4,5
Tutorial Participation	10 %	1-5

* 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

Essay #1

Essay 1 (30%) = 1,750 words (includes in-text references, but does not include final reference list) Essay 2 (30%) = 1,750 words (includes in-text references, but does not include final reference list) You are required to submit two essays: one focusing on the first half of the course and the other on the second half. Both essays should demonstrate a critical understanding of the course material and an awareness of various concepts, theoretical perspectives, and debates.

Essay questions will be posted on Wattle several weeks in advance of the respective due dates.

Essays will be assessed on the following criteria:

- command of subject-matter and an appreciation of issues;

- clear and consistent argument, supported with evidence; engagement with the question throughout the essay;

- appropriate research, including a critical understanding of texts;

- appropriate and consistent referencing; and

- written expression, including structure and style (grammar, spelling, punctuation).

Essay Marking Criteria

Essays will be assessed on the following criteria:

- command of subject-matter and an appreciation of issues;

- clear and consistent argument, supported with evidence;

- engagement with the question throughout the essay;

- appropriate research, including a critical understanding of texts;

- appropriate and consistent referencing; and

- written expression, including structure and style (grammar and spelling)

High Distinction (Above 80%)

- work of exceptional quality showing a command of subject matter and appreciation of issues;

- has a clearly formulated argument which is developed throughout the work;

- engages the question or topic throughout the assignment;

- demonstrates wide reading of relevant literature; and

- very well expressed.

Distinction (70-79%)

- work of high quality showing strong grasp of subject matter and appreciation of major issues though not necessarily of the finer points;

19

- has a clear argument which may not be fully sustained throughout the work;

- masters most of the concepts and issues raised by the question;

- shows diligent research; and clearly expressed.

Credit (60-69%)

- work of good quality showing an understanding of subject matter and appreciation of main issues though possibly with some lapses and inadequacies;

- has an argument which may not be fully sustained throughout the essay and is possibly marred by minor weaknesses;

- has a satisfactory understanding of the concepts and issues raised by the questions; fair range of reading; and

- adequately prepared and presented.

Pass (50-59%)

- work of fair quality showing awareness of the main issues in the question but has difficulty framing a relevant response;

- argument may be weak;

- takes a factual approach and does not attempt to interpret the findings;

- modest level of research; and

- expression may need improvement in places.

Assessment Task 2

Essay #2

Essay 1 (30%) = 1,750 words (includes in-text references, but does not include final reference list) Essay 2 (30%) = 1,750 words (includes in-text references, but does not include final reference list) You are required to submit two essays: one focusing on the first half of the course and the other on the second half. Both essays should demonstrate a critical understanding of the course material and an awareness of various concepts, theoretical perspectives, and debates.

Essay questions will be posted on Wattle several weeks in advance of the respective due dates.

Essays will be assessed on the following criteria:

- command of subject-matter and an appreciation of issues;

- clear and consistent argument, supported with evidence; engagement with the question throughout the essay;

- appropriate research, including a critical understanding of texts;

- appropriate and consistent referencing; and

- written expression, including structure and style (grammar, spelling, punctuation).

Essay Marking Criteria

Essays will be assessed on the following criteria:

- command of subject-matter and an appreciation of issues;

- clear and consistent argument, supported with evidence;

- engagement with the question throughout the essay;

- appropriate research, including a critical understanding of texts;

- appropriate and consistent referencing; and

- written expression, including structure and style (grammar and spelling)

High Distinction (Above 80%)

- work of exceptional quality showing a command of subject matter and appreciation of issues;

- has a clearly formulated argument which is developed throughout the work;

- engages the question or topic throughout the assignment;

- demonstrates wide reading of relevant literature; and

- very well expressed.

Distinction (70-79%)

- work of high quality showing strong grasp of subject matter and appreciation of major issues though not necessarily of the finer points;

19

- has a clear argument which may not be fully sustained throughout the work;

- masters most of the concepts and issues raised by the question;

- shows diligent research; and clearly expressed.

Credit (60-69%)

- work of good quality showing an understanding of subject matter and appreciation of main issues though possibly with some lapses and inadequacies;

- has an argument which may not be fully sustained throughout the essay and is possibly marred by minor weaknesses;

- has a satisfactory understanding of the concepts and issues raised by the questions; fair range of reading; and

- adequately prepared and presented.

Pass (50-59%)

- work of fair quality showing awareness of the main issues in the question but has difficulty framing a relevant response;

- argument may be weak;

- takes a factual approach and does not attempt to interpret the findings;

- modest level of research; and

- expression may need improvement in places.

Assessment Task 3

Learning Journal

The point of a learning journal is to encourage students to think about what they are learning while they are learning it, enabling engagement throughout the semester (rather than ‘checking in’ and ‘out’ of the course only when major assessment is due, as is sometimes the case). Learning journals are being used increasingly in university education because they can better enable the linking of key ideas and concepts, creating a more memory-conducive ‘narrative’ and therefore enhancing the quality of student learning. Research also suggests that students learn more when they do smaller but more frequent pieces of writing.

Each week (beginning Week 2), you will have the opportunity to submit a 200-word response to the following question:

What is one thing I have learnt from the reading and discussion on this topic?

You are required to submit at least eight (8) responses to fulfil the requirements of this assessment piece across the semester (i.e. at the end of the course you should have submitted 8 x 200 word responses, 1600 words in total). If you submit more than 8, your 8 best responses will be included towards your final mark. Please submit FOUR responses before the mid-semester break, and FOUR after, so that your workload and engagement is spread evenly across the two main parts of the course. You will receive a mark and feedback for the first four journal submissions (totalling 15% of the course) during the mid-semester break on or before September 16, and marks for the latter four submissions after the teaching period has finished but before exams end (ie. on or before XXXX). Learning Journal entries are to be submitted online through the Wattle - there is a submission box for each week starting Week 2 which will be open during that week and close at midnight on the Sunday. Obviously, you cannot cover a lot of ground in 200 words. That’s why the question asks you to write about one primary observation you wish to make. You have a 10% leeway on length and this will be applied to the whole journal, which should be no more than 1760 in total (excluding headings, references).

In your entries, you do not need to use formal academic language or the sort you would use in an essay. The usual style is more of a discussion point (that you may indeed wish to raise during the next tutorial), so the writing should highlight an issue you wish to raise and express an informed opinion on as concisely as is practically possible. Moreover, the entries are required to be in your own words and should not be representing the thoughts of others as your own. If you include a passage or an idea from an outside source (including websites and blogs) you should mention the name of the source in your response, but full citations are not necessary. Learning Journals will be assessed on evidence of the following criteria:

- thoughtful reflection on the reading/on the class discussion;

- critical thinking;

- demonstration of building on existing knowledge;

- attempts to make connections between different texts and topics;

- regular and timely entries;

- written expression, especially clarity and conciseness.

Typically, better responses will:

- Describe – the concept, point, issue or argument;

- Respond – to the concept, point, issue or argument in a positive, negative, mixed, or questioning way; and

- Connect – the concept, point, issue or argument with another concept or point, either from the text or something else they have studied or thought about, including an earlier journal entry, or a real life experience, or contemporary issue.

Assessment Task 4

Tutorial Participation

You will be graded on tutorial participation over the semester. The College of Arts and Social Science (CASS) policy indicates that marks cannot be given for attendance alone, but to participate you must attend. If you have an unavoidable appointment at the same time as your assigned tutorial please make arrangements with me to attend another tutorial. Students who fail to attend any tutorial during any given week should provide a medical certificate (or equivalent) to explain their non-attendance. If you genuinely have to miss a tutorial, you may write an additional 300-word reading summary in lieu of attendance. This must be arranged in advance of the tutorial, not after the tutorial has been missed unless there are extenuating circumstances.

In assessing tutorial participation, the following criteria will be taken into consideration:

- demonstration of preparation (i.e. completed the reading and considered its arguments);

- demonstration of understanding of or engagement with the topic;

- raising relevant questions, points and challenges; and

- listening actively and responding to others in a constructive fashion.

Contributing to discussions can be difficult for some students, but there are different ways of contributing to discussion:

- giving an example to illustrate what someone else has said; agreeing, but adding some suggestions;

- comparing what has been said to something else you know about (perhaps something you have read);

- politely and respectfully disagreeing—and giving your considered reasons; and/or asking a question or introducing a new topic.

Listening actively is also part of participation. Students can show that they’re participating by looking interested, which means:

- looking at the person who is talking;

- showing by your body language that you belong to the group (e.g. move your chair to be part of the group, not hiding behind other people, sit forward); and

- showing affirming reactions to what people are saying

It is important you come prepared for all tutorials. The learning journal is designed in part to help you prepare for tutorials. You can use it as basis for your contributions.

If you are someone who doesn’t find it easy to talk in tutorials, make it a personal goal to say something each week or ask a question. Don’t leave it too long before your voice is heard. The longer you leave it, the harder it will be. If there is something your tutor can do to make it easier for you to contribute please let them know.

Tutorial Participation Marking Criteria

High Distinction (Above 80%)

- critically evaluated the arguments of others; synthesised multiple viewpoints;

- offered logical/practical/sophisticated/arguments or complex analogies; connected relationships between topics;

- critically analysed topic by justifying opinions with evidence; offered further points for discussion;

- referred to weekly readings;

- responded to questions with thoughtful and considered observations

Distinction (70-79%)

- offered logical/practical/sophisticated/arguments or complex analogies; connected relationships between topics;

- critically analysed topic by justifying opinions with evidence; offered further points for discussion;

- referred to weekly readings;

- responded to questions with informed observations.

Credit (60-69%)

- critically analysed topic by justifying opinions with evidence; offered further points for discussion;

- referred to weekly readings;

- responded to questions with attempts to engage with the course material.

Pass (50-59%)

- referred to weekly readings;

- responded to questions, but perhaps leans too heavily on personal opinion relative to more rigourous observations.

Fail (00-49%)

- did not complete one of the standards in the Pass level.

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

The ANU uses 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. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

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

No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded. OR 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.

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.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. 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. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

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