- Class Number 1581
- Term Code 3220
- Class Info
- Unit Value 6 units
- Mode of Delivery Online or In Person
- Dr Jonathan Liljeblad
- Class Dates
- Class Start Date 13/01/2022
- Class End Date 14/03/2022
- Census Date 28/01/2022
- Last Date to Enrol 14/01/2022
This course involves students & supervising academic staff from the ANU College of Law (CoL) collaborating with students & supervising academic staff at a law school in a developing country. The choice of developing country and the choice of partner law school will be at the discretion of the CoL, and will be a function of CoL partnerships with developing country law schools, ANU international strategy, relevance to unit learning outcomes and assessments, and safety.
The collaboration will involve research of topics in the chosen developing country, with the topics adopted in coordination with the academic staff of the partner law school. Collaboration will occur in English. Topics will relate to Law & Development, with potential issues including, but not limited to, rule-of-law, justice, access to justice, professional ethics, human rights, gender rights, LGBTQI+ rights, indigenous rights, environmental law, and social justice.
The course aims to
- give students a clinical experience in a developing country, so as to see first hand the legal and social justice issues arising in a developing country.
- guide and support students in identifying, developing and applying practical legal skills in Law & Development.
- develop students' critical understanding of the role of lawyers in providing access to justice in a developing country.
- contextualise the study of law and student learning in the wide range of other law courses.
- encourage, promote and validate student aspirations to promote access to justice and equality before the law specifically in relation to disadvantaged people and communities.
- encourage students to critically consider the effect of the law and its ability to deliver and or facilitate justice in a developing country.
Students must apply to undertake this course. Please go to International Opportunities for application information.
Upon successful completion, students will have the knowledge and skills to:
- describe and critique how advanced knowledge and skills acquired through the study of law can be applied to support law & development
- reflect on the operation of law in different global contexts
- reflect on their personal motivation for studying law, their goals and career aspirations
- apply a reflective and ethical approach in researching law in culturally diverse situations
- reflect on, and learn from, their experiences individually and in collaboration with students and work colleagues
- recognise and use culturally sensitive and appropriate communication
- describe and distinguish a variety of justice issues with respect to law in developing countries
- identify improved interpersonal skills, emotional intelligence and self-awareness of their own cognitive abilities and values
- analyse the predicament of individual and group clients having regard to the operation of the law and the legal system
- describe and critically assess a range of strategies to improve justice / social justice outcomes
- identify and evaluate concrete and achievable ways in which they can promote access to justice and equality before the law
- plan and present a research project, with some independence
The convenor will draw on own research in international law, international development, social justice and legal skills development to mentor students in the course.
Jonathan's researcher profile is here: https://law.anu.edu.au/people/jonathan-liljeblad
None--for 2022, LAWS4301/6301 will be delivered completed online
Additional Course Costs
None--for 2022, LAWS4301/6301 will be delivered completed online
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.
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
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.
Task submission times refer to Canberra time (AEST/AEDT).
Extensions, late submission and penalties: https://law.anu.edu.au/current-students/policies-procedures/extensions-late-submission-and-penalties
Deferred examination: http://www.anu.edu.au/students/program-administration/assessments-exams/deferred-examinations
Special consideration: http://www.anu.edu.au/students/program-administration/assessments-exams/special-assessment-consideration
Penalties for excess word length: https://law.anu.edu.au/current-students/policies-procedures/word-length-and-excess-word-penalties
Distribution of Grades Policy: https://law.anu.edu.au/current-students/policies-procedures/grading
Further information about the course: is available from the course WATTLE page. Students are required to access the WATTLE site regularly throughout the course for any announcements relating to the course.
|Week/Session||Summary of Activities||Assessment|
|1||Preparation sessions 13 and 18 January, 7pm - 10pm Canberra Time||Zoom meetings (ANU students)|
|2||Introductions and Zoom lecture 20 January, 7pm - 10pm Canberra Time||Mutual team activities (ANU & U Cebu students)|
|3||Field work (virtual) Zoom lectures 25 and 27 January, 7pm - 10pm Canberra Time||On-line team research (ANU & U Cebu students)|
|4||Field work (virtual) Zoom lectures 1,2 and 3 February, 7pm - 10pm Canberra Time||On-line team research (ANU & U Cebu students)|
|5||Field work (virtual) Zoom lectures 8,9 and 10 February, 7pm - 10pm Canberra Time||Team presentations - ANU & U Cebu (ANU & U Cebu students)|
|6||Debrief session 11 February, 7pm - 10pm Canberra Time||Zoom meetings (ANU students)|
|7||Assessments||Individual papers (ANU students)|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Attendance and Participation in Scheduled Activities||0 %||*||*||2, 4, 5, 6, 8|
|Completion of Preparation Assignments||0 %||20/01/2022||*||1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11|
|Team Presentations||20 %||09/02/2022||28/02/2022||1, 2, 3, 4, 5, 8, 11|
|Participation||20 %||11/02/2022||30/03/2022||1, 2, 7, 9, 10, 11, 12|
|Research Essay||60 %||07/03/2022||30/03/2022||1, 2, 7, 9, 10, 11, 12|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic 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
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.
This is an online course. Lectures will be recorded. Tutorials will not be recorded.
Assessment Task 1
Learning Outcomes: 2, 4, 5, 6, 8
Attendance and Participation in Scheduled Activities
Brief Details: Students are required to attend and participate in the preparation, lectures, fieldwork and debrief seminars. The unit requires collaboration between ANU & University of Cebu law students, who will work in mixed teams on projects related to legal issues in Cebu. The preparation seminars will provide background information regarding Philippines, University of Cebu and the team projects for this iteration of the clinic. The debrief seminars will provide group reflection of the experience to guide learning.
Nature of Task: Compulsory. A student who fails to attend in the required sessions without an exemption based on special circumstances, will receive an NCN for the course.
Non-attendance: If you are unable to attend a session, then you must provide medical documentation or demonstrate ‘exceptional circumstances.’ Refer to the ANU College of Law policies: https://law.anu.edu.au/current-students/policies-procedures/extensions-late-submission-and-penalties
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Completion of Preparation Assignments
Brief Details: Students are required to complete preparation assignments. Further details of the task will be provided on the Wattle site from 13 January.
Nature of Task: Compulsory. Due to the nature of the task, late submission or extension is not permitted.
Release: Thursday, 13 January 2022 via course Wattle site
Due date: 5pm, Thursday 20 January 2022 on Zoom
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4, 5, 8, 11
Brief Details: Students will be working in teams (each one will have mix of ANU & U Cebu students). Each team will be required to make a team presentation on Zoom regarding their projects. Evaluation and feedback will be from ANU & U Cebu faculty.
Nature of Task: Compulsory. Failure to submit any a presentation will mean a 0 for the task overall.
Time limit: No more than 20 minutes per group
Due date: During the 9 February 2022 course zoom session. Due to the nature of the task, late submission or extension is not permitted.
Estimated return date: 28 February 2022
|Activity||Excellent||Good||On the right track||Not yet satisfactory|
Demonstrates personal responsibility for learning and growth
Takes personal responsibility for reflective learning, clearly considers goals and experiences, generates ways forward and evaluates own progress openly with an ability to ‘stand back’.
Takes responsibility and links learning goals with future personal action.
Partly identifies learning goals, and/ or partly links with personal action.
Entry not clearly linked to personal learning goals, shows no or limited understanding of personal action and responsibility.
Considers different perspectives and possibilities and/ or values.
Identifies principles to decipher competing views and perspectives. Articulates a personal position by linking them together.
Weighs an idea or perspective and can justify personal decision-making and actions. Student recognises competing interests.
Descriptive or anecdotal thinking with limited use of alternative perspectives.
Black and white thinking. Dependent on one view and cannot speculate on either values or different perspectives.
Clarity of expression
The language is coherent and expressive. Explanation of concepts and context makes sense to an uninformed reader. Fluent, articulate sense of a journey.
Minor, infrequent lapses in clarity and accuracy.
Clear explanation of the issues/ challenges.
There are lapses in clarity and accuracy. Adequate explanation of the issues/ challenges/ ideas.
Language is generally unclear and confusing. Concepts are either not discussed or are presented incoherently. Oversimplifies ideas.
The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or concepts covered in the course. Analysis is coherent and insightful.
The reflection demonstrates a coherent analysis of the experience but analysis lacks depth.
Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but fails to demonstrate depth of analysis.
Reflection does not move beyond description of the learning experience(s).
Use of examples/ illustrations
Uses appropriate and thoughtful illustrations to demonstrate and make clear and effective links with the learning experiences.
Uses good examples and illustrations, which are partly linked to the learning experiences.
Uses sources, and illustrations linked to learning experiences, but the links are not clear.
Examples are not linked to what the student has stated is their learning experience in the course.
Connects experiences with the ideas in the course: fostering social justice and the rule of law in a developing country
The reflection demonstrates clear connections between personal learning experience and learning in the course
The reflection demonstrates some connections between personal experience and learning in the course.
There is an attempt to connect the experience and learning in the course, but only partly successful.
Doesn’t link with any learning experience in the course or the learning outcomes.
Assessment Task 4
Learning Outcomes: 1, 2, 7, 9, 10, 11, 12
Brief Details: Students will be assessed for their participation during the course.
Nature of Task: Compulsory. Failure to submit this task will mean a 0 for this task.
Due date: Friday 11 February 2022
Estimated return date: 30 March 2022
|Activity||Excellent||Good||On the right track||Not yet satisfactory|
Engagement with audience in terms of tone, eye contact, pace and delivery.
High level of engagement and connection with audience through sophisticated and vital delivery. Communicates key points concisely and effectively with discerning use of time.
Effective engagement and connection with audience through well-developed skills for delivery. Mostly communicates key points concisely and effectively with efficient use of time.
Evidence of some engagement and sense or awareness of importance of connection with audience. Sometimes communicates key points concisely and effectively but does not comply with time limits.
Communicates with a limited sense of audience; and, with reliance on notes. Rarely communicates key points concisely and effectively, significantly under or over time.
Constructive collaboration supporting group productivity, efficiency, and cohesion. Highly supportive of others, willing to listen and address alternative perspectives. Consistently considerate of others and always polite.
Consistent effort to support group productively, efficiency, and cohesion. Somewhat support of others, mostly willing to listen and consider alternative perspectives. Largely considerate of others. Generally polite.
Marginal contributions to group productivity, efficiency, and cohesion. Little support for others, reluctance to listen and consider alternative perspectives. Inconsistently considerate of others and frequently rude.
Detrimental to group productivity, efficiency, and cohesion. Resistance to others, unwilling to listen or consider alternative perspectives. Inconsiderate of others and mostly rude.
Attentiveness & diligence
Attentive to instructions and mindful of detail in ways that helped foster a positive group experience in Myanmar.
Largely attentive and conscious of detail, some minor lapses that negatively affected group experience in Myanmar.
Inconsistent attention and only marginal awareness of details, contributed to negative group experience in Myanmar.
Inattentive and careless regarding details, primary driver of negative group experience in Myanmar.
Assessment Task 5
Learning Outcomes: 1, 2, 7, 9, 10, 11, 12
Brief Details: Students will be required to prepare an individual research essay relevant to law and access to justice and/or community legal education in Philippines.
Nature of Task: Compulsory. Failure to submit this task will mean a 0 for this task.
Release: Some suggested topics will be released in the first week of the course in country. However, you are welcome to devise your own topic. If so, please discuss your ideas with your conveners. Topics for all research essays should be finalised during the debrief seminar at ANU.
Due date: Monday 7 March 2022, 5pm via Turnitin.
Word limit: 3,000 words
Estimated return date: 30 March 2022. Late submissions (without an extension) are permitted, but late penalties will apply.
|Not Satisfactory||Pass [Adequate]||Credit [Generally Good]||Distinction [Mostly Very Good]||High Distinction [Excellent]|
1. Argument and response to question
The question was not addressed; descriptive response to the task. Response on issues not relevant to the question.
Shows a limited understanding of the question.
Provides limited argument and tends to be substantially descriptive in addressing the question
Contains an introduction and conclusion that addresses and resolves some aspects of the question. Intervening paragraphs provide some evidence and support for an argument that is consistent with the conclusion.
Contains an introduction and conclusion that addresses and resolves most aspects of the question. Intervening paragraphs mostly provide evidence and support for an argument. Argument is mostly consistent with the conclusion.
Contains an introduction and conclusion that directly addresses and resolves all aspects of the question. Intervening paragraphs provide evidence and support for a clearly focussed argument that is entirely consistent with the conclusion.
2. Research of scholarly/authoritative secondary sources.
If relevant, also primary legal (case law and legislation)
No evidence of research; reliance on class materials, and/or, reliance on non-authoritative secondary sources.
Evidence of some systematic or effective research; research with significant flaws, errors, gaps in sources. Scholarly/authoritative materials that are marginally relevant or generally relevant.
Evidence of good systematic research including some depth and breadth of scholarly /authoritative sources Some specifically relevant scholarly /authoritative materials.
Substantial depth and breadth in research including most relevant scholarly /authoritative sources.
Extensive and comprehensive range of scholarly /authoritative sources.
3.Critical evaluation of material
No evidence of awareness of critical evaluation of material.
Limited critical evaluation of material. Consideration of different perspectives on one issue.
Some critical evaluation and consideration of several perspectives on more than one issue.
Critical evaluation of most material presented. Consideration and resolution of multiple perspectives on most contentious issues.
Critical evaluation of all material presented. Consideration and resolution of multiple perspectives on all contentious issues.
4. Structure including logical
Logical organisation and development of ideas not evident.
Some organisation and development of ideas.
Evidence of logical organisation of thoughts and development of most ideas.
Well developed and effective structure.
Skilful development of ideas in a sophisticated and effective structure.
5. Effective use of headings
Limited headings. Headings not useful.
Some useful headings.
Many useful headings.
All headings used to enhance a clear structure.
6. Expression and written communication including use of legal terminology, spelling etc. Effective use of words and word limit to address key issues.
Expression contains many errors; confused and unclear in many places. Main ideas not communicated or poorly communicated. Insufficient length or significantly over-length.
Expression adequately communicates author’s main ideas. A few significant grammatical errors and/or errors with legal terminology. Within word limit but disproportionate allocation of words to unimportant issues
Good expression clearly communicating most of the author’s ideas. No significant errors but occasional minor errors or lack of clarity. Allocation of words broadly consistent with importance of issues. Reasonably concise language.
Very good expression clearly communicating all of the author’s ideas. Rare errors or lack of clarity. Effective use of words within the word limit according to importance of issues.
Polished and/or stylish written expression and communication of ideas throughout the paper. Efficient, economical and discerning use of words within the word limit to provide emphasis consistent with structure and argument.
7. Referencing and compliance with AGLC.
Footnotes absent or consistently non-compliant with AGLC.
Insufficient footnotes and/or many footnotes non-compliant with AGLC
Footnotes sometimes compliant with AGLC but also repeated errors.
Footnotes mostly compliant with AGLC. Minor errors.
Footnotes compliant with AGLC. No errors detected.
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.
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.
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.
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 test or examinations.
- Late submission with an extension. To ensure equity for all students, the 5% penalty per working day for late submission of work does not apply if you have been given an extension. Where an extension is granted, the revised due date and submission time is provided in writing. Please note that the revised due date is calculated by including weekends and public holidays. Regardless of which day of the week the revised due date falls on, students who submit after that date are penalised by 5% of the possible marks available for the assessment task per 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
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.
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
Jonathan's research largely focuses on rule-of-law, with case studies from human rights and environmental issues. His fieldwork is mostly in Southeast Asia. Generally, his research falls within the fields of international law, rule-of-law, human rights, environmental law, law & development, and law & society. Due to the empirical nature of his research, his work connects academia, government, and civil society; seeks interdisciplinary, transboundary, and cross-cultural collaborations; and endeavors to nurture direct impact upon policy-makers and societal leaders.
Dr Jonathan Liljeblad