The course aim is to give students a good understanding of the key issues in humanitarian action, and how they affect developing countries. The focus will be on both complex emergencies arising out of conflict, natural disasters, and resulting issues including human rights and gender.

It will cover topics such as international, local and community humanitarian responses, and the key characteristics of each. The UN, International NGOs, local NGOs, bilateral and government agencies will be examined as key players. There will also be a special focus on the key role of the military .The course will consider case studies around the COVID-19 pandemic from different social and cultural contexts from the Pacific, East Asia, and South Asia, and Africa.

Learning Outcomes

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

1. demonstrate a critical appreciation of the key concepts and approaches used by development scholars and practitioners who work in humanitarian interventions;
2. understand the likely social and economic impacts of humanitarian policies and practices in their work; and
3. reflect critically on their own experiences and understanding of humanitarian interventions in the light of the concepts and methods introduced in this course.

Research-Led Teaching

This course is research led in that it will be dynamic based on the ongoing changes and events in relation to COVID-19 and its global impacts as a humanitarian crisis.

Field Trips

None

Additional Course Costs

None

Required Resources

The resources needed are on Wattle: readings are updated according to topics from relevant journals and book chapters

Recommended Resources

Course Websites

This course will use the online learning management system—WATTLE—to provide resources in a digital form. If there are technical issues please advise Patrick Kilby immediately. You can log on to WATTLE using your ANU student number (uXXXXXXX) and ANU (ISIS) password: for the course and program details are all on the WATTLE site. There is also a MAAPD Program WATTLE Page which is a useful guide to the broader University Resources available.

There is a direct link to each of the required readings via the Library, and for each topic there is also a link to a sub-directory of Supplementary readings, which may also be of interest for that particular topic. The list of supplementary readings for each week is often quite long, and so it is not expected that you read them all, but rather have a look at the abstract or first paragraph of each and if it interests you then keep reading. These readings are intended to give you an idea of the breadth of ideas on a particular topic so you can extend your knowledge beyond what is discussed in class and is expected of the course. The supplementary list for each week is regularly updated. Note that the required and supplementary readings are accessed through the ANU Library, and as such are protected by copyright, and so are for the use of ANU students and staff only.

Staff Feedback

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

• written comments on Turnitin submissions
• verbal comments if requested
• feedback to the whole class

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

Referencing requirements: The referencing style is in-text referencing.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Week 1 Introduction: humanitarianism; complex emergencies, natural disasters, and COVID 19	Tutorial
2	Moral and ethical basis in the context of changes to humanitarianism in the COVID Context	Tutorial
3	Humanitarianism in practice: the range of interventions and actors using COVID 19 as a case study	Tutorial, Forum
4	From Humanitarian Intervention to the Responsibility to Protect	Tutorial, Forum
5	Strange bedfellows: the merging of humanitarian aid and military operations	Tutorial; minor Essay
6	Humanitarianism and gender	Tutorial
7	Compassion, media and celebritisation of humanitarian aid	Tutorial;
8	Humanitarian Engineering	Tutorial;
9	Case Study: complex emergency (Yemen)	Tutorial
10	Case Study: natural disaster COVID-19 pt 1	Tutorial (Online Game)
11	COVID-19 pt 2 as a humanitarian crisis with a multitude of dimensions	Tutorial (Online Game)
12	Sphere standards for humanitarian intervention as a basis for Monitoring and Evaluation of humanitarian action	Tutorial

Tutorial Registration

Tutorials are on line or on campus. Online times wll be based on numbers and time zone convenience for out of Australia students.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Tutorial Participation	10 %	*	15/06/2022	1, 2, 3
Argumentative Essay	20 %	04/04/2022	15/04/2022	1, 2
Major Essay: Humanitarian intervention critique	50 %	13/06/2022	23/06/2022	3
Online forum	10 %	19/03/2022	20/06/2022	1, 2
Online Game	10 %	28/05/2022	20/06/2022	2, 3

* 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 Skills 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.

Participation

Participation in Tutorials (10%) is expected and they will be scheduled to suit most needs and time zones either on campus or online using Adobe Connect. Students are expected to read the readings ahead of class and to come prepared to take part in class discussion. All students most prepare one insightful discussion question based on the readings which may either allow deeper inquiry into one of the specific readings or illuminate connections between them.

Students are expected to actively participate by asking questions, make comments and engage in conversation. Hence, simply attending tutorials does not equate participation. The quality of contributions is far more important than quantity. Although well-informed debate and discussion is encouraged, this must at all times be taking place in a collegial and respectful manner. Up to two tutorial absences is acceptable and will not affect your participation grade

Assessment Task 1

Tutorial Participation

Participation in Tutorials (10%) is expected and they will be scheduled to suit most needs and time zones either or online using Zoom. Students are expected to read the readings ahead of class and to come prepared to take part in class discussion. All students most prepare one insightful discussion question based on the readings which may either allow deeper inquiry into one of the specific readings or illuminate connections between them.

Students are expected to actively participate by asking questions, make comments and engage in conversation. Hence, simply attending tutorials does not equate participation. The quality of contributions is far more important than quantity. Although well-informed debate and discussion is encouraged, this must at all times be taking place in a collegial and respectful manner. Up to two tutorial absences is acceptable and will not affect your participation grade

Assessment Task 2

Argumentative Essay

Purpose of assignment: The purpose of the minor essay is to allow students to engage with key theoretical, conceptual, and analytical aspects relating to humanitarian action. Taking the readings from one of the weeks 2-5.

Week 2 Moral and ethical basis in the context of changes to humanitarianism in the 21st Century

Week 3 Humanitarianism in practice: the range of interventions and actors

Week 4 From Humanitarian Intervention to the Responsibility to Protect

Week 5 Strange bedfellows: the merging of humanitarian aid and military operations

Can you identify the 3-4 key issues common to the three paper from the required and supplementary readings and analyse them and argue your view on these issues.

Value: 20%

Word length: The essay shall be 2000 words in length (within a variation of 10%), exclusive of bibliography.

Marking criteria (see marking rubric for details): Detailed assessment criteria is made available through Wattle. You will be assessed on the basis of your demonstrated understanding of the content, the quality of your critical analysis of the readings, your ability to structure your review and communicate in a formal academic writing style, and your ability to refer to academic and other sources appropriately and using an appropriate referencing style. Protocol for academic writing: you should follow standard guidelines for academic writing and in text referencing.

The minor essay will be assessed on the following criteria:

• Strength and logic of argument: The essay requires a personal response from the student. The marker will be looking for and evaluating the student’s capacity to provide an informed, logical and coherent argument. Students should avoid descriptive writing and should strive to write a critical essay that demonstrates their capacity for analytical thought.
• Evidence of engagement with source material: Students should demonstrate that they have read the source material critically, and have been able to use them to support their argument. Familiarity with the relevant source material, as demonstrated in the text of the essay, is an important characteristic of an academic essay.
• Structure of essay: The essay should have three recognisable sections. The introduction sets the scene for the reader and articulates the writer’s argument. In the body of the essay, the writer provides evidence that supports the essay’s central argument. The argument should be developed in a logical and coherent manner, and should avoid repetition and argumentation that is not directly relevant. The conclusion draws together the various strands of the argument, sums up, reasserts the validity of the central argument, and provides a general sense of closure of the essay. The conclusion can also suggest further issues to consider
• Standard of English expression: Students should strive to express themselves as effectively and clearly as possible. The conventions of contemporary English grammar should be observed. Although essays will not be primarily graded based on considerations pertaining to grammar syntax and spelling, it is important to note that poor expression of English clouds what your are trying to convey in your essay, thereby affecting other criteria for marking (such as assessing whether the essay contains a clear and forceful argument.) Students who submit essays that are substandard in terms of English expression may be asked to resubmit their essay (with a substantial deduction of marks). Students who feel they need support with their academic essay writing should contact respective support services the University offers. The essay must be at least 1.5 spaced with generous margins, and include page numbers.
• Effective and correct use of citations: Harvard or Chicago in-text citations must be used correctly and consistently. Please follow the guidelines from ANU’s website: https://academicskills.anu.edu.au/resources/listing/ 142. A bibliography of all sources used in writing the essay must be appended to the essay. This must be consistent with the Harvard citation system. Please note that when referencing reports you have downloaded from the web, they are “online documents” and need to be referencing accordingly (i.e. acknowledge the url and include access date).
• Make sure all direct quotes are correctly cited with quotation marks (or indented left and right and one font size smaller for quotes more than three lines). Failure to do this may be seen as 'poor academic practice' under the ANU student integrity policy and penalties applied. In all of these cases the registrars office has required that it be advised.

Submission details: Your review is to be submitted to the Assignment Section of Wattle.

Rubric

CRITERIA	EXCELLENT (80%+)	VERY GOOD (70-79%)	GOOD (60-69%)	POOR (50-59%)
Content (key issues, main points)	Clearly and concisely identifies and summarises all the key issues and their relevance to the argument being made; follows through on all issues.	Identifies and summarises all the key issues and their relevance to the argument being made to some extent and follows through on most of the issues	Identifies and summarises some of the key issues and their relevance to the argument being made; and follows through on some of the issues. Tends to treat the separately and does not show the common linkages.	identifies and summarises some of the key issues but does not establish their relevance to the argument being made or follow through systematically on the issues. Inadequate integration
Critical analysis	High level of critical analysis; writer able to engage clearly with all the issues and analyse/ critique them very thoughtfully. Innovative insights in analysis are rewarded with grades of 85%+.	Good level of critical analysis; writer able to engage with most issues and analyse/critique them thoughtfully.	Some critical analysis; writer able to engage with at least some of the issues and analyse/critique them.	Limited or no critical analysis; writer unable to engage with issues and analyse/critique them.
Structure (introduction, key issues, conclusion)	Very well structured; clear introduction; identifies key issues and arguments; key arguments clearly highlighted through subheadings; strong conclusion pulls together key arguments and reiterates their importance	Well structured; clear introduction identifies key issues and arguments; key arguments highlighted through use of subheadings; conclusion pulls together key arguments	Some structure; introduction identifies papers clearly but weaker on identifying key issues and arguments; key arguments not well delineated; conclusion is brief and serves only to end the essay. Tends to treat the three papers separately	Poor structure; very weak or no introduction; key arguments not well delineated; very weak or no conclusion
Logic and clarity (flow, one point leading to the next)	Very logical flow, each point clearly leading onto the next, well ‘signposted’ throughout. Sentences very clearly written using plain English. Very good paragraph structure, with paragraphs clearly covering different points but very well connected to preceding and succeeding paragraphs	Logical flow, most points clearly leading onto the next, mostly well ‘signposted’. Sentences clearly written using plain English. Good paragraph structure, with paragraphs mostly well connected to preceding and succeeding paragraphs.	Mostly good flow, but some rambling. Limited ‘signposting’. Lack of clarity in some sentences, indirect and/or convoluted language. Weak paragraph structure, with paragraphs of different lengths and poor topic focus.	Poor flow, significant rambling. Limited or no ‘signposting’. Lack of clarity in some or many sentences. Indirect and/or convoluted language. Weak paragraph structure, with paragraphs of different lengths and poor topic focus

Assessment Task 3

Major Essay: Humanitarian intervention critique

Purpose of assignment: The major essay gives students the opportunity to apply the theoretical, conceptual and analytical tools from earlier weeks in the course to a case study of their choice relating to humanitarian action

Instructions: Students are required to identify a particular humanitarian intervention relating to any of the topics from weeks 6-12, and provide a critique of it. This may be a specific aid organisation's programme in a specific geographical location (i.e. MSF's gender-based violence project in PNG), or it may be a specific humanitarian event (i.e. "the 2004 Tsunami"), or a specific approach pursued by certain aid programmes (i.e. "humanitarian protection").

Value: 50%

Word length: 3500 words (within a variation of 10%), exclusive of bibliography.

Marking criteria (see marking rubric for details): Detailed assessment criteria is made available through Wattle. You will be assessed on the basis of your demonstrated understanding of the content, the quality of your critical analysis of the readings, your ability to structure your review and communicate in a formal academic writing style, and your ability to refer to academic and other sources appropriately and using an appropriate referencing style. Protocol for academic writing: you should follow standard guidelines for academic writing and in text referencing.

Submission details: Your review is to be submitted to the Assignment Section of Wattle.

Rubric

CRITERIA	EXCELLENT (80%+)	VERY GOOD (70-79%)	GOOD (60-60%)	POOR (50-59%)
Content (key issues, main points)	Clearly and concisely identifies and summarises all key issues and establishes their relevance to the success or otherwise of the intervention. These key issues are then followed through.	Clearly and concisely identifies and summarises most of the key issues, and more or less establishes their relevance to the success or otherwise of the intervention. These key issues are then followed through.	Identifies and summarises some of the key issues, and more or less establishes their relevance to the success or otherwise of the intervention. At least some of these issues are then followed through.	Identifies and summarises some of the issues, but does not address their relevance to the success or otherwise of the intervention. Few/none of the issues are followed through in a coherent manner.
Critical analysis	High level of critical analysis; writer able to engage clearly with all the issues and analyse/ critique them very thoughtfully. Innovative insights in analysis are rewarded with grades of 85%+.	Good level of critical analysis; writer able to engage with most issues and analyse/critique them thoughtfully.	Some critical analysis; writer able to engage with at least some of the issues and analyse/critique them.	Limited or no critical analysis; writer unable to engage with issues or analyse/critique them.
Structure (introduction, key issues, conclusion)	Very well structured; clear introduction identifies key issues and arguments; key arguments clearly highlighted through sub-headings; strong conclusion pulls together key arguments and reiterates their importance.	Well structured; clear introduction identifies key issues and arguments; key arguments highlighted through use of sub-headings; conclusion pulls together key arguments.	Some structure; introduction identifies papers clearly but weaker on identifying key issues and arguments; key arguments not well delineated; conclusion is brief and serves only to end the essay.	Poor structure; very weak or no introduction; key arguments not well delineated; very weak or no conclusion.
Logic and clarity (flow, one point leading to the next)	Very logical flow, each point clearly leading onto the next, well ‘signposted’ throughout. Sentences very clearly written using plain English. Very good paragraph structure, with paragraphs clearly covering different points but very well connected to preceding and succeeding paragraphs	Logical flow, most points clearly leading onto the next, mostly well ‘signposted’. Sentences clearly written using plain English. Good paragraph structure, with paragraphs mostly well connected to preceding and succeeding paragraphs	Mostly good flow, but some rambling. Limited ‘signposting’. Lack of clarity in some sentences, indirect and/or convoluted language. Weak paragraph structure, with paragraphs of different lengths and poor topic focus.	Poor flow, significant rambling. Limited or no ‘signposting’. Lack of clarity in some or many sentences. Indirect and/or convoluted language. Weak paragraph structure, with paragraphs of different lengths an

Assessment Task 4

Online forum

Purpose of assignment: To demonstrate the student’s ongoing critical engagement with the key issues discussed in the course.

Forum Dates: Weeks 3&4.

Instructions: You will be allocated to a small groups of 6-8 for this exercise. You and the other students in your group will interact with one another through two online workshops hosted on the WATTLE site each over two weeks. You will be expected to respond and contribute to the discussion. The Course Convenor will start the process off. You will be asked to respond to a discussion starter (150-200 words), and identify some key issues and pose two or three key questions for the rest of your group to consider. You will subsequently respond to, and making connections between, the discussion starter and the contributions of other members of the group. There will be a follow up question mid-way through the forum.

Marking criteria" When contributing to your group’s online discussion, you will be assessed on the basis of the number of responses you make (i.e. at least two, but preferably more, significant responses to each discussion, and the follow-up questions by the convenor) and the quality of those responses, that is your understanding of the topic and your ability to engage with the discussion questions and other responses.

Protocol for contributing to the online discussion, Language & Word Count: Always use appropriate online etiquette (polite and correct language and spelling etc.) The posting should be about 150-200 words. Being concise, even when you have much to say is an important skill, so longer postings will be penalised.

Content: Responses should be well-considered and supported with ideas from the lectures, readings, other courses, your own experiences or prior knowledge. Always show how your response relates back to the previous discussion.

Academic honesty: If you are paraphrasing or quoting from readings/articles/reports in your postings, please include an adequate acknowledgement (does not need to be a full citation).

N.B. Keep to the point of the original discussion and the posed questions as much as possible (don't let the discussion stray). If you want to follow-up on a tangential idea or point please use the general class discussion area where you can ask question and make general observations.

Rubric

CRITERIA	EXCELLENT (80%)	VERY GOOD (70-79%)	GOOD (60-69%)	POOR (50-59%)	INADEQUATE
Number of contributions	Contribution in the two forums and Multiple postings of five or more in each.	Contribution in the two forums and at least three posting in each.	Contribution in the two forums and two postings in each.	Contribution of one posting in each forums only	1 or no postings
Response to discussion questions and demonstrated knowledge and under-standing	Responds directly to discussion questions and colleagues comments in a very thoughtful and insightful manner and refers appropriately to knowledge from lectures, readings and experience/opinions	Responds directly to discussion questions, and colleagues comments, refers appropriately to knowledge from lectures, readings or experience	Responds indirectly to discussion questions and colleagues comments, and refers to knowledge from lectures, readings or experience	Responds but does not refer to discussion questions or colleagues comments and does not refer to any course content	Does not refer to discussion questions and colleagues comments, and does not refer to any course content
Style of discussion starter	Good word length, very well-written, posted on time	Good word length, well-written, posted on time or one day late	Some problems with word length, writing style or timing	Major problems with word length, writing style of timing	Too short or too long and/or poorly written and/or more than one day late OR very poorly written
Demonstration of knowledge and understanding of topic	Displays a high level of understanding of knowledge of topic from lectures, readings and experience/opinions	Displays a good understanding of knowledge from lectures, readings and experience/opinions	Refers appropriately to knowledge from lectures or readings or experience/opinions	Refers primarily to unfounded opinion	Does not refer to knowledge from any course content

Assessment Task 5

Online Game

An online game of a humanitarian situation will be developed across the class. You will be allocated a role and will develop a position for the role (e.g donor, affected person, local community etc) and reach a position with others in that role and then negotiate with others in a changing environment. Week 9&10

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

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

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

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

The grade and comments on your assignments will be available through Turnitin. If you open your assignment and click grademark on the top left the comments can be seen both within the text of the assignment and in a comments box on the bottom right.

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

Student cannot resubmit their assignment. The first submission on Turnitin is the final submission..

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 Access 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