• Class Number 3417
  • Term Code 3130
  • Class Info
  • Unit Value 6 units
  • Mode of Delivery In Person
    • Dr Ian Fry
    • Dr Ian Fry
  • Class Dates
  • Class Start Date 22/02/2021
  • Class End Date 28/05/2021
  • Census Date 31/03/2021
  • Last Date to Enrol 01/03/2021
    • Mariana Castillo
    • Jim Donaldson
    • Dr Nadeem Samnakay
SELT Survey Results

Grounded in the discipline of public policy, the course considers the complexities around public policy-making for the environment and sustainability. The course considers how policy is made and the institutional settings within which it is made, how problems and policies are framed, implemented and evaluated, and the inherent challenges in choosing appropriate policy instruments to meet an objective. The course focuses particularly on Australia’s public policy and institutional settings, but comparisons with international case studies will be made. Interactive lectures and tutorials provide students with opportunities to analyse specific environmental policy issues in theoretical frameworks and over different time scales. Topics explored include water, biodiversity and climate policy, sustainability in business and industry, public and civil society participation in policy-making, and comparisons will be made with overseas environmental policy examples.

Honours Pathway Option

Subject to the approval of the course convener; students taking this option must complete an extra piece of reading each week and give an analysis of its relevance and importance to environmental policy. Students will also give a seminar to the class based on their research essay. All other assessment and requirements remain the same. 

Learning Outcomes

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

  1. Identify and examine the basis of environmental policy and how it is developed and implemented in Australia, as well as in other relevant jurisdictions;
  2. Describe and evaluate key environmental public policies, as well as information and tools to support them;
  3. Evaluate alternative choices of policy design and policy instruments in the context of major environment and sustainability issues, including in both Australian and international contexts; and
  4. Employ advanced research, writing and presentation skills, including to construct written material relevant to the public policy sphere.

Research-Led Teaching

This course in Environmental Policy and how policy processes shape decision-making and action related to the environment draws on the convenor’s, tutor’s and guest presenters’ recent research and real-life practice in supporting, influencing and being a part of environmental policy processes in Australia and other parts of the world. Many of the issues covered in the course thus reflect current academic debates and the messiness often inherent in environmental policy processes that must be managed as effectively as possible. Throughout the course, students will be exposed to a variety of real policy processes and policy-support methods and tools (i.e. analytics), past and current case studies, hypothetical situations, literature, group work and facilitation experience to enable them to develop their own knowledge and skills relevant to environmental policy.

Additional Course Costs

There are no additional costs for this course.

Students will use a range of sources during the course, including the course text, weekly readings, and further materials in researching their assessment tasks. In all cases, students will need to be critical – there are multiple schools of thought in public policy and policy analysis, and a critical stance is needed to navigate through the multiple theoretical, normative and applied approaches you will encounter. Students should not assume that the content of lectures, policy statements of government, or readings supplied are necessarily the best way to think about something – the course is designed to encourage students to construct their own learning and critical attitudes over the material they consider.

Course text (copy in Hancock short loan and available in the Co-Op bookshop): Dovers, S. and Hussey, K. 2013. Environment and sustainability: a policy handbook. 2nd edition. Sydney: Federation Press.

Week One Reading: National Forest Policy. There is a quiz for undergraduate students based on the Australian Government’s National Forest Policy (this will be uploaded onto Wattle)

Each week readings will be available on Wattle, and form the basis for tutorial discussions: if students don’t read them it will show and they risk not gaining much from the tutorials or supporting their fellow students (when they are facilitating them)!

Other potentially useful texts and sources:

Other potentially useful texts and sources, in no particular order (check ANU library as many are available for loan) include:

·       Frieberg, Arie. 2010. The Tools of Regulation. The Federation Press. NSW. A practical, comprehensive but simple and accessible guide to modern regulation in Australia (all regulation, not just environmental).

·       Moran, M., M. Rein, and R.E. Goodin (Eds.) (2008), The Oxford Handbook of Public Policy, Oxford University Press Inc., New York. An extremely thorough (though occasionally dull…) handbook on public policy - origins of the discipline, processes, impacts, constraints, instruments etc across all sectors, not just the environment sector. Some terrific case studies, which will be used during the course.

·       Bridgman, P. and Davis. G. 2004. The Australian policy handbook. 3rd ed. Sydney: Allen & Unwin. A short policy handbook, intended for practitioners.

·       Howlett, M. and Ramesh, M. 2003. Studying public policy: policy cycles and policy subsystems. 2nd ed. Oxford: Oxford University Press. An excellent, standard policy text, with good coverage on different schools of thought and the policy and related literature.

·       Connell, D. 2007. Water politics in the Murray-Darling Basin. Sydney: Federation Press.

·       Hussey, K. and Dovers. S. (eds). 2007. Managing water for Australia: the social and institutional challenges. Melbourne: CSIRO Publishing.

·       Thomas, I. 2007. Environmental policy: Australian practice in the context of theory. Sydney: Federation Press.

·       Bates, G. 2006. Environmental law in Australia, 6th edition. Sydney: LexisNexis Butterworths.

·       Dovers, S. and Wild River, S. (eds). 2003. Managing Australia’s environment. Sydney: Federation Press.

·       John Ravenhill (Ed.) 2017. Global Political Economy. 5th edition. Oxford University Press, New York.

·       Stewart, J. and Jones, G. 2003. Renegotiating the environment: the power of politics. Sydney: Federation Press.

·       Walker, K. and Crowley, K. (eds). 2001. Environmental policy 2: studies in decline + devolution. Sydney: University of NSW Press.

·       Australian Policy Online: http://apo.org.au/

·       Daniell, K. A. Daniell and Kay, A.. 2017. Multi-Level Governance: Conceptual Challenges and Case Studies from Australia. ANU Press, Canberra. 

A recent compilation of theory and policy-working case studies across boundaries, written by academics, public servants and policy community representatives (free pdf download).

·       Steffen, W. 2014. ‘Managing Australia’s Environment in the Anthropocene’, in David Lindenmayer, Stephen Dovers, S. Morton (ed.) Ten Commitments Revisited: Securing Australia’s Future Environment, CSIRO Publishing, Collingwood, Vic, pp. 227-235.

·       Althaus C., Peter Bridgman and Glyn Davis. 2012. The Australian Policy Handbook. 5th edition. Sydney: Allen & Unwin.

  • A short policy handbook intended for practitioners.

Further texts and articles will also need to be found as part of the assessment tasks as this course has a strong research focus. This is particularly the case for the policy research project and tutorial organization and facilitation exercise where we expect to see evidence of your engagement with the policy literature. Articles on policy will often be found in sector-specific journals (e.g. Energy Policy, Climate Policy, Food Policy, Water Resources Research), as well as in general policy or environmental policy journals such as those below. Most articles can be downloaded when connected through a university computer. If you are using your own computer they can be searched for through the library website (ANU password required) or using a university VPN access.

Media Sources:

To assist with your Policy in the News assignment and for weekly Tutorial discussions, you may wish to consult a variety of media sources. Some include:

The Guardian Environment: https://www.theguardian.com/au/environment

ABC New, Environment: https://www.abc.net.au/news/environment/

Grist: https://grist.org

Climate Home News: https://www.climatechangenews.com

International Consortium of Investigative Journalists https://www.icij.org/investigations/

Environmental Defenders Office: https://www.edo.org.au

Australian Conservation Foundation, news: https://www.acf.org.au/news

Nine News: Environment Headlines: https://www.9news.com.au/environment

News.com.au: Environment: https://www.news.com.au/technology/environment

Sydney Morning Herald: Environment: https://www.smh.com.au/environment

Department of Agriculture, Water and Environment: News: https://environment.gov.au/news and on FB: <https://www.facebook.com/awegov>

Footprint News: https://www.footprintnews.com.au

NSW Environment: Twitter: https://twitter.com/nswenviromedia

Land Care: Twitter: https://twitter.com/LandcareAust

Recommended student system requirements 

ANU courses commonly use a number of online resources and activities including:

  • video material, similar to YouTube, for lectures and other instruction
  • two-way video conferencing for interactive learning
  • email and other messaging tools for communication
  • interactive web apps for formative and collaborative activities
  • print and photo/scan for handwritten work
  • home-based assessment.

To fully participate in ANU learning, students need:

  • A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
  • Webcam
  • Speakers and a microphone (e.g. headset)
  • Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
  • Suitable location with minimal interruptions and adequate privacy for classes and assessments.
  • Printing, and photo/scanning equipment

For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements

Staff Feedback

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

·        marks and written comments to individuals and/or groups on assessment items (e.g. policy brief, reflections, research report)

·        discussion with individual students and small groups on policy research project topics and drafts

·        discussion with small groups on tutorial facilitation and proposed content prior to the tutorial (in particular through the ‘supertutes’)

·        discussion with the whole class in lecture times on general issues and assessment items

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


An internet connected device (laptop, smartphone, tablet) is suggested for the lectures as online polling may be integrated into them at some stages. Further information will be provided to students on Wattle if this is to occur.

Additional advice about assessment weightings and deadlines:

Where an assignment is formed of a number of activities, the date range indicates the due date for the first component and the return date of the final component. Further information is provided in the assessment section of the class summary, and details are provided on the course wattle site.

Honours Pathway Option:

Subject to the approval of the Course Convener/Lecturer, students taking this option must complete an alternative assessment, which requires additional reading and research of the political arena of environmental policy-making. Students must also attend the Postgrad/HPO Seminars. The Seminar assignment will be counted as an alternative to the UG1 Quiz. All other assessment and requirements remain the same. Please refer to the course WATTLE site for further information.

Delivery Mode

This course is delivered in a hybrid mode to meet Covid restrictions. This means that most lectures will be pre-recorded and available on wattle. Tutorials will be offered on campus and on line simultaneously. The first part of each tutorial session will discuss the lecture content.

Post-graduate and HPO seminars will be run most weeks. These will be delivered on campus and on line simultaneously. Post graduate and HPO students will need to read at least one paper per week and provide a discussion on one paper during the semester.

The course is delivered through a combination of lectures and tutorials on key theoretical and applied aspects, as well as guest presentations and student-led tutorials/workshops around an empirical case and environmental policy theory. Each tutorial will review components of the previous week’s lecture content and assigned readings.

Much of this course relies on learning-by-doing and reflecting critically on how theory can be applied in policy practice and policy-focused research. Thus, student participation at all sessions is important, and it is highly recommended that students attend lectures and their tutorial sessions to gain the most from the course and to support each other’s learning. Students are expected to come to tutorials prepared for discussions and activities with sufficient pre-reading or real-life experiences, to allow effective exchange and development of ideas to occur. 

To enable this to occur, a tutorial running sheet is provided to students in the week prior to their tutorial (via Wattle). Although there may be some unexpected or negotiated last-minute changes (yes, this is real life!), these running sheets should allow students to understand how the tutorials will be guided.

Class Schedule

Week/Session Summary of Activities Assessment
1 Lecture: Introduction to course: policy-making for the environment and sustainability – big picture and theories of the policy process. Tutorial: Tutorial and Seminar organisation. Undergrad Quiz due 26 Feb Post Grads and HPOs choose Seminar papers
2 Lecture: Policy problems and problem framing; traditions in policy analysis; disciplinary assumptions and limits; policy cycles; attributes of sustainability problems. Tutorial: Policy in the Media Reflecting on Week 1 lecture content and readings. PG/HPO presentations commence
3 Lecture: Policy instrument choice. Tutorial: Policy in the media Reflecting on Week 2 lecture content and readings.
4 Lecture: Policy implementation, evaluation and learning Tutorial: Problem framing versus policy framing, and matching policy instruments to problems. Reflecting on Week 3 lecture content and readings.
5 Lecture: Public participation in policy; institutional settings. Tutorial: Policy in the Media Reflecting on Week 4 lecture content and readings.
6 Lecture: Policy Evaluation Framework. Tutorial: Policy in the Media Reflecting on Week 5 lecture content and readings UG2/PG3 Policy Brief due (29 Mar)
7 Semester Break 2 April-19 April
8 Semester Break 2 April-19 April
9 Lecture: Case Study: Water policy in Australia: Murray Darling Basin Plan Tutorial: Policy in the Media Reflecting on Week 6 lecture content and readings.
10 Lecture: Case Study: National Indigenous Water Policy Tutorial: Policy in the Media Reviewing the NIWP UG3/PG3 Policy in the News Report due (28 April)
11 Lecture: Case Study: Endangered Species: Optimal allocation of resources Tutorial: Policy in the Media Selecting resources for species
12 Lecture: Case Study: Carbon Market Tutorial: Policy in the Media Reviewing the carbon market
13 Discussion of Policy Review Paper UG4/PG4: Policy review paper due (28 May)

Tutorial Registration

Registration via the course Wattle site.

Assessment Summary

Assessment task Value Due Date Return of assessment Learning Outcomes
UG1: National Forest Policy Quiz 10 % 26/02/2021 27/02/2021 2,3,4
UG2: Policy Brief 25 % 29/03/2021 17/04/2021 1,2,3,4
UG3: Policy in the News Report 20 % 28/04/2021 17/05/2021 1,2,3,4
UG4 Policy Review Paper 45 % 28/05/2021 28/06/2021 1,2,3,4

* 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:

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 Academic Integrity . 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

Value: 10 %
Due Date: 26/02/2021
Return of Assessment: 27/02/2021
Learning Outcomes: 2,3,4

UG1: National Forest Policy Quiz

This assessment is due on 26 Feb 2021, before 10pm AEST

Value: 10%

This is a 10-question multiple choice quiz based on the National Forest Policy. The aim of the quiz is to familiarize yourself with the NFP as this will be the basis for discussions during tutorials. The quiz is available on Wattle and is worth 10%.

Post-graduate students do not need to take the quiz.


Assessment Task 2

Value: 25 %
Due Date: 29/03/2021
Return of Assessment: 17/04/2021
Learning Outcomes: 1,2,3,4

UG2: Policy Brief

Due: 29 March before 8.00am

This assessment task is designed to get you thinking and communicating clearly about a current (and hopefully topical) public policy issue. 

Task Summary

Write a 750-word Policy Brief. 

The Policy Brief should describe a contemporary or emerging policy problem related to ‘environment’ and/or ‘sustainability’, those with responsibility for it, and an initial scoping of policy instruments or organisational options available to address the problem. Your readership for this are imaginary colleagues and superiors in an agency (who you define). You must also define who you are as the author of the Policy Brief (e.g. a government policy officer or researcher/scientist in the same or different agency as your addressee, etc.) Your objective is to convince the reader, with a succinct argument, that the issue represents a policy problem, why, and what initial responses might be made.

What is a Policy Brief?

A Policy Brief is a report that succinctly summarises an issue, its associated policy problem, and identifies possible options for future action. It is generally asked for and delivered to a senior government official, politician (state, territory or local), corporate executive, or senior person in a non-government organisation. It may also be addressed to a committee or a board of directors. 

Typically, a Policy Brief describes an emerging, re-emerging or topical issue that falls in the senior person’s area of responsibility, and is asked for when they need an accessible description of the problem and some ideas for what might next be done to address it. This is usually needed to (i) answer questions from the media or their own superiors, or (ii) take appropriate steps to address the issue. For example, often a Policy Brief is requested when an issue or problem suddenly becomes prominent in the media, or when a natural event/disaster has occurred, an interest group makes a submission to a Minister, questions are asked in Parliament and need to be answered, or when a review of a relevant policy program has been completed and senior staff need to be brought updated on it’s findings. 

A Policy Brief usually does not recommend a single option, but proposes a range of options to be considered. The options might deal with (for example) the policy processes to take the matter further, research gaps that needs to be filled, possible policy instruments to consider/analyse, organisational reform options, or a combination of these. 

The environmental/sustainability issue that you choose, and the senior person or people that you will brief, can be real or imagined – as long as that which is imagined is realistic, and the issue and policy options developed are understandable. We encourage students to take on a well-defined, specific issue rather than a big, global and poorly-defined issue, as it makes it easier to describe and develop options when the scope of the Policy Brief is narrower. For example, it is more achievable to write about an aspect of emissions reductions rather than the whole climate change agenda in a 750-word Policy Brief! Also, it is recommended that students define a policy issue or problem that is tractable to a policy solution or discussion, rather than present an issue to be argued over.

An Example

An estuary that is close to a city and used for recreation and commercial fishing has been affected by algal blooms. This has not occurred for several years. Previously when it occurred, there research undertaken, recommendations make, and management interventions: mainly a tightening of regulation to reduce nutrients coming from point-sources in nearby urban and industrial areas. Considerable public concern about this recent algal bloom is evident, and the Minister for the Environment must respond. 

The Policy Brief would: summarise what algal blooms are and why they occur; identify previous studies; describe the previous policy and management actions; consider why the problem is re-occurring (drought? new sources of nutrients? lack of enforcement of regulations?); and propose options for further consideration (e.g. investigate non-point source nutrient from farmlands within the catchment, review levels of compliance with regulations, formulate an interdepartmental committee across the relevant state agencies, call a public meeting of affected stakeholders, etc.).

A typical structure of a Policy Brief is:

1.     Front matter – clearly identifying who the Policy Brief is written for, who it was prepared by, the date, and topic. Include people’s roles or affiliations.

2.     Talking points – four (4) one-sentence dot points that succinctly sum up your main messages in the Policy Brief. These are the four messages that are most important for the senior person or people to read and know about before they step into a media briefing, community event, or Parliament question time, etc.

3.     An introduction identifying the issue and for whom the brief is written (approx. 50-100 words).

4.     Description of the issue/problem (approx. 200-250 words).

5.     An outline of what has previously been done to address the issue, in the relevant jurisdiction and/or elsewhere (approx. 200- 250 words).

6.     Options to be considered for further action, say 2-5 depending on the nature of the problem, maybe as short dot point paragraphs, and the expected impact of each option (approx. 200-250 words).

7.     References/Sources, whether in the text or as notes at the end (not many, but perhaps a previous report or two, recent media sources, etc.)

Note. You may vary this structure to suit your preferred communication style or your topic.

The Policy Brief should be easily understood by a competent and professional person, but who is not familiar with the technical aspects of the issue. It should be presented in a readable and simple lay-out – i.e. summary graphs rather than data in the text, short/easy to read paragraphs, dot points, sub-headings to guide the reader, etc. Minimal referencing is required, but some supporting materials will be necessary to add authority (e.g. formal references) or political reality (e.g. opinion polls, media coverage) to your argument. 

Note: There are sample Policy Briefs from previous years available on the Wattle website for you to view. These are for inspiration only. Please ensure that you follow the instructions in this Class Outline first and foremost.

What this Kind of Assessment Measures

Writing a Policy Brief demonstrates your skills at researching facts and information and presenting it in a succinct format. Policy Briefs are not discursive; they utilise bullet points and numbered lists to present findings on particular aspects of the task. This assessment will measure your ability to put forward an organised piece of writing: to compile and explain data, facts or similar information; and succinctly present your conclusions. Pay attention to formatting, as poorly laid out work can detract from the content of your argument. 

Assessment Task 3

Value: 20 %
Due Date: 28/04/2021
Return of Assessment: 17/05/2021
Learning Outcomes: 1,2,3,4

UG3: Policy in the News Report

Value: 20%

Due: 28th April before 10pm

Sometimes your studies at university can seem a bit abstract or disconnected to “the real world” which can in turn make you feel like nothing you’re learning is actually relevant to your day-to-day life or future career! The purpose of this assessment is to link what you’re learning in the lectures and tutorials with the implications of policy in practice.

For this assessment, you are required to:

·       Identify three substantial articles in the print or on-line media that explore or present three different aspects of the course content. For example, you could find an article that discusses the merits of one particular policy instrument over another; or an article that discusses the challenges of implementing a particular policy; or another on developments internationally which have implications for the domestic policy agenda; or another on the broader context in which environmental policy exists. The point is: you will need to keep an eye on the print media throughout the course, and pick three articles that appeal to you.  The articles can be on the same issue, but they must reflect three different aspects or concepts discussed in the course. 

·       You will write between 300 and 500 words on each of the articles, explaining the environmental issue in question, the way in which the articles present and discuss the key concepts from the course, and your reflections on how the articles portray the challenges of designing and implementing policy in practice.


Assessment Criteria

Please refer to the course WATTLE site.

Assessment Task 4

Value: 45 %
Due Date: 28/05/2021
Return of Assessment: 28/06/2021
Learning Outcomes: 1,2,3,4

UG4 Policy Review Paper

Value: 45%

Due: 28th May

Task Summary

Each student shall write a policy review paper. This is a review of an existing policy relating to sustainable development. It can involve some of the policies we have reviewed during the course (except the National Forest Policy).

This assignment is designed to help you learn the following skills:

a)    How to search for, and critically evaluate, information relevant to a current environmental policy (National, state, regional, international)

b)    Undertake a literature review and explore examples of similar policy documents from other regions and consider preferable policy options

c)     Use the policy evaluation tool (provided during the course) to assess whether the existing policy provides a sound basis for the management of an existing sustainable development issue. a policy

d)    Use critical analysis methods to review a policy, define deficiencies and successes

e)    Make sound recommendations for policy enhancement that a policy maker would find informative


The assignment is designed as follows:

Each Final Policy Research Report should include the following key elements:

Policy identification and importance statement – why is it arising/who if anyone is interested in getting it on the agenda? This should include some recent and/or historical media and policy document analysis.

Literature review of policy approaches to address the problem area – what has been done previously in the target area/other areas or countries? 

Prepare a tabulated evaluation of the policy based on the policy evaluation tool

Provide alternative policy options to suggest how the policy could be improved and what positive/negative impacts (and on who) might these have? Here disciplinary expertise and policy analytics for evaluating options may be used.

Policy recommendations – Make clear recommendations on how the policy could be improved, while noting real world constraints 

The Policy Review Report should be clearly structured including headings and subheadings, using a professional-looking format or style. Students are encouraged to use tables, figures and some sections where key issues or lists are summarised as dot-points. 

Students should use the policy evaluation tool provided as a basis. Addition evaluation points may be added.

The report should make an argument of some type (e.g. towards a policy recommendation, needs for evaluation or future research, improved mechanisms for policy implementation). This argument should be summarised in the executive summary (300-400 words) as a series of key points (dot-points or numbered list). Plain English, as free as possible of jargon and academic style, should be employed. References should be included and can be presented in either Harvard or numbered Endnote format. Please closely proof-read your report before submission and ask a friend or family member to read it for comprehension to ensure that a ‘generalist’ audience can understand your argument.

Assessment and Feedback Deadlines

Please note. This is a real research project. It is common during research for students to be able to ask their supervisors questions and advice about their ideas and writing. We can be available (within reason) to discuss your ideas and work, including glancing over drafts when we meet with you. In that way, it is not like a typical assignment that is submitted as an original piece of work that the Lecturer or Tutor has never seen before. We are available to provide advice to allow you to refine your thinking and reports as much as possible before final submission, and—where students accept—the reports’ release outside the university.

Assessment Criteria

Please refer to the course WATTLE site

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

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) 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

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 it 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.

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 specied in the course outline for the return of the assessment item.

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

Assignments will be returned via Wattle in normal circumstances.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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

Resubmission of assignments will only be considered in exceptional circumstances dues to causes beyond the student’s control.

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).

Dr Ian Fry

Research Interests

International environmental policy and politics, sustainability, climate change policy, environmental law.

Dr Ian Fry

By Appointment
By Appointment
Dr Ian Fry

Research Interests

Dr Ian Fry

By Appointment
By Appointment
Mariana Castillo

Research Interests

Mariana Castillo

By Appointment
Jim Donaldson

Research Interests

Jim Donaldson

By Appointment
Dr Nadeem Samnakay

Research Interests

Dr Nadeem Samnakay

By Appointment

Responsible Officer: Registrar, Student Administration / Page Contact: Website Administrator / Frequently Asked Questions