The course provides students with a grounding in professional design practice. It requires students to research, develop and justify independent projects informed by a critical and ethical understanding of contemporary design practice. It develops professional skills in documentation and communication, and extends understandings of design through practical and theoretical perspectives on fundamental processes: problem framing, ideation, prototyping and evaluation, and reflective practice.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- develop and articulate design problems and address them effectively through creative practice;
- apply and engage with contemporary design practices and methods;
- conduct research into design artefacts and processes, and apply findings to creative production, and
- document and critically reflect on design processes and outcomes.
Field Trips
If a field trip is scheduled, students will be informed early in the semester and will have
sufficient time to plan transport options (locations will be accessible via public transport).
Additional Course Costs
Students may incur additional costs as part of their individual project development. Costs will depend on the scale of the project.
OPTIONAL WORKSHOP FEE
Depending on your major and which workshop you may like to access as part of your chosen project, you may need to pay a workshop fee. Additionally, in order to produce
models (to scale or 1:1) will require you to purchase materials in accordance with the ANU Makerspace policy (what you pay for and make you keep). This Workshop Fee is for additional access to the workshop and use of equipment, tooling and consumable items during extra hours. It is not essential to course completion.
Payment of the Workshop Fee is optional, but if a student chooses not to pay it, access to the workshops outside of stated course hours is not allowed.
Staff Feedback
Students will be given feedback in the following forms in this course:
- verbal feedback and consultations
- class group critiques
- formal assessment feedback
- students are encouraged to seek additional feedback throughout the semester
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.
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Introduction, course overview, & review of assessment items Design studio activities determining project focus | |
| 2 | Design studio activities determining project focus | |
| 3 | Guest lecture & design studio activities. Formative presentations. | In-class presentations. Formative assessment case study presentation |
| 4 | Guest lecture & design studio activities. Formative presentations. | In-class presentations. Formative assessment design concept presentation including peer feedback |
| 5 | Guest lecture & design studio activities | |
| 6 | Design research & creative direction presentations (Assessment 1) | In-class presentation and Wattle submission: Assessment Task 1 |
| 7 | Guest lecture & design studio consultations | |
| 8 | Guest lecture & design studio activities | |
| 9 | Design studio activities & design development. Formative presentations. | In-class presentations. Formative assessment design outcome presentation including peer feedback |
| 10 | Design studio activities & design development | Wattle submission: Assessment Task 2 |
| 11 | Consultations & design development, final opportunity for feedback | |
| 12 | Design presentations (Assessment 3) | In-class presentation and Wattle submission: Assessment Task 3 |
Assessment Summary
| Assessment task | Value | Due Date | Learning Outcomes |
|---|---|---|---|
| Design Research and Creative Direction | 30 % | 31/03/2022 | 1,2,3,4 |
| Reflective Practice | 15 % | 12/05/2022 | 2,4 |
| Prototyping and Design Development | 55 % | 26/05/2022 | 1,2,3,4 |
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
Policies
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
Assessment Requirements
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the 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
Learning Outcomes: 1,2,3,4
Design Research and Creative Direction
Summary:
Working individually students will prepare a design research presentation - including initial schematic design concepts (minimum of 3) - on a topic of focus determined during class in week 1 & 2. Self-directed topics will form the basis of engagement with contemporary design practice methods as well as creative and iterative exploration of design ideas from which a design direction will be determined. Projects may include, but are not limited to, visual communication, product, spatial, digital, service, or strategic design outcomes. Entrepreneurial (new business concepts) are also encouraged. This process will involve peer and staff critique.
Note: 2 x formative assessments feed into Assessment 1- refer to requirements below.
Week 3 Formative Assessment Presentation (Slideshow): A Case Study is to be presented in class in week 3. The case study will focus on the work of a contemporary designer or a specific design project relevant to the student's aims and interests, including: relevant Images/ visuals/ documentation, identification of the context or field of practice, critical reflection and analysis, and key insights / points of connection with the student's own work. The Case Study may focus on exemplars, aspirations or goals, or may be critical responses or reactions to contemporary practice. Prepare a PDF presentation (maximum of 5 pages/slides) including images, notations and text. PDF's to be uploaded for viewing prior to class (use student name as file name). Presentations to be a maximum of 5 minutes in length. Participation is assessable (formative) with students required to arrive at the start of scheduled class. The order of student presentations will be announced at commencement. Note: Students will submit presentation PDF with the Week 6 online submission also.
Week 4 Formative Assessment Presentation (Informal): Present your developing Design Concepts in class in week 4 for peer review and feedback. Your presentation method is flexible and may include sketches, digital representations, models, 3D mock-ups-ups etc. of your design process work to date. Concepts should not be resolved, but rather demonstrate work in progress towards your 3 x design concepts. A class peer feedback/ discussion session will be held, with all students required to receive and provide peer feedback. Presentations to be a maximum of 3-4 minutes in length. Participation is assessable (formative) with students required to arrive at the start of scheduled class.The order of student presentations will be announced at commencement. Note: Feedback should be taken on board for your week 6 presentation and submission.
Week 6 Assessment Presentation (Formal): Present your work including your research and minimum of 3 design concepts in class in week 6. It is important to include evidence of the design process throughout the semester (for example iterative sketches) in your presentation, including evidence of peer feedback taken onboard from the week 4 formative assessment. Students are encouraged to explore creative ways of presenting their design research and design concepts (x3). This may include video, sketches, digital representations and/ or physical mock-ups. Experimentation with multiple media is also encouraged. Presentations to be a maximum of 6-7 minutes in length. Participation is assessable (summative) with students required to arrive at the start of scheduled class/presentations. The order of student presentations will be announced at commencement.
Word limit: 1500-2000 words (Research)
Online Submission Requirements: Submit your work including research and visual materials to the submission point on Wattle prior to commencement of week 6 scheduled class. Include the design process, iterations, and ideation. Also include your Week 3 Case Study presentation PDF.
Estimated return date: Marks will be resolved within two weeks
Assessment Criteria: Individual Assessment in Group Tasks (where applicable). Refer to Rubric
Rubric
| HIGH DISTINCTION (80-100) | DISTINCTION (70-79) | CREDIT (60-69) | PASS (50-59) | UNSATISFACTORY (0-49) | |
|---|---|---|---|---|---|
Design Process & Conceptual Development: Independent development and articulation of design problems, diverse engagement with the design process, and exploration of methods and materials through creative practice. (35%) Learning Outcomes: LO1, LO2, LO3, LO4 | Exemplary independent design development and clear alignment of the design problems, concepts, and processes. Refined alignment is articulated in verbal justifications and evidenced in the visual outcome. Engagement with the design process is highly diverse and presents an exemplary exploration of multiple methods and materials. Exploration is evidenced through significant iterative sketches and variations. | High level of independent design development and clear alignment of the design problems, concepts, processes. Strong alignment is articulated in the verbal justifications and evidenced in the visual outcome. Engagement with the design process is diverse and presents a high level of exploration of multiple methods and materials. Exploration is evidenced through numerous iterative sketches and variations. | Good level of independent design development and clear alignment of the design problems, concepts, processes. Clear alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is evident and presents a good level of exploration of multiple methods and materials. Exploration is evidenced through inclusion of multiple iterative sketches and variations. | Satisfactory level of design development and alignment of the design problems, concepts, processes. Moderate alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is adequate and presents an attempt to explore of methods and materials. Exploration is evidenced through inclusion of iterative sketches and variations. | Limited level of design development. Lack of alignment of the design problems, concepts, processes. Insufficient alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is limited or inadequate in exploring methods and materials. Insufficient or no evidence of inclusion of iterative sketches and variations. |
Design Resolution & Synthesis: Apply and engage with contemporary design practices and methods to technically and aesthetically resolve and synthesise design concepts. (15%) Learning Outcomes: LO2, L03, LO4 | Mastery of design tools, methods and media. Craftsmanship is exemplary. Sophisticated level of design synthesis. Design proposal is seamlessly curated, refined, technically, and aesthetically resolved. | Excellent use of design tools, methods and media. Craftsmanship is highly developed. High level of design synthesis. Design proposal is successfully curated, technically and aesthetically resolved. | Effective use of design tools, methods and media. Craftsmanship is well developed. Good level of design synthesis. Design proposal is effectively curated, technically and aesthetically resolved. | Satisfactory engagement with design tools, methods and media. Craftsmanship is adequately explored. Satisfactory level of design synthesis. Design proposal is adequately curated, technically and aesthetically resolved. | Limited engagement with design tools, methods and media. Craftsmanship is inadequately explored. Lacking design synthesis. Minimal attempt to curate and resolve the design proposal technically or aesthetically. |
Research & Exploration: Conduct research into design concepts, artefacts, and processes, and apply findings to creative production (25%) Learning Outcomes: LO3, LO2, L04 | Exemplary, insightful research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Highly diverse sourced literature, exemplars, and materials appropriate to the field of enquiry. Extensive engagement with research is evidenced through application of insights to creative exploration and production. | High level comprehensive research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Diverse sourced literature, exemplars, and materials appropriate to the field of enquiry. Significant engagement with research is evidenced through application of insights to creative exploration and production. | Effective research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Good level of sourced literature, exemplars, and materials appropriate to the field of enquiry. Effective engagement with research is evidenced through application of insights to creative exploration and production. | Satisfactory research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Inclusion of sourced literature, exemplars, and materials appropriate to the field of enquiry. Adequate engagement with research is evidenced in creative exploration and production. | Limited research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Insufficient sourced literature, exemplars, and materials appropriate to the field of enquiry. Insufficient engagement with research is evidenced in creative exploration and production. |
Presentation, Communication & Documentation: Present, document, and critically reflect on the design process and evolution of concept development through visual, oral and written forms of communication. Participate in feedback sessions, formative presentations, and summative assessment presentation. (25%) Learning Outcomes: LO4, L01 | Excellent visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects exemplary organisation and coherence. Active and highly engaged participation in feedback sessions, formative presentations, and assessment presentation. Exceptional ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is highly refined, professional, and presents a logical, coherent argument. Exemplary standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Professional visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects high level organisation and coherence. Active and engaged participation in feedback sessions, formative presentations, and assessment presentation. Advanced ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is professional, succinct, and presents a logical, coherent argument. Professional standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Effective visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects a good level of organisation and coherence. Active participation in feedback sessions, formative presentations, and assessment presentation. Demonstrated ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is developing and presents a logical, coherent argument. Competence in English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Satisfactory visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects adequate organisation and coherence. Adequate participation in feedback sessions, formative presentations, and assessment presentation. Developing ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is developing. Acceptable standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Limited visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted lacks organisation and coherence. Lack of participation in feedback sessions, formative presentations, and assessment presentation. Limited ability or attempts to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style lacks professionalism. Unsatisfactory standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. |
Assessment Task 2
Learning Outcomes: 2,4
Reflective Practice
Summary:
Developing 'Reflective Practice' capability is central to professional development and good design practice. Throughout the semester you will be expected to capture
'Reflective Practice' moments. For this assessment item, you will submit 4 x Key Reflections using the template provided (issued week 1 - based on Donald Schön's description of Reflective Practice). As part of this process, you may find it useful to maintain a practice journal. Reflections should be varied and may include reflecting on guest lectures, reading material, interviews or videos about design, or, new design methods that you have experimented with throughout the semester.
Word limit: 1,600-2,400 words (approx. 400-600 words per reflection)
Online Submission Requirements: Prepare a PDF document (A4 or A3 size). Submit your work to the submission point on Wattle by 5pm on day of week 10 scheduled class.
Estimated return date: Marks will be resolved within two weeks
Assessment Criteria: Individual Assessment in Group Tasks (where applicable). Refer to Rubric
Rubric
| HIGH DISTINCTION (80-100) | DISTINCTION (70-79) | CREDIT (60-69) | PASS (50-59) | UNSATISFACTORY (0-49) | |
|---|---|---|---|---|---|
Reflective Evaluation: Engage with and critically reflect on learning and design practices and methods throughout the semester. (Select 4 x key ‘ReflectivePractice’ moments e.g., guest lectures, reading material, interviews, videos about design, or, new design methods that you have experimented with). (50%) Learning Outcomes: LO2, L04 | Exceptional ability to critically reflect upon learning and design processes. Engagement in reflective practice is highly diverse and presents exemplary exploration of varied topics and insightful points of reflection. | Advanced ability to critically reflect upon learning and design processes. Engagement in reflective practice is diverse and presents a high level of exploration of varied topics and points of reflection. | Demonstrated ability to critically reflect upon learning and design processes. Engagement in reflective practice is evident and presents a good level of exploration of varied topics and points of reflection. | Developing ability to critically reflect upon learning and design processes. Engagement in reflective practice is satisfactory and presents an attempt to explore topics and points of reflection. | Limited ability to critically reflect upon learning and design processes. Engagement in reflective practice is limited. Insufficient exploration of topics and points of reflection. |
Communication & Documentation: Document ‘Reflective Practice’ moments through written communication. 400-600 words per reflection. (Optional inclusion of accompanying visuals to reflect upon work as required). (50%) Learning Outcomes: LO4, L02 | Structure and layout of work submitted reflects exemplary organisation and coherence. Academic writing style is highly refined, professional, and presents a logical, coherent argument. Exemplary standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Structure and layout of work submitted reflects high level organisation and coherence. Academic writing style is professional, succinct, and presents a logical, coherent argument. Professional standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Structure and layout of work submitted reflects a good level of organisation and coherence. Academic writing style is developing and presents a logical, coherent argument. Competence in English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Structure and layout of work submitted reflects adequate organisation and coherence. Academic writing style is developing. Acceptable standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Structure and layout of work submitted lacks organisation and coherence. Academic writing style lacks professionalism. Unsatisfactory standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. |
Assessment Task 3
Learning Outcomes: 1,2,3,4
Prototyping and Design Development
Summary:
Building on Assessment Task 1, the design project will culminate in the submission of a professional presentation including the developed design outcome /mock-up and or prototype. The presentation will include a high-quality pitch of the final design response and design rationale. This process will involve peer and staff critique (where relevant). Accompanying your pitch presentation, you will submit a copy of your design process, this includes the research methods, tools applied and associated critique/justification of methods that you selected as well as a submission of your concept development (ideation) and high quality design prototype. The design process, ideation development, and final design prototype may include but is not limited to: sketches, low-fi mock-ups, wireframes, CAD models, 3D prints and or other prototyping techniques. This process will involve peer and staff critique. Note: 1 x formative assessment feeds into Assessment 3 - refer to requirements below.
Week 9 Formative Assessment Presentation (Informal): Present your developing design outcome in class in week 9 for peer review and feedback. Your presentation method is flexible and may include sketches, digital representations, models, 3D mock-ups-ups etc. of your work to date. Outcomes should not be resolved, but rather demonstrate work in progress. A class peer feedback/ discussion session will be held, with all students required to receive and provide peer feedback. Presentations to be a maximum of 3-4 minutes in length. Participation is assessable (formative) with students required to arrive at the start of scheduled class.The order of student presentations will be announced at commencement. Note: Feedback should be taken on board for your week 12 presentation and submission.
Week 12 Assessment Presentation (Formal): Present your design outcomes and design rationale in class in week 12. It is important to include evidence of the design process in your presentation, including evidence of peer feedback taken onboard from the week 9 formative assessment. Students are encouraged to explore creative ways of presenting their design outcomes and rationale. This may include video, sketches, digital representations and/ or physical mock-ups. Experimentation with multiple media is also encouraged. Presentations to be a maximum of 6-7 minutes in length. Participation is assessable (summative) with students required to arrive at the start of scheduled class/presentations. The order of student presentations will be announced at commencement.
Word Limit: 1500-2000 words (Design Rationale).
Online Submission Requirements: Submit your work including your design rationale and visual materials to the submission point on Wattle prior to commencement of week 12 scheduled class. Include the design process, iterations, and ideation.
Estimated return date: Marks will be resolved within two weeks
Assessment Criteria: Individual Assessment in Group Tasks (where applicable). Refer to Rubric
Rubric
| HIGH DISTINCTION (80-100) | DISTINCTION (70-79) | CREDIT (60-69) | PASS (50-59) | UNSATISFACTORY (0-49) | |
|---|---|---|---|---|---|
Design Process & Conceptual Development: Independent development and articulation of design problems, diverse engagement with the design process, and exploration of methods and materials through creative practice. (25%) Learning Outcomes: LO1, LO2, LO3, LO4 | Exemplary independent design development and clear alignment of the design problems, concepts, and processes. Refined alignment is articulated in verbal justifications and evidenced in the visual outcome. Engagement with the design process is highly diverse and presents an exemplary exploration of multiple methods and materials. Exploration is evidenced through significant iterative sketches and variations. | High level of independent design development and clear alignment of the design problems, concepts, processes. Strong alignment is articulated in the verbal justifications and evidenced in the visual outcome. Engagement with the design process is diverse and presents a high level of exploration of multiple methods and materials. Exploration is evidenced through numerous iterative sketches and variations. | Good level of independent design development and clear alignment of the design problems, concepts, processes. Clear alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is evident and presents a good level of exploration of multiple methods and materials. Exploration is evidenced through inclusion of multiple iterative sketches and variations. | Satisfactory level of design development and alignment of the design problems, concepts, processes. Moderate alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is adequate and presents an attempt to explore of methods and materials. Exploration is evidenced through inclusion of iterative sketches and variations. | Limited level of design development. Lack of alignment of the design problems, concepts, processes. Insufficient alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is limited or inadequate in exploring methods and materials. Insufficient or no evidence of inclusion of iterative sketches and variations. |
Design Resolution & Synthesis: Apply and engage with contemporary design practices and methods to technically and aesthetically resolve and synthesise design concepts. (35%) Learning Outcomes: LO2, L03, LO4 | Mastery of design tools, methods and media. Craftsmanship is exemplary. Sophisticated level of design synthesis. Design proposal is seamlessly curated, refined, technically, and aesthetically resolved. | Excellent use of design tools, methods and media. Craftsmanship is highly developed. High level of design synthesis. Design proposal is successfully curated, technically and aesthetically resolved. | Effective use of design tools, methods and media. Craftsmanship is well developed. Good level of design synthesis. Design proposal is effectively curated, technically and aesthetically resolved. | Satisfactory engagement with design tools, methods and media. Craftsmanship is adequately explored. Satisfactory level of design synthesis. Design proposal is adequately curated, technically and aesthetically resolved. | Limited engagement with design tools, methods and media. Craftsmanship is inadequately explored. Lacking design synthesis. Minimal attempt to curate and resolve the design proposal technically or aesthetically. |
Research & Exploration: Conduct research into design concepts, artefacts, and processes, and apply findings to creative production (15%) Learning Outcomes: LO3, LO2, L04 | Exemplary, insightful research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Highly diverse sourced literature, exemplars, and materials appropriate to the field of enquiry. Extensive engagement with research is evidenced through application of insights to creative exploration and production. | High level comprehensive research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Diverse sourced literature, exemplars, and materials appropriate to the field of enquiry. Significant engagement with research is evidenced through application of insights to creative exploration and production. | Effective research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Good level of sourced literature, exemplars, and materials appropriate to the field of enquiry. Effective engagement with research is evidenced through application of insights to creative exploration and production. | Satisfactory research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Inclusion of sourced literature, exemplars, and materials appropriate to the field of enquiry. Adequate engagement with research is evidenced in creative exploration and production. | Limited research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Insufficient sourced literature, exemplars, and materials appropriate to the field of enquiry. Insufficient engagement with research is evidenced in creative exploration and production. |
Presentation, Communication & Documentation: Present, document, and critically reflect on the design process and evolution of concept development through visual, oral and written forms of communication. Participate in feedback sessions, formative presentation, and summative assessment presentation. (25%) Learning Outcomes: LO4, L01 | Excellent visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects exemplary organisation and coherence. Active and highly engaged participation in feedback sessions, formative presentation, and assessment presentation. Exceptional ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is highly refined, professional, and presents a logical, coherent argument. Exemplary standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Professional visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects high level organisation and coherence. Active and engaged participation in feedback sessions, formative presentation, and assessment presentation. Advanced ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is professional, succinct, and presents a logical, coherent argument. Professional standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Effective visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects a good level of organisation and coherence. Active participation in feedback sessions, formative presentation, and assessment presentation. Demonstrated ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is developing and presents a logical, coherent argument. Competence in English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Satisfactory visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects adequate organisation and coherence. Adequate participation in feedback sessions, formative presentation, and assessment presentation. Developing ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is developing. Acceptable standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Limited visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted lacks organisation and coherence. Lack of participation in feedback sessions, formative presentation, and assessment presentation. Limited ability or attempts to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style lacks professionalism. Unsatisfactory standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. |
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
Submission requirements will be detailed on Wattle. 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.
Hardcopy Submission
Where appropriate, creative work assessment to be submitted directly to the lecturer on the due date. Assessments 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.
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
Students will take works with them following assessment.
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.
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
Convener
|
|
|||
Research Interests |
||||
Dr Naomi Hay
|
|
|
|||
Instructor
|
|
|
|||
Research Interests |
||||
Dr Naomi Hay
|
|
|
|||
