In this course students will develop their creative research practice through experimentation with artistic methods, strategies, materials and concepts. Students will learn how to direct their ideas and existing knowledge and refine their skills, while identifying and articulating contextual links. The outcomes for this course will be the development and shaping of a personal methodology culminating in the creation of new work. A series of lectures from visiting artists, theorists, curators and scholars from various fields will introduce students to a range of ideas, contexts and methods of production.

Based on their own Independent Work Proposal (IWP), students will develop artistic approaches relevant to their area(s) of interest. This course encourages the students to self-direct their art practice. The aim of the course is for each student to develop their own framework, bringing together the skills and knowledge they have acquired to date.

A student’s participation in discussions around their project and their peers’ projects will be integral to the course. The course will provide a cross-disciplinary forum for critical and contextual discussions relevant to contemporary art practice. Students will be supported through group sessions across several disciplines as well as tutorials and discussions within the different Workshops.

Workplace Health and Safety instruction is an integral part of this course and will be handled within each Workshop.

This course is delivered by the following School of Art & Design disciplines: Animation and Video, Painting, Photomedia, Printmedia and Drawing, and Sculpture and Spatial Practice.

Learning Outcomes

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

1. demonstrate their knowledge of the concepts, processes, forms, materials and technologies relevant to their project;
2. develop and articulate an independent studio project;
3. experiment with concepts, objectives and appropriate processes by thinking creatively, critically and reflectively;
4. work independently and/or collaboratively in a studio environment in response to project demands; and
5. demonstrate their awareness of social, ethical, cultural, technological and environmental issues of creative practice, considering local and international perspectives.

Research-Led Teaching

This course guides students through developing their own practice-led research methodology. The culmination in an independent work proposal requires exploring, thinking and consolidating a critical direction through a studio-based enquiry. Refined execution and considered presentation as well as experimental development all contribute defining the potential direction of the IWP. Students are asked to consistently re-examine the relationship between the manifestation of their own work its aspirations and the critical contexts they are researching. By affiliating their enquiry with a key research theme to be generated through the course, students are learning to position their own research within a wider contemporary field of creative and critical practice. 

Field Trips

There is a possibility that field trips (in response to local cultural events/exhibitions) may occur. Students will be responsible for transport costs to and from the event. This will be communicated during class and on Wattle.

Additional Course Costs

REQUIRED RESOURCES AND INCIDENTAL FEES

Dear Student,

The School of Art & Design provides additional access to the workshop areas and use of equipment, tooling and consumable items during extra hours. For this access the School charges the Optional Workshop Fee. This is not a compulsory fee and is not essential to course completion, however if a student chooses not to pay it, access to the workshop areas and equipment outside of stated course hours is not allowed.

The School of Art & Design supplies materials that become your physical property on payment of the relevant material fee. You can choose to pay the Materials Fee and have these materials supplied through the School of Art & Design, allowing you to take advantage of the GST-free bulk purchasing power of the ANU. These materials are also WHS compliant.

Please go to the payment portal located on the Required Resources and Incidental Fees page here on the School of Art & Design website. Follow the prompts to the payment portal, select the relevant discipline and the fee you wish to pay for. 

If you need assistance please contact the Technical Officer in the relevant discipline or at the administration offices of the School of Art & Design.

Thank you

School of Art & Design

Examination Material or equipment

Please see Wattle for assessment submission points online and for the co-ordination of on campus install of final works for assessment. Participation and engagement are assessed throughout the semester.

Required Resources

Student contribution amounts under the Higher Education Support Act 2003 (HESA) and tuition fees support the course described in the Course Outline and include tuition, teaching materials and student access to the workshops for the stated course hours.

Students are requested to refer to the School of Art website for information: http://soa.anu.edu.au/required-resources-and-incidental-fees

Wattle. Ensure that your details are correct as Wattle will be the primary method of communication between lecturers and students and assessment submission point.

Recommended Resources

Please see Wattle for readings and recommended resources

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.

Other Information

Class attendance is essential for completing this course.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Whole cohort meet in SoA&D lecture theatre. Introductory lecture, discussion and activities. WHS Briefings.	Introduction to Assessment Task 1: Mini Project
2	Studio-based enquiry (workshop specific), supervisor and peer tutorials	Working on Assessment Task 1
3	Studio-based enquiry (workshop specific), supervisor and peer tutorials	Working on Assessment Task 1
4	Whole cohort meeting in SoA&D lecture theatre, followed by review of Assessment Task 1 and preparation of Assessment Task 2. Introduction to thematic peer research groups.	Submission: Assessment for Task 1 Mini Project. All work to be installed for review and discussion. Spaces to be allocated on Wattle. Introduction to Assessment Task 2
5	Studio-based enquiry, supervisor and peer meetings in thematic groups.	Working on Assessment Task 2
6	Studio-based enquiry, supervisor and peer meetings in thematic groups.	Working on Assessment Task 2
7	Whole cohort meet in SOAD lecture theatre for an IWP Proposal Workshop. This will be followed by studio time, and a series of workshop demonstrations about installation practice with Technical Officers in advance of the Week 9 critical feedback session.	Introduction to Assessment Task 3 Working on Assessment Task 2
8	ANZAC DAY PUBLIC HOLIDAY: NO CLASS
9	Work in Progress Review: all work to be installed for group crits and reflection	Key Feedback Point for Assessment 2 in advance of submission
10	This week we will meet in thematic groups and continue with studio-based enquiry.	Working on Assessment Task 2
11	Guest Review Week: we will invite artists, art historians and curators to come and discuss your work-in-progress with you.	Key Feedback Point for Assessment 2 in advance of submission SUBMISSION OF DRAFT IWP Proposal
12	IWP Proposal Workshop: Peer Feedback and Review Studio Tours in groups Group Reflection: Whole cohort debrief, preparation for Semester 2	Key Feedback Point for IWP Proposal in advance of submission

Tutorial Registration

Studio-based tutorials are scheduled within class time. Please consult the class overview for further details.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Mini Project: What's missing?	20 %	14/03/2023	1,2,3,4
Folio of studio-based experimentation	50 %	*	1,2,3,4,5
The Independent Work Proposal	30 %	13/03/2023	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 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 Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Participation is assessed as part of this course. The standard of participation to aspire to is generous and insightful, sharing with the class or your group highly relevant examples of artist, ideas, parallel investigations, readings and cultural contexts. Please commit to building the skills to provide your peers with well considered feedback. Be a good listener. Whilst conversations need to be rigorous and opinions are very welcome, each contribution needs to be respectful and thoughtfully delivered. Be each others best resource and make class and group engagement exciting and dynamic!

Assessment Task 1

Mini Project: What's missing?

Value: 20%

Details of task:

• Before diving into your IWP development, ask yourself: what is missing? Which processes or methods from your degree so far would you like to return to? Is there an area of research or theory that you really need to know more about? Will it nag at you otherwise...if only I had... Well, this is the time to underpin your project with the satisfaction that you did. 
• What will you nominate to do for the next 25 hours of the course? This includes 8 hours of class time and at least 15 hours of independent investigation. How will you use this time to strengthen your conceptual and literal skill set?  

Format: Use the Powerpoint template to guide you through planning, documenting and reflecting on your project. You will have the opportunity to install the outcome of the task for discussion and review in SOAD studios in Week 4, along with the PowerPoint template (to be uploaded to Wattle).

This task is designed to develop your project management skills which involve planning and communicating with your supervisor and the Tech team and organising your own time. Other skills for developing independent practice include being aware of and documenting key moments of ideation and decision making, as well as reflecting on your own work methods. Reflection on work methods is key to developing an independent methodology. 

Rubric

Criteria	HD 80-100	D 70-79	CR 60-69	P 50-59	F 0-49
Project organisation  LO 1,4	Demonstrates excellent time management. The project plan is detailed and realistic. The resources required are clearly identified and then fully utilised.	Demonstrates good time management skills. The project plan is thorough. The resources required are identified and then well utilised.	Demonstrates time management skills. The project plan is complete but lacks some clarity or realistic expectation. Resources are identified and utilised.	Has completed the project plan and reported on resource usage but at a minimum. Has made adequate use of time.	Has not completed project plan or adequately reported on resource usage. How time has been spent is not clearly reported.
Material and conceptual engagement LO 1,3,4	Demonstrates a consistent commitment to the chosen area of investigation. The project is well-documented and communicates moments of ideation, key decisions and progress in both images and writing with a level of criticality.	Demonstrates a commitment to the chosen area of investigation. The project is well-documented and communicates moments of ideation, key decisions and progress in both images and writing with clarity.	Demonstrates some good engagement with the chosen investigation. The project documentation covers moments of ideation, key decisions in both images and writing which make progress tangible.	Demonstrates basic engagement with chosen investigation.   The project documentation provides evidence of progress through images and in writing though the narrative of ideation and key decisions is not well communicated.	Engagement is either difficult to discern or conducted at an inadequate level. The project documentation makes poor use of images and text leaving the assessor confused about what was undertaken.
Reflection   LO 2,4	Every reflective prompt is responded to with insight and honesty. These demonstrate that the student is already developing an independent methodology.	Every prompt is responded to and shows some insight and honest reflection.   This demonstrates that the student is laying solid groundwork for developing an independent methodology.	Most prompts are responded to, but/or lack insight and honest reflection. Demonstrates relevant reflective skills that need further developed.	Not all prompts are responded to or are only answered at a basic level. Attempts reflection but needs to understand the depth and rigor required.	Not all prompts are responded to. Reflection is inadequately demonstrated.

Assessment Task 2

Folio of studio-based experimentation

Value: 50%

By now you have planned, developed and executed a small studio investigation over 3 weeks. We anticipate this experiment will be highly generative: it could have been a conceptual failure, a technical success, over-ambitious, poorly planned or inspired you to take a new direction. The PowerPoint template offered a guide to help you plan and reflect on this process.

For Assessment Task Two, you must now plan and execute the next 8 weeks of your studio investigations. During this phase of the course, you will have the opportunity to move beyond a focus on a specific material or technical process, to consider the themes, ideas, problems and conceptual concerns that guide your work. What is the relationship of between form and content in your work? Is there a community of practice your work enters into a dialogue with? Where are the platforms, spaces and networks which might support your future practice?

In order to help guide this studio investigation, we offer the following prompts towards the generation of at least two new works.

During this time we will ask you to report back the emerging thematic and conceptual concerns of your work to organise the cohort into cross-disciplinary thematic study groups. These groups, led by the teaching staff, will become spaces for sharing feedback and resources to support your progress.

PROMPT 1: Where are you? 

• Consider your progress to date on your degree, and the works you have made. How would you describe your work? Is there a common sensibility, persistent themes, concerns or approaches you have so far been drawn to? Is there a community of practitioners you already identify with? Brainstorm and identify questions or keywords you might associate with your work.
• Having generated a rough map of the concepts and concerns which animate your work, identify 1 scholarly reading and 2 artworks by two different artists that are of interest to you and relevant to your studio investigations.  
• Map out your field of interest drawing on the text, artworks and key themes or questions – how do they complement or contradict each other? Where would you like to position your own work on this map? How might you explore these similarities and differences, how might you combine your interests together and respond to them critically? 
• Develop and deliver an artwork (or series of works) as your critical response.  

PROMPT 2: Where next?

• Analyse the outcomes of your response to Where are you? and reflect upon the strengths and weaknesses of the project. Did the results work out the way you had hoped? Revisit your decision making, think about how you resolved the work and consider what you would do differently. What questions does the work raise for you? What aspects feel most exciting and rich to pursue further? Or, has the experience opened a different approach?  
• Building on this analysis, create a work (or series of works) that further test the potential of material processes, presentation formats, concepts and critical contexts. This investigation and its outcomes will become the crux of your IWP Proposal: the what, the how, the why and a fuller sense of where next. 
• As you begin to draft your IWP Proposal (Week 7-11) continue to test the potential of your IWP through this studio-based enquiry.

Format: Use the Powerpoint template as a set of prompts to guide to document the development and delivery of your studio-based enquiry. The expectation is that you will be filling this in on a weekly basis and using it as a tool to support your ongoing reflection of your progress. Please note: This format does not preclude seeing the work installed real life for formative assessment in Weeks 9 & 12. Participation and engagement will be assessed during whole class and group crits.

Rationale: This task helps you identify your research interests and to develop a critical response through making artwork (Prompt 1). This critical response then becomes the basis for further iterative experimentation and extended studio investigations which test out ideas, processes and formats relevant to your IWP (Prompt 2). Whilst it is important to understand the initial impetus for the work, the aim is to develop a process or studio methodology in which artmaking itself becomes a means of exploring, thinking and consolidating your own focus and critical direction.

Rubric

Criteria	HD 80-100	D-70-79	CR 60-69	P 50-59	F 0-49
Project ambition  LO 1-5	Ambitions of the project are well articulated and consistently pursued. Excellent use of time and resources.  Has set out to push conceptual and formal boundaries and has achieved this.	Ambitions of the project are clearly identified and pursued. Effective use of time and resources. Has achieved some success in pushing formal and conceptual boundaries.	There is an attempt to identify the ambitions of the project and use time and resources effectively. However, the student has played it safe or failed to successfully push boundaries they had hoped to surpass.	Ambitions of the project can be discerned but have not been directly identified. There is sufficient evidence of time and resources being adequately used but with basic aims	Ambitions of the project cannot be identified. There is insufficient evidence of time and resources being adequately used. Even basic aims have not been achieved.
Material and conceptual development LO 1-5	Visual and written documentation of development demonstrates extensive experimentation and a consistent progression of conceptual and formal qualities.	Documentation of development demonstrates a good level of experimentation and a clear progression of conceptual and formal qualities.	Documentation of development shows a degree of experimentation and there is a some progression of conceptual and formal qualities.	Documentation of development shows experimentation has been attempted with a basic level of progress from the project beginning to end.	Inadequate documentation demonstrates little to no experimentation. The project has not progressed from beginning to end.
Material and conceptual execution and presentation of final work LO 1-5	Final artwork demonstrates a high level of material and conceptual refinement.  Presentation of work deliberately communicates the aims of the artwork and demonstrates a high level of awareness of the viewer experience.	Final artworks are good but lack a further level of material and/or conceptual sophistication. The presentation of artworks has clearly been considered.	Final artworks are resolved to a decent standard. The presentation of artwork has been attempted but is not entirely successful as a means of display.	Final artworks are not entirely resolved but still show promise. The presentation distracts from the potential qualities of the work.	Final artworks are not resolved. The presentation is thoughtless.
Critical Approach LO 1-5	Research into the chosen thematic question, readings and artwork examples is extensive, relevant and academically rigorous. The relationship between the research context/s and the studio-based enquiry is continually re-examined and acutely analysed.	Research into the chosen thematic question, readings and artwork examples is relevant and academically sound. The relationship between the research context/s and the studio-based enquiry is clearly examined and well analysed.	Research into the chosen thematic question, readings and artwork examples has some relevance but lacks academic references. The relationship between the research context/s and the studio-based enquiry is beginning to be analysed.	Research into the chosen thematic question, readings and artwork examples is limited in relevance and lacks academic references. Basic relationship between the research context/s and the studio-based enquiry.	Inadequate research and irrelevant examples. Relationship between the research context/s and the studio-based enquiry is tenuous.
Reflection  LO 1-4	Every reflective prompt is responded to with insight and honesty.  Demonstrates the development of a sophisticated   independent methodology, shows a nuanced understanding of the ideation, development and delivery of a project.	Every prompt is responded to and shows some insight and honest reflection.  Demonstrates the development of a solid independent methodology, shows a good understanding of the ideation, development and delivery of a project.	Most prompts are responded to but/or lack insight and sustained reflection. Demonstrates the beginning of an independent methodology, shows some good understanding  of the ideation, development and delivery of a project.	Not all prompts are responded to or are only answered at a basic level. Attempts reflection but needs to understand the depth and rigor required to fully develop an independent methodology.	Not all prompts are responded to. Reflection is inadequately demonstrated. Concerns about ability to develop an independent methodology.
Participation and engagement LO 1-5	Generous and insightful participation. Provides highly relevant examples. Asks pertinent questions and provides feedback with critical consideration.	Valuable participation.   Provides some relevant examples. Asks interesting questions and provides some quality feedback.	Notable participation.  Shows engagement through examples. Asks questions and attempts thoughtful feedback.	Some participation. Needs to consider relevance of feedback by listening more closely and becoming more critically aware.	Limited to no participation. Has provided disrespectful or totally irrelevant feedback.

Assessment Task 3

The Independent Work Proposal

Value: 30%

Details of task:

You have spent Semester 1 testing ideas, techniques, and exploring materials in the studio to help you define a set of parameters for your capstone project. Your Independent Work Proposal (IWP) is the culmination of your learning in Semester 1 and is a springboard for ARTV3035 in Semester 2. It is a written proposal that communicates the key concepts, questions and methodologies which will shape a major body of work leading to the graduation exhibition.

The IWP should therefore clearly outline the anticipated future direction of your work, demonstrating your critical understanding of relevant contexts and discourses relevant to your practice. It should articulate any potential innovation in material and conceptual development, and a clear sense of your own working methodology ready for the final capstone project of your visual art degree. It will be developed in dialogue with your tutors, technical officers and peers. Full guidelines on the content, formatting and style of the text will be supplied on Wattle.

The submission of the IWP has two deadlines for assessment:

• A formative assessment point, where you are asked to submit an initial draft for feedback to Wattle by 23:55 on Friday 19th May.
• A summative assessment point, where the completed IWP Proposal will be submitted to Wattle for final assessment by 13th June 2023 by 23:55.

Format: Written proposal of maximum 1500 words (excluding references). Project proposal must be fully footnoted using the Chicago style of referencing. Footnotes and bibliography must be formatted precisely using the Chicago style. Please refer to this link for further information: http://soad.cass.anu.edu.au/referencing-guidelines Please refer to Wattle for full IWP guidelines. 

Rubric

CRITERIA	HD 80-100	D 70-79	CR 60-69	P 50-59	F 0-49
Project innovation   LO 1,2,3,5	Highly original and critically positioned project proposal	Exciting and a critically considered project proposal	Proposal shows potential but lack some ambition or critical relevance	Proposal has been completed and has tangible objectives but lacks potential innovation	Proposal has limited trajectory and shows no innovation
Evaluation   LO 1,2,3,5	Sophisticated ability to evaluate strengths and weaknesses and identify gaps. Further refined focus from presentation to paper	Good identification of strengths, weaknesses and gaps. Clear progression from presentation to IWP	Some strengths, weaknesses and gaps identified. Applied presentation feedback to written paper.	Some strengths, weaknesses and gaps identified. Limited progression from presentation to paper	Little to no strengths, weaknesses and gaps identified. No progression from presentation to paper
Communication  LO 2,4	Demonstrates excellent verbal, visual and written communication .	Demonstrates good verbal, visual and written communication	Demonstrates some good verbal, visual and written communication, with a degree of clarity missing	Has attempted verbal, visual and written communication, with some confusion or at a basic level.	Communication is mostly unclear or insufficient
Research   LO 1, 2,3,5	Depth and application of extensive knowledge is demonstrated through outstanding research methods.	Depth and application of good knowledge is demonstrated through thorough research methods.	Depth and application of some good knowledge is demonstrated through developing research methods.	Depth and application of basic knowledge is demonstrated through developing research methods.	Insufficient depth and application of knowledge. Research methods not at academic standard.

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). This applies to the final artworks in Task 2a&2b which will be installed within SoA&D Workshops during the examination period.

Late Submission

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

• Late submission not permitted for Assessment 1 & 2. If submission of tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted for Assessment 3. 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

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

Returning Assignments

Students will be given clear guidelines on when work is to be de-installed and collected after submission of Tasks 1 and 2.

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 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