Contemporary design is a vibrant field of practice characterised by applied creativity, engagement and collaboration as well as the art and craft of making. Definitions of design practice are being reformulated in response to rapid changes in technology, society and environment; design now moves across a wide range of different media, materials and contexts. In the early decades of the twenty-first century we take stock of contemporary design practice, where it has come from, and where it is going.

This course provides a grounding in concepts, practices and issues in contemporary design. Through a combination of practical work, case studies, readings and research, students will develop a critical understanding of design as a discipline in the modern context; its concepts, artefacts, processes and practices. Key themes include functional and aesthetic value; design methods and processes; planning, intention and making; and the social roles and cultural contexts of design. 

Learning Outcomes

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

1. develop and produce designs in response to a creative brief;
2. articulate design processes applied in practical design projects;
3. demonstrate knowledge of the contemporary forms of design and their historic origins;
4. demonstrate a critical perspective on design concepts, artefacts and practices; and
5. participate and engage with/in collaborative design processes and projects

Recommended Resources

Whether you are on campus or studying online, 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	Lecture: Introduction & Defining Design Activities: Discourse mapping and views on design. X Design.
2	Lecture: Research & Observation Activities: Problem Framing / Situated Design
3	Lecture: Drawing, Planning, Making - Emergent by Design Activities: Paper wearables design sprint.
4	Lecture: Problems (and Their Problems)Activities: Research Sprint	Design Practice Case Study Submission
5	Problem Finding, Problem FramingActivities: Insights to How Might We?
6	Lecture: Design ThinkingAssessment development & design process presentations. Group formation. Starting group process, collaboration tools and models	ProblemX Design Process Presentations
7	Lecture: Designing for Complex and Adaptive Systems More group process, collaboration tools and models
8	Lecture: Design Thinking and User ExperiencesActivities: Project Development. Design thinking in practice. Journey Mapping	ProblemX Design Process Report Due
9	Lecture: Design Futures & Futures for DesignActivities: Project Development
10	Lecture: NoneActivities: Work in Progress Presentations
11	Lecture: NoneActivities: Project Development
12	Lecture: NoneActivities: Final presentations and review in class	ProblemX Design Project Due

Tutorial Registration

Registration for tutorial groups can be done through MyTimetable before semester commences.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Design Practice Case Study	20 %	15/08/2023	02/09/2023	3,4
ProblemX Design Process Presentation	10 %	29/08/2023	12/09/2023	2,3,4
ProblemX Design Process Report	20 %	25/09/2023	09/10/2023	1,2,3,4
ProblemX Design Project	50 %	27/10/2023	10/11/2023	1,2,3,4

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

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic 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
• Extenuating Circumstances Application
• 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.

Assessment Task 1

Design Practice Case Study

Word Length: 750-1000 words 

Choose and investigate a contemporary design studio or practitioner whose work interests you. Prepare a case study that demonstrates your ability to explore, interpret and analyse contemporary design practice in context. Your report should address the following points:

• Identify - what kind of design practice is this? What forms or traditions of design does your designer pursue? What are the attributes of this form of design? Define your terms clearly, citing sources.
• Social and Cultural Context - what communities, scenes or cultures is your designer part of? Who are their clients and collaborators?
• Process - using evidence, characterise your designer’s process.
• Field and Future - What is your designer’s view of their own field? What ideas about design in society are articulated? How do they see design, and their own work, changing into the future?

Support all your points with clear evidence. Critically evaluate your sources and compare different points of view. Cite all sources in full.

Note: You must advise your tutor to confirm your selected case study well in advance.

Assessment Criteria:

Your case study will be assessed on how will it demonstrates your ability to:

1. Understand and identify contemporary design practice and its contexts (LO 3)
2. Interpret and analyse perspectives on contemporary design (LO 4)
3. Structure and present information effectively (LO 2)

Rubric

Criteria	HD	D	C	P	F
Understand and identify contemporary design practice and its contexts (40% LO 3)	Detailed discussion of practices and contexts evidence a deep engagement with wider design discourses, clearly positioning the work in relation to fields of design along with and intersecting disciplines.	The report successfully identifies a variety of design practices through the discussion of particular work. More consideration of larger contexts (eg. social, political, ecological etc) would have helped to situate the work.	Some more consideration of how their work exemplifies and speaks to disciplines within design and how their work might be considered in larger contexts (eg. social, political, ecological etc) was needed to evidence a better understanding of contemporary design practice.	Discussion lacked consideration in regards to fields of design and its many disciplines and how work relates to broader contexts, (eg. social, political, environmental etc.) contributions.	The report does not identify contemporary design practices and their broader contexts.
Interpret and analyse perspectives on contemporary design (40% LO 4)	Detailed analysis in this report is aided by a wealth of research on contemporary design perspectives and the case study that is used to support a novel and insightful interpretation. The analysis of the work is rigorous, evidencing a rich engagement with the work and literature.	Engagement with a range of perspectives on contemporary design and chosen case study have clearly informed and support your analysis and conclusions. Some deeper engagement with the work of the case study, or wider perspectives on design would help solidify your analysis of their work.	While research has been referenced and used for the discussion, this report would have benefited from more engagement with literature about design, and the chosen case study to support a deeper analysis and interpretation of the chosen case study.	Analysis of the case study lacked evidence and research. More engagement with literature that relates to the case study would assist in developing and evidencing an analysis and interpretation.	The report does not analyse or interpret perspectives on contemporary design. More research and engagement with design practice is needed.
Structure and present information effectively (20% LO 2)	A highly resolved presentation with consistent and thorough references. Eloquently worded and carefully proofed.	A strong presentation that is well referenced with some minor errors or inconsistencies. Writing is clear and easy to read with minor spelling or grammatical errors.	While evidence of care towards presentation and referencing is apparent, inconsistencies are apparent that detract from the argument. The writing and formatting is in need of better editing and proofing.	The lack of consideration towards editing, layout, proofing, formatting and structure detract from  the  information presented.	There is a need for more consideration towards editing, layout, proofing, formatting and structure for this presentation to be understood.

Assessment Task 2

ProblemX Design Process Presentation

Time Length: 4 minutes

This presentation will present your research and development towards the Design Process Report. It will demonstrate your work in research, observation, problem framing and concept development. Your presentation will make use of template slides included on Wattle and will cover the following areas:

• Your experience of ProblemX: Introduce your project through your own experiences and observations. Introduce yourself and your position and context in order to give research background and context.

• Research Summary: summarise the research you have so far on your problem space. Remember your research can include observation techniques, descriptions, drawings, photographs, maps, diagrams, quotes, video, sound, etc.

• Point of View and Problem Statement: Develop a problem statement through your understanding of people/users/stakeholder, their needs, and why the problem exists.

• How Might We: rethink the current problem into a series of How Might We prompts highlighting the more applicable prompt for your project.

Submit your slides on Wattle by 9am before class and present your slides in class. This presentation will be a way to share your work with your peers, gather feedback to help develop your report, and plan groups for the ProblemX Design Project.

Assessment Criteria:

1. Investigate and document a complex design challenge (LO 1)
2. Define a design problem based on research and observation (LO 4)
3. Develop and communicate design concepts (LO 3)
4. Structure and present information effectively (LO 2)

Rubric

Criteria	HD	D	C	P	F
Investigate and develop a complex design challenge (20% LO 1)	The presentation develops rigorous investigations of a complex design challenge. The problem is well articulated, feasible and applicable.	The presentation develops a complex design challenge through creative and scholarly methods. More documentation would articulate the challenge with clarity.	While a design challenge has been developed through some creative and scholarly investigation, more work was needed to identify and illustrate the complexity of the challenge.	The report develops a design challenge without clarity due to a lack of engagement in creative and scholarly investigations. More documentation was needed to illustrate and develop the challenge.	There is little to no evidence of creative or scholarly investigation and documentation in this report.
Define a design problem based on preliminary research and observation (40% LO 4)	A design problem has been defined in this report that is illustrated and evidenced through a wealth of creative and scholarly methods.	A design problem based on research and observation has been identified. The problem could be better refined with more specificity aided by research and observation. The problem could be better articulated, it’s applications and feasibility better understood with research and observation.	The design problem communicated in this report requires more refining based on research and observation. The problem is at present too generalised and broad.	The presentation lacks a clearly communicated design problem. While there is research and observation presented, it does not attend to developing or evidencing the problem.	The presentation does not communicate a design problem that is based on research and observation.
Develop and communicate design concepts (20% LO 3)	The presentation evidences an understanding of and ability to apply design concepts to issues and problems in the field. A deep and connected argument has been presented that is backed up by contemporary and historical work in design.	The presentation evidences an understanding of and ability to apply design concepts to issues and problems in the field. Some more connections could be made to literature within design.	The presentation evidences some understanding of and ability to apply design concepts to issues and problems in the field. More space was needed to articulate connections with design concepts which could be done through references to literature and practices and your engagement with methodologies.	While some attempts have been made to situate how this research relates to design concepts, there was a lack of references to literature and practices and engagement with methodologies.	Not enough attention has been paid to communicating how this research relates to design concepts.
Structure and present information effectively (20% LO 2)	A highly resolved presentation with consistent and thorough references. Eloquently worded and carefully proofed.	A strong presentation that is well referenced with some minor errors or inconsistencies. Writing is clear and easy to read with minor spelling or grammatical errors.	While evidence of care towards presentation and referencing is apparent, inconsistencies are apparent that detract from the argument. The writing and formatting is in need of better editing and proofing.	The lack of consideration towards editing, layout, proofing, formatting and structure detract from the information presented.	There is a need for more consideration towards editing, layout, proofing, formatting and structure for this presentation to be understood.

Assessment Task 3

ProblemX Design Process Report

Word Length: 1000 words 

This report will document your individual preparatory work on the ProblemX Design Project. It will demonstrate your work in research, observation, problem framing and concept development. Your report should include:

• Contextual Research (1 page): Demonstrate your research into first year student experience. Refer to academic papers, student experience programs (at ANU or elsewhere), or relevant design projects. Briefly list key points, and cite all sources in full.

• Observational Research (2 pages): Document your observations of the ProblemX. These can include first hand personal experience, discussions with peers, observations in the physical and digital environments. Briefly describe the observations you conducted, and present key evidence from your observations Problem Finding and Framing (1 page). Present a problem statement that builds on your research. The problem statement should not be too broad (eg “improve waste management at SoAD”) or too narrow, assuming a specific solution (eg “make an O-Week calendar for the School website”). Based on your problem statement list one or more How Might We statements. How Might We statements should be short and open enough to serve as prompts for your creative thinking.

• Concept Sketches (3 pages): Present three concepts for design interventions that respond to your problem statement. Use images and text to clearly communicate the core idea of each concept. Refer to the ProblemX Design Project brief on Wattle for information on the range of possible approaches.

 

Submit your report as an A4 document, divided into pages as outlined above. Use text and images to create a clear, engaging presentation of your ideas.

Present your draft process report in class in Week 6. This presentation is a way to share your work with your peers, gather feedback, and plan groups for the ProblemX Design Project.

 

Assessment Criteria

Your report will be assessed on how well it demonstrates your ability to:

1. Investigate and document a complex design challenge (LO 1)
2. Define a design problem based on research and observation (LO 4)
3. Develop and communicate design concepts (LO 3)
4. Structure and present information effectively (LO 2)

Rubric

Criteria	HD	D	C	P	F
Investigate and document a complex design challenge (20% LO 1)	The report documents rigorous investigations of a complex design challenge. The problem is well articulated, feasible and applicable.	The report investigates a complex design challenge through creative and scholarly methods. More documentation would articulate the challenge with clarity.	While a design challenge has been documented through some creative and scholarly investigation, more work was needed to identify and illustrate the complexity of the challenge.	The report identifies a design challenge without clarity due to a lack of engagement in creative and scholarly investigations. More documentation was needed to illustrate and develop the challenge.	There is little to no evidence of creative or scholarly investigation and documentation in this report.
Define a design problem based on research and observation (40% LO 4)	A design problem has been defined in this report that is illustrated and evidenced by research and observation and through a wealth of creative and scholarly methods.	A design problem based on research and observation has been identified. The problem could be better refined with more specificity aided by research and observation. The problem could be better articulated, its applications and feasibility better understood with this research and observation.	The design problem communicated in this report requires more refining based on research and observation. The problem is at present too generalised and broad.	The report lacks a clearly communicated design problem. While there is research and observation presented, it does not attend to developing the problem.	The submission does not communicate a design problem that is based on research and observation.
Develop and communicate design concepts (20% LO 3)	The report evidences an understanding of and ability to apply design concepts to issues and problems in the field. A deep and connected argument has been presented that is backed up by contemporary and historical work in design.	The report  evidences an understanding of and ability to apply design concepts to issues and problems in the field. Some more connections could be made to literature within design.	The report evidences some understanding of and ability to apply design concepts to issues and problems in the field. More space was needed to articulate connections with design concepts which could be done through references to literature and practices and your engagement with methodologies.	While some attempts have been made to situate how this research relates to design concepts, there was a lack of references to literature and practices and engagement with methodologies.	Not enough attention has been paid to communicating how this research relates to design concepts.
Structure and present information effectively (10% LO 2)	A highly resolved presentation with consistent and thorough references. Eloquently worded and carefully proofed.	A strong presentation that is well referenced with some minor errors or inconsistencies. Writing is clear and easy to read with minor spelling or grammatical errors.	While evidence of care towards presentation and referencing is apparent, inconsistencies are apparent that detract from the argument. The writing and formatting is in need of better editing and proofing.	The lack of consideration towards editing, layout, proofing, formatting and structure detract from  the  information presented.	There is a need for more consideration towards editing, layout, proofing, formatting and structure for this presentation to be understood.
Participate in collaborative design processes to develop projects (10% LO 5)	The report responds and adapts creatively and critically to the feedback offered from the class in a comprehensive way.	The report responds and adapts creatively and critically to some of the feedback offered from the class.	The report responds and adapts creatively to some of the feedback offered from the class.	The report evidences some of the feedback offered from the class.	The report does not reflect any of the feedback offered from the class.

Assessment Task 4

ProblemX Design Project

In this group project you will work individually and in groups to further investigate and understand the ProblemX topic, identify key issues, and design a proposed intervention to improve the experience for new students in the School. You will draw on your own personal experience as well as structured research and observation. Your proposed interventions may take a range of possible forms, including one or more of:

• Information and communication
• Physical environment
• Events and social organisation
• Systems and processes

Your proposal should be practical to implement with a reasonable level of time, energy and resources.

 

Group Submission

Working in groups, develop a shared approach to the challenge. Draw on and combine the individual work from your Design Process Reports, with additional research if necessary. Develop and realise designs as much as possible. Depending on the form of your proposed intervention, your submission may include fully realised designs (for example where the outcomes are posters or a website) or mockups, models or renderings where they ideas are more difficult to realise (such as major events or permanent changes to buildings). Discuss with your workshop tutor and take your ideas as far as possible.

Along with your realised design ideas provide all the information needed to show how the design would work in its context within the School and University

Describe and account for your design concept in approximately 1000 words, including:

• Title
• Brief Description: A one-sentence description of your project
• Research and Insights: Describe the research and insights that informed your concept Focus: Describe and account for the problem or issue that your design addresses
• Development: Briefly show and explain how your ideas developed.
• Outcomes: Document the outcomes of your design, and show how your design decisions address the issues you identified

Presentations will be in class in Week 12. This non-assessable presentation is a way to share your work with your peers and gather final feedback before you submit online.

Assessment Criteria

Your submission will be assessed based on how it demonstrates your ability to:

1. Effectively research, analyse and respond to a complex design challenge (LO 4)
2. Develop imaginative and appropriate designs for a complex challenge (LO 1)
3. Structure and present information effectively (LO 2)
4.  Develop and communicate design concepts (LO 3)
5. Participate in collaborative design processes to develop projects (LO 5)

Rubric

Criteria	HD	D	C	P	F
Effectively research, analyse and respond to a complex design challenge (20%)	The submission engages with a number of different methods of research to analyse and respond to a complex design challenge which has informed a rich and highly developed  response.	The submission engages in some considered research that has been analysed effectively to inform a considered response to a complex design challenge. Some more detailed investigation or more iteration would help to refine the response.	The submission engages in some useful research that has been analysed effectively to inform a response to a complex design challenge. Some more detailed investigation and more iteration and development  would help to further develop the response.	There is little evidence that research has been analysed in order to inform a response to a complex design challenge. Detailed investigation and iterative development was needed to develop a design that adequately responds.	The research and analysis does not respond to the design challenge that has been identified.
Develop imaginative and appropriate designs for a complex challenge (40%)	An innovative and imaginative design has been developed that responds directly to the complex design challenge. It makes a novel contribution to the problem.	The design developed for this complex challenge is a useful contribution to the problem and evidences imaginative and creative development that are unique.	While design developed for this complex challenge is appropriate some more work was needed to iterate and develop imaginative contributions that are distinct and unique.	Some of the development of this design speaks to an appropriate contribution but it requires better illustration of how it attend to the design challenge. More creative iteration would help develop an imaginative contribution.	The design is not appropriate for the design challenge that has been identified.
Structure and present information effectively (10%)	A highly resolved presentation with consistent and thorough references. Eloquently worded and carefully proofed.	A strong presentation that is well referenced with some minor errors or inconsistencies. Writing is clear and easy to read with minor spelling or grammatical errors.	While evidence of care towards presentation and referencing is apparent, inconsistencies are apparent that detract from the argument. The writing and formatting is in need of better editing and proofing.	The lack of consideration towards editing, layout, proofing, formatting and structure detract from  the  information presented.	There is a need for more consideration towards editing, layout, proofing, formatting and structure for this presentation to be understood.
Develop and communicate design concepts (10% LO 3)	The report evidences an understanding of and ability to apply design concepts to issues and problems in the field. A deep and connected argument has been presented that is backed up by contemporary and historical work in design.	The report evidences an understanding of and ability to apply design concepts to issues and problems in the field. Some more connections could be made to literature within design.	The report evidences some understanding of and ability to apply design concepts to issues and problems in the field. More space was needed to articulate connections with design concepts which could be done through references to literature and practices and your engagement with methodologies.	While some attempts have been made to situate how this research relates to design concepts, there was a lack of references to literature and practices and engagement with methodologies.	Not enough attention has been paid to communicating how this research relates to design concepts.
Participate in collaborative design processes to develop projects (20% LO 5)	The group met frequently and with regularity during the semester to develop their project. Roles in the group were clearly defined and attributed and each member was supported to contribute equitably to the project subject to their strengths. Group members listend and integrated the contributions of their group as well as feedback offered from the class.	The group met regularity during the semester to develop their project. Roles in the group were defined and attributed and each member was able to contribute to the project subject to their strengths. Group members listened and attempted to integrate the contributions of their group as well as feedback offered from the class.	The group met more than once during the semester to develop their project. Roles in the group could be defined and attributed more clearly so that each member was able to contribute to the project subject to their strengths. Group members could do more to integrate contributions of their group as well as feedback offered from the class.	The group met during the semester to develop their project. Roles in the group lacked definition and attribution so that each member was able to contribute to the project subject to their strengths. Group members could do more to integrate contributions of their group as well as feedback offered from the class.	The group did not meet during the semester to develop their project. Roles in the group were undefined and unattributed. Group members did not integrate contributions of their group or any feedback offered from the class.

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.

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 all ANU students