This course introduces students to fundamental aspects of Indigenous relationships to lands, waters and cultural sites. It will provide students with an overview of holistic Indigenous perspectives about the natural environment, their knowledge systems and understandings of it, as well as the legal and policy frameworks of the settler society which frame Indigenous opportunities to actively engage in cultural and natural resource management. It will explore areas of contestation and collaboration between Indigenous natural resources users and other Australians through a series of case studies of land and water management, and will include an opportunity for fieldwork to visit a jointly-managed National Park and to understand more about cultural heritage sites and their protection within the natural environment through joint-management frameworks. The course will also provide students with an opportunity to consider how to engage successfully with Indigenous peoples in many land or natural resource management issues.

Learning Outcomes

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

1. understand Indigenous perspectives and knowledge systems in relation to land, waters, natural resources and cultural heritage, and explain how these may vary from western scientific perspectives, and what is required to bring both systems into play in land, sea and natural resource management;
2. describe the different elements of the Indigenous Estate, its legal underpinnings and the opportunities it provides Indigenous people to engage in land, sea and natural resource management;
3. analyse different approaches to engaging Indigenous people in land,sea and natural resource management, in terms of how well they meet Indigenous aspirations;
4. identify key considerations in approaching engagement with Indigenous people in a land/searelated or natural resource management projects; and,
5. develop skills to engage effectively in cross-cultural environmental management.

Research-Led Teaching

This is a collaborative inter-cultural course taught with some of our Indigenous research partners. The course draws on our research as participatory action researchers working

with Indigenous peoples.

Field Trips

The second workshop will be delivered around a walk through the National Botanic Gardens and the adjacent Black Mountain Reserve. We will be hosted by Budawang Elder and

knowledge holder Noel Butler. During the walk Uncle Noel will model the process of reading the landscape and encourage us to think critically about the various ways that nature is

constructed.

Examination Material or equipment

N/A

Recommended Resources

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

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos 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/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

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

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introducing Indigenous Epistemologies and Relations	Required reading (read in order): Kimmerer, R. W. (2020). Skywoman Falling. In Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants (pp.3-10). Penguin Books. *Wolfe, P. (2016). In Whole and In Part: The Racialisation of Indigenous People in Australia. In Traces of History: Elementary Structures of Race (pp.32-54). Verso. Whyte, K. (2018). Settler Colonialism, Ecology, and Environmental Injustice. In Environment and Society Vol 9: Indigenous Resurgence, Decolonization, and Movements for Environmental Justice (pp.125-144). Berghan Books. Further reading: Banivanua-Mar, T. (2012). Settler-colonial Landscapes and Narratives of Possession. Arena Journal 37/38: 176-198. Million, D. (2015). Epistemology. In Native Studies Keywords (pp.339-346), edited by S. N. Teves, A. Smith and M. H. Raheja. University of Arizona Press. Teves, S. N., Smith, A., & Raheja, M. H. (2015). Introduction and Acknowledgements. In Native Studies Keywords (pp.vii-xi), edited by S. N. Teves, A. Smith, and M. H. Raheja. University of Arizona Press. Teves, S. N., Smith, A., & Raheja, M. H. (2015). Introduction: Indigenous Epistemologies/Knowledges. In Native Studies Keywords (pp.309-318), edited by S. N. Teves, A. Smith, and M. H. Raheja. University of Arizona Press. Moreton-Robinson, A. (2016). Relationality: A key presupposition of an Indigenous social research paradigm. In: O'BRIEN, J. M. & ANDERSEN, C. (eds.) Sources and methods in Indigenous studies. United Kingdom: Routledge.
2	Westphalia and Indigenous Sovereignty	Required reading (read in order): The Uluru Statement from the Heart. Access here: https://ulurustatement.org/the-statement Teves, S. N., Smith, A., & Raheja, M. H. (2015). Introduction: Sovereignty. In Native Studies Keywords (pp.3-17), edited by S. N. Teves, A. Smith, and M. H. Raheja. University of Arizona Press. *Moreton-Robinson, A. (2020). Incommensurable Sovereignties: Indigenous ontology matters. In Routledge Handbook for Critical Indigenous Studies (pp.257-268), edited by B. Hokowhitu, A. Moreton-Robinson, L. Tuhiwai-Smith, C. Andersen, and S. Larkin. Taylor & Francis Group. Further reading: Barker, J. (2017). Introduction. In Critically Sovereign: Indigenous Gender, Sexuality, and Feminist Studies, (pp.1-44), edited by J. Barker. Duke University Press. Kauanui, J. K. (2018). Paradoxes of Hawaiian Sovereignty: Land, Sex, and the Colonial Politics of State Nationalism. Duke University Press. McKinnon, C. (2020). Striking Back: The 1980s Aboriginal art movement and the performativity of sovereignty. In Routledge Handbook for Critical Indigenous Studies (pp.324-336), edited by B. Hokowhitu, A. Moreton-Robinson, L. Tuhiwai-Smith, C. Andersen, and S. Larkin. Taylor & Francis Group.
3	Workshop 1: Tauhi Va: Mapping Ethic of Care	Required reading (read in order): *Goeman, M. (2013). Introduction: Gendered Geographies and Narrative Markings. In Mark My Words: Native Women Mapping Our Nations (pp.1-40). University of Minnesota Press. Strelein, L. (2018). Represencing Indigenous Peoples in the Landscape: the spirit of Quandamooka. In Everyday Acts of Resurgence: People, Place, Practices (pp.68-73), edited by J. Corntassel, T. Alfred, N. Goodyear-Ka'opua, N. K. Silva, H. Aikau, and D. Mucina. Daykeeper Press. Kauanui, J. K. & Warrior, R. (2018). Patrick Wolfe on Settler Colonialism. In Speaking of Indigenous Politics: Conversations with Activists, Scholars, and Tribal Leaders (pp.343-360), edited by J. K. Kauanui. University of Minnesota Press. Further reading: Banivanua-Mar, T. (2012). Belonging to Country: Racialising Space and Resistance on Queensland’s Transnational Margins, 1880-1900. Australian Historical Studies 43(2): 174-190. Goeman, M. (2013). “Someday a Story Will Come”: Rememorative Futures. In Mark My Words: Native Women Mapping Our Nations (pp.157-202). University of Minnesota Press.
4	Hauntologies of Climate Change	Required reading (read in order): Jetnil-Kijiner, K. and Aka Niviâna. (2019). Rise. [Video]. Access here: https://350.org/rise-from-one-island-to-another/ *Whyte, K. (2020). Against Crisis Epistemology. In Routledge Handbook for Critical Indigenous Studies (pp.52-64), edited by B. Hokowhitu, A. Moreton-Robinson, L. Tuhiwai-Smith, C. Andersen, and S. Larkin. Taylor & Francis Group. Further reading: Tiatia-Seath, J., Tupou, T., & Fookes, I. (2020). Climate Change, Mental Health and Well-Being for Pacific Peoples: a literature review. The Contemporary Pacific 32(2): 399-430. Teaiwa, K. (2018). Our Rising Sea of Islands. Pan-Pacific Regionalism in the Age of Climate Change. Pacific Studies 41(½): 26-54.
5	Grappling with the Colonial Spatial Imaginary	Required reading (read in order): * Banivanua-Mar, T. (2010). Carving Wilderness: Queensland’s National Parks and the Unsettling of Emptied Lands, 1890-1910. In Making Settler Colonial Space: Perspectives of Race, Place and Identity (pp.73-94), edited by T. Banivanua-Mar and P. Edmonds. Palgrave Macmillan. Moreton-Robinson, A. (2015). The white possessive: Property, power, and indigenous sovereignty. University of Minnesota Press. (pp.29-31) Cultures of Energy Podcast – Kyle Powys Whyte (2019). Centre for Energy and Environmental Research in the Human Sciences, Houston. Listen from 10:21. https://cenhs.libsyn.com/166-kyle-powys-white Further reading: Langton, M. (1995). Art, wilderness and terra nullius, In Ecopolitics IX - Conference Papers and Resolutions, Northern Land Council, Darwin.
6	Workshop 2: Reading the National Botanical Gardens	Required reading (read in order): *Rose, D. B. (1996). Nourishing terrains: Australian Aboriginal views of landscape and wilderness. Australian Heritage Commission, Canberra. Adams, M. (2008). Foundational Myths: Country and conservation in Australia. Transforming Cultures eJournal, 3(1). Further reading: Johnson, J. T. & Murton, B. (2007). Re/placing Native Science: Indigenous Voices in Contemporary Constructions of Nature. Geographical Research, 45, 121-129. Adams, W. M. (2003). Nature and the Colonial Mind. In: MULLIGAN, M. (ed.) Decolonizing nature: Strategies for conservation in a post-colonial era. London: Earthscan Publications Ltd. Workshop resources: Bill Gammage discusses 'The Biggest Estate on Earth'
7	Resurgence and The Indigenous Estate: Opportunities and limitations for managing Country	Required reading: *Corntassel, J. (2012). Re-envisioning resurgence: Indigenous pathways to decolonization and sustainable self-determination. Decolonization: Indigeneity, Education & Society, 1(1). Altman, J. C., Buchanan, G. J., & Larsen, L. (2007). The environmental significance of the Indigenous estate: Natural resource management as economic development in remote Australia. CAEPR Discussion Paper No. 286. Indigenous Protected Areas (IPAs), National Indigenous Australians Agency. Canberra. Neale, T., Carter, R., Nelson, T. and Bourke, M., 2019. ‘Walking together: a decolonising experiment in bushfire management on Dja Dja Wurrung country’. Cultural Geographies, (2019) pp. 1-19. Further readings: Smyth, D. (2009). 'Just add water? Taking Indigenous Protected Areas into sea country', in D Smyth & G Ward (eds), Protecting Country Indigenous Governance and Management of Protected Areas, proceedings of the AIATSIS Conference 2007, Australian Institute of Aboriginal and Torres Strait Islander Studies, Canberra, 95-110.
8	Indigenous Geographies: Map-making as caring for Country	Required reading: *Yates, A. M. (2021). Transforming geographies: Performing Indigenous-Maori ontologies and ethics of more-than-human care in an era of ecological emergency. New Zealand Geographer, 77, 101-113. Potter, S., Doran, B. and Mathews, D. (2016). Modelling collective Yawuru values along the foreshore of Roebuck Bay, Western Australia using fuzzy logic. Applied Geography, 77, pp.8-19. Lovett, R., Lee, V., Kukutai, T., Cormack, D., Rainie, S. C. & Walker, J. (2019). Good data practices for Indigenous data sovereignty and governance. Good Data, 26-36. Further readings: Brown, D. & Nicholas, G., (2012). ‘Protecting indigenous cultural property in the age of digital democracy: Institutional and communal responses to Canadian First Nations and Maori heritage concerns’, Journal of Material Culture, 17(3), pp. 307-324. Howitt R., Muller S., Suchet-Pearson S. (2009). Indigenous Geographies. International Encyclopedia of Human Geography, pp. 358-364. Bang, M., Curley, L., Kessel, A., Marin, A., Suzukovich III, E. S., & Strack, G. (2014). Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land. Environmental Education Research, 20(1), 37-55. Reid, G. & Sieber, R. (2020). Do geospatial ontologies perpetuate Indigenous assimilation?Progress in Human Geography, 44, 216-234. Welcome to Maori Maps
9	Unpacking Traditional Ecological Knowledge (TEK) and the politics of Co-Management	Required reading: *Menzies, C. R. (2006). Traditional Ecological Knowledge and Natural Resource Management. Lincoln: University of Nebraska Press. Nadasdy, P. (2005). The Anti-Politics of TEK: The Institutionalization of Co-Management Discourse and Practice [Traditional Ecological Knowledge]. Anthropologica, 47(2), 215. Borrows, J. J. (2003). Stewardship and the First Nations Governance Act. Queen's Law Journal, 29(1), 103-132. Further readings: McGregor, D. (2005). Traditional Ecological Knowledge: An Anishnabe Woman's Perspective. Atlantis, 29(2), 103-109. Cruikshank, J. (2012). Are Glaciers ‘Good to Think With’? Recognising Indigenous Environmental Knowledge. Anthropological Forum, 22(3), 239-250. Caruso, E. (2011). Co-Management Redux: Anti-Politics and Transformation in the Ashaninka Communal Reserve, Peru. International Journal of Heritage Studies, 17(6), 608-628. LaDuke, W. (1994). Traditional Ecological Knowledge and Environmental Futures. Colorado Journal of International Environmental Law and Policy, 5(1), 127-148. Langton, M., & Rhea, Z. M. (2005). Traditional Indigenous Biodiversity-Related Knowledge. Australian Academic & Research Libraries, 36(2), 45-69. Reo, N. J. (2011). The Importance of Belief Systems in Traditional Ecological Knowledge Initiatives. The International Indigenous Policy Journal, 2(4). Weir, J. K. (2021). Terrain: De/centring environmental management with Indigenous peoples’ leadership, Borderlands, 20(1): 171-206. Whap, G. (2001). A Torres Strait Islander Perspective on the Concept of Indigenous Knowledge. The Australian Journal of Indigenous Education, 29(2), 22-29.
10	Water: freshwater / saltwater / fisheries /	Required reading: *McGregor, D. (2014). Traditional Knowledge and Water Governance: The Ethics of Responsibility. AlterNative: An International Journal of Indigenous Peoples, 10(5), 493-507. Marshall, V. (2017). Overturning Aqua Nullius: Securing Aboriginal Water Rights. Canberra: Aboriginal Studies Press Menzies, C. R. (2016). People of the Saltwater: An Ethnography of Git Lax M'oon: UNP - Nebraska. Further readings: Bundy, A., Chuenpagdee, R., Jentoft, S., & Mahon, R. (2008). If Science Is Not the Answer, What Is? An Alternative Governance Model for the World's Fisheries. 6(3), 152-155. Jackson, S. E. (1995). The Water Is Not Empty: Cross-Cultural Issues in Conceptualising Sea Space. Australian Geographer, 26(1), 87-96. Minnegal, M., & Dwyer, P. (2011). Appropriating Fish, Appropriating Fishermen: Tradable Permits, Natural Resources and Uncertainty. In V. Strang & M. Busse (Eds.), Ownership and Appropriation: Association of Social Anthropologists Monographs: Berg. Mulrennan, M. E., & Scott, C. H. (2001). Indigenous Rights and Control of the Sea in the Torres Strait. Indigenous Law Bulletin, 5(5), 11. von der Porten, S., & de Loë, R. C. (2013). Collaborative Approaches to Governance for Water and Indigenous Peoples: A Case Study from British Columbia, Canada. Geoforum, 50, 149-160. Muru-Lanning, M. L. (2017). At every bend a chief, at every bend a chief, Waikato of one hundred chiefs: Mapping the socio-political life of the Waikato River. In J. H. Wagner, J. K. Jacka (Eds.) Island Rivers: Fresh Water and Place in Oceania (pp. 137-164). ANU Press. Related URL.
11	Climate Change, Sovereignty and proposals for greener futures/ Relocation and relationships to place	Required reading: *Howitt, R., Havnen, O., & Veland, S. (2012). Natural and Unnatural Disasters: Responding with Respect for Indigenous Rights and Knowledges. Geographical Research, 50(1), 47-59. Whyte, K. P. (2016). Is it Colonial DéJà Vu? Indigenous Peoples and Climate Injustice. In Adamson, J., Davis, M. & Huang, H. (eds.) Humanities for the Environment: Integrating Knowledges, Forging New Constellations of Practice: pp. 88-104. New York: Earthscan. Borrows, J. (2017). Foreword. In F. Dussart & S. Poirier (Eds.), Entangled Territorialities: Negotiating Indigenous Lands in Australia and Canada (pp. vii-xiii). Toronto, Buffalo and London: University of Toronto Press. Further readings: Whyte, K. P. (2017). Indigenous Climate Change Studies: Indigenizing Furtures, Decolonizing the Anthropocene. English Language Notes, 55 (1-2): 153-162. Nursey-Bray, M. & Palmer, R. (2018). Country, climate change adaptation and colonisation: insights from an Indigenous adaptation planning process, Australia. Heliyon, 4(3): 1-28. doi:10.1016/j.heliyon.2018.e00565 Thomassin, A., Neale, T., & Weir, J. K. (2018). The Natural Hazard Sector's Engagement with Indigenous Peoples: A Critical Review of Canzus Countries. Geographical Research, 57(2): 164-177. doi:doi:10.1111/1745-5871.12314 Royal Commission into National Natural Disaster Arrangements (2020). Royal Commission into National Natural Disaster Arrangements Report. Commonwealth of Australia. Dussart, F., & Poirier, S. (2017). Entangled Territorialities: Negotiating Indigenous Lands in Australia and Canada: University of Toronto Press. Hatfield, S. C., Marino, E., Whyte, K. P., Dello, K. D., & Mote, P. W. (2018). Indian Time: Time, Seasonality, and Culture in Traditional Ecological Knowledge of Climate Change. Ecological Processes, 7(1), 25. The Red Nation (2020). The Red Deal: Indigenous Action to Save our Earth. Common Notions and + Red Media. Brooklyn.
12	Workshop 3: Reflections and futurities	Required reading: Whyte, K. P. (2017). Indigenous Climate Change Studies: Indigenizing Futures, Decolonizing the Anthropocene. English Language Notes, 55 (1-2): 153-162. Further readings: O'Neill, C., Green, D. & Lui, W. (2012). How to make climate change research relevant for Indigenous communities in Torres Strait, Australia. Local Environment, 17(10): 1104-1120, DOI:10.1080/13549839.2012.716405. Howitt, R., & Suchet-Pearson, S. (2006). Rethinking the Building Blocks: Ontological Pluralism and the Idea of 'Management'. Geografiska annaler. Series B, human geography, 88(3), 323-335.

Tutorial Registration

TBA

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Essay	30 %	27/05/2022	20/06/2022	1,3,4,5
Learning Journal	30 %	*	*	1,2,3,5,6
Annotated Bibliography	20 %	*	*	1,2,3,4,5,6
Workshop and tutorial participation	20 %	*	*	1,2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

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

The expected workload will consist of approximately 130 hours throughout the semester including:

• Face-to face component which may consist of 1 x 3 hours of classes per week through which lecture and workshop content will be delivered.

• Approximately 94 hours of self-directed study which will include preparation for lectures, presentations and other assessment tasks. Students are expected to actively participate and contribute to discussions. If you are unable to fulfill this requirement you will need to discuss this with a Course Convener and produce the appropriate documentation (e.g. medical certificate; Education Access Plan (EAP)).

Examination(s)

n/a

Assessment Task 1

Essay

The essay is designed to assist students develop critical thinking by drawing on examples from lectures, readings, tutorials and workshops to present an academic

argument of their views.

Requirements:

Length and format: 1,500 words, Harvard referencing system, 1.5 spaced, size 12 font, with numbered pages and UniID on the front of the document.

Students will select one topic covered in the course (see conveners if you have other topics you want to pursue) and explore the critical issues which are causing

contestation, or supporting collaboration in this area. Then using one or more case studies relating to this aspect of land/sea and cultural and natural resource

management, explore barriers First Nations Peoples may encounter and how Indigenous values can be best incorporated into cultural and natural resource management

in this area, and what conditions would facilitate this happening.

Assessment Task 2

Learning Journal

Students will maintain a reflective learning journal over the course of the semester, providing students with an opportunity to develop skills in reflective writing and written expression.

 

Each reflection, typically written in prose, will be a response to an experience, information or something else that arose during the class that same week. This task is intended to create an opportunity for students to critically reflect on the ideas and information presented in the readings, lectures and workshops, as well as discussions in tutorials. In order to do the weekly reflection, you will need to attend the tutorial that same week. This assessment task requires that you complete and submit a reflection on time each week. This task creates a disciplined framework for regular review of class materials, to recognise the role of emotion and perspective in our learning experiences, and to facilitate your preparation for the other assessment tasks.

 

The minimum word length for each week's entry is 150 words. There is no maximum word length.

 

Students will receive one mark for each entry that responds to the above guidance and is submitted at the end of each week on time. Late submission is not possible unless you have an approved extension. 

Assessment Task 3

Annotated Bibliography

Over the course of the semester students will maintain an annotated bibliography detailing the key concepts, theories and methodologies of one key paper each week. This task is designed to encourage students to develop a disciplined approach to readings and remembering, while laying the groundwork for the research required in the final essay.

 

Each week, you are required to summarise one of the required readings for that week, thereby completing one entry each week and gradually completing over the course of the semester an Annotated Bibliography. Entries are to detailing the key concepts, methodological approach to research, and findings presented in the paper. For more information about Annotated Bibliography see: ANU's Academic Skills guidance about creating an annotated bibliography.

 

The minimum word length for each week's entry is 150 words. There is no maximum word length.

 

Annotated bibliography entries will begin with a complete and correctly formatted reference. You are encouraged to use an appropriate in-text citation style. This will help you to master the style required in the essay assessment task.

 

Annotated bibliography entries are to be collated and submitted the day before tutorials to ensure that students are prepared for discussion. You will receive marks for each entry that responds to the above guidance and is submitted each week on time. We will not mark entries submitted after the due date without an approved extension.

Assessment Task 4

Workshop and tutorial participation

Tutorials are developed to help students engage with the theoretical material of the weekly readings and topics of enquiry, while the three workshops delivered in this course provide interactive opportunities for students to ground this information. Student attendance and participation in the workshops and tutorials will be noted throughout semester and grades will be allocated accordingly.

 

Students who cannot attend a workshop will be given an online alternative assessment. Students are expected to engage and contribute on an on-going basis throughout the semester.

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

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

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.

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

Assignments cannot be resubmitted after the submission 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 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