• Class Number 2848
  • Term Code 3430
  • Class Info
  • Unit Value 6 units
  • Mode of Delivery In Person
    • Dr Sarah Clement
    • Dr Sarah Clement
  • Class Dates
  • Class Start Date 19/02/2024
  • Class End Date 24/05/2024
  • Census Date 05/04/2024
  • Last Date to Enrol 26/02/2024
    • Dr Depi Susilawati
    • Dipika Adhikari
    • Vitor Hirata Sanches
SELT Survey Results

Grounded in the discipline of public environmental policy, the course considers the complexities around public policy-making for the environment and sustainability. The course considers how policy is made and the institutional settings within which it is made, how problems and policies are framed, implemented and evaluated, and the inherent challenges in choosing appropriate policy instruments to meet an objective. The course focuses particularly on Australia’s public environmental policy and institutional settings. Comparisons with international case studies will be made. Interactive lectures and seminars provide students with opportunities to analyse specific environmental policy issues in theoretical frameworks and over different time scales. Once a general overview of how environmental policy is created we apply a structured analytical tool to assess whether existing environmental policies in Australia are adequate to meet the challenges of environmental management in a changing climate. Topics explored include water, forestry, biodiversity and climate policy, sustainability in business and industry, public and civil society participation in policy-making, and comparisons will be made with overseas environmental policy examples.

Note: Graduate students attend joint classes with undergraduates but are assessed separately.

Learning Outcomes

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

  1. Identify and examine the basis of environmental policy and how it is developed and implemented in Australia, as well as in other relevant jurisdictions.
  2. Describe and evaluate key environmental public policies, as well as information and tools to support them.
  3. Evaluate alternative choices of policy design and policy instruments in the context of major environment and sustainability issues, including in both Australian and international contexts.
  4. Recognize and articulate the role of politics and the media in environmental policy development and evaluation.
  5. Produce scholarly and industry works related in public and environment policy.
  6. Participate in, and lead group learning processes and activities in the context of environmental policy.

Research-Led Teaching

This course in Environmental Policy and how policy processes shape decision-making and action related to the environment draws on the convenor’s, tutor’s and guest presenters’ recent research and real-life practice in supporting, influencing and being a part of environmental policy processes in Australia and other parts of the world. Many of the issues covered in the course thus reflect current academic debates and the messiness often inherent in environmental policy processes that must be managed as effectively as possible. Throughout the course, students will be exposed to a variety of real policy processes and policy-support methods and tools (i.e. analytics), past and current case studies, hypothetical situations, literature, group work and facilitation experience to enable them to develop their own knowledge and skills relevant to environmental policy.

Field Trips


Additional Course Costs

There are no additional costs for this course.

Examination Material or equipment


Required Resources


Students will use a range of sources during the course, including the course text, weekly readings, and further materials in researching their assessment tasks. In all cases, students will need to be critical thinkers – there are multiple schools of thought in public policy and policy analysis, and a critical stance is needed to navigate through the multiple theoretical, normative and applied approaches you will encounter. Students should not assume that the content of lectures, policy statements of government, or readings supplied are necessarily the best way to think about something – the course is designed to encourage students to construct their own learning and critical attitudes over the material they consider.

Course text (copy in Hancock short loan, e-book available online, and available in the Co-Op bookshop): Dovers, S. and Hussey, K. 2013. Environment and sustainability: a policy handbook. 2nd edition. Sydney: Federation Press.

Week One Reading: National Water Initiative.

Each week readings will be available on Wattle, and form the basis for workshops. If students don’t read them it will show and they risk not gaining much from the workshops and under-performing in their assessments. All of the assessments build on the concepts in the readings.

Other potentially useful texts and sources, in no particular order (check ANU library as many are available for loan) include:

  • Bridgman, P. and Davis. G. 2004. The Australian policy handbook. 3rd ed. Sydney: Allen & Unwin. A short policy handbook, intended for practitioners.
  • Howlett, M. and Ramesh, M. 2003. Studying public policy: policy cycles and policy subsystems. 2nd ed. Oxford: Oxford University Press. An excellent, standard policy text, with good coverage on different schools of thought and the policy and related literature.
  • Connell, D. 2007. Water politics in the Murray-Darling Basin. Sydney: Federation Press.
  • Hussey, K. and Dovers. S. (eds). 2007. Managing water for Australia: the social and institutional challenges. Melbourne: CSIRO Publishing.
  • Dovers, S. and Wild River, S. (eds). 2003. Managing Australia’s environment. Sydney: Federation Press.
  • Mackie, K and Saunders, S. (20128) Succeeding and failing in Australian environment policy. Brou Lake Publishing
  • Australian Policy Online: http://apo.org.au/
  • Daniell, K. and Kay, A.. 2017. Multi-Level Governance: Conceptual Challenges and Case Studies from Australia. ANU Press, Canberra. 
  • Steffen, W. 2014. ‘Managing Australia’s Environment in the Anthropocene’, in David Lindenmayer, Stephen Dovers, S. Morton (ed.) Ten Commitments Revisited: Securing Australia’s Future Environment, CSIRO Publishing, Collingwood, Vic, pp. 227-235.
  • Althaus C., Peter Bridgman and Glyn Davis. 2012. The Australian Policy Handbook. 5th edition. Sydney: Allen & Unwin.

Further texts and articles will also need to be found as part of the assessment tasks as this course has a strong research focus. We expect to see evidence of your engagement with the policy literature. Articles on policy will often be found in sector-specific journals (e.g. Energy Policy, Climate Policy, Food Policy, Water Resources Research), as well as in general policy or environmental policy journals such as those below. Most articles can be downloaded when connected through a university computer. If you are using your own computer they can be searched for through the library website (ANU password required) or using a university VPN access.

Media Sources:

To assist with your Policy in the News assignment and for weekly Tutorial discussions, you may wish to consult a variety of media sources. Some include:

The Guardian Environment: https://www.theguardian.com/au/environment

ABC New, Environment: https://www.abc.net.au/news/environment/

International Consortium of Investigative Journalists https://www.icij.org/investigations/

Environmental Defenders Office: https://www.edo.org.au

Australian Conservation Foundation, news: https://www.acf.org.au/news

News.com.au: Environment: https://www.news.com.au/technology/environment

Sydney Morning Herald: Environment: https://www.smh.com.au/environment

Department of Agriculture, Water and Environment: News: https://environment.gov.au/news and on FB: https://www.facebook.com/awegov>

NSW Environment: Twitter: https://twitter.com/nswenviromedia

Land Care: Twitter: https://twitter.com/LandcareAust

Recommended student system requirements 

ANU courses commonly use a number of online resources and activities including:

  • video material, similar to YouTube, for lectures and other instruction
  • two-way video conferencing for interactive learning
  • email and other messaging tools for communication
  • interactive web apps for formative and collaborative activities
  • print and photo/scan for handwritten work
  • home-based assessment.

To fully participate in ANU learning, students need:

  • A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
  • Webcam
  • Speakers and a microphone (e.g. heads

Staff Feedback

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

·        marks and written comments to individuals and/or groups on assessment items

·        discussion with individual students and small groups in workshops and drop-in sessions

·        discussion with the whole class in lecture times on general issues and assessment items

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


An internet connected device (laptop, smartphone, tablet) is suggested for the lectures as online polling may be integrated into them at some stages. Further information will be provided to students on Wattle if this is to occur.

Delivery Mode

The course is delivered through a combination of lectures and workshops covering key theoretical and applied aspects. Each workshop brings together previous weeks readings and lecture content, to apply lessons learned to contemporary policy issues and build critical thinking skills. They are designed to help you complete the assessments as well as learn more deeply about the course content. On most weeks where there is not a workshop, there are either drop in sessions or additional content (e.g. podcasts, Q&As) that will need to be reviewed. All workshops and additional activities build on each other to help prepare students for the assessments.

Much of this course relies on learning-by-doing and reflecting critically on how theory can be applied in policy practice and policy-focused research. Thus, student participation at all sessions is important, and it is highly recommended that students attend lectures and workshops gain the most from the course and to support each other’s learning. Students are expected to come to workshops prepared for discussions and activities with sufficient pre-reading or real-life experiences, to allow effective exchange and development of ideas to occur. Because these are workshops, they will require more preparation for the students than traditional tutorials.

To enable this to occur, a workshop agenda is provided to students in the week prior to the workshop (via Wattle). Although there may be some unexpected or negotiated last-minute changes (yes, this is real life!), these agendas and the material on Wattle will enable you to prepare for each workshop.

Class Schedule

Week/Session Summary of Activities Assessment
1 In person Lecture:Introduction to course; introduction to environmental policy – what, why, who and how
  • None - prep for next week's workshop

Readings:Chapters 1 & 2, Dovers & Hussey Note: always check reading list or Wattle for required and recommended readings
2 In person Lecture:Policy problems and problem framing
Workshop 1:
  • Workshop on environmental issues in the media
Readings:Chapters 3-5, Dovers & Hussey Read environmental news stories of interest
Assessment associated with the workshop
3 In-Person Lecture and discussions:Policy instrument choice 
Drop-in sessions
Workshop 2 prep:
  • None - prep for next week's workshop

Readings:Chapter 6-7, Dovers & HusseyRefer to reading list or Wattle for more.
4 Online Lecture (public holiday):Values and public participation
Workshop 2:
  • Information and misinformation in environmental policy

Readings:Chapter 9, Dovers & HusseyRefer to reading list or Wattle for more.
Assessment associated with the workshop
5 In-person Lecture and discussions:Climate change politics and policy
Drop-in sessions
Readings:Check reading list or Wattle for required and recommended readings
Assessment:Policy in the News Report due (22 Mar)
6 Lecture:Implementation, evaluation, and learning for more effective policy
Workshop 3 prep:
  • Watch video on Wattle and prep for next workshop

Readings: Check reading list or Wattle for required and recommended readings
7 Teaching Break (1-7 April)
8 Teaching Break (8-14 April)
9 LectureNature-based solutions, transformation, and democracy in cities
Workshop 3:
  • Workshop on policy evaluation and learning

Readings:Chapter 8, Dovers & HusseyStrategic NRM policy evaluation framework
Assessment associated with the workshop
10 In-person Lecture and discussions:Science-based policy and wildfires
Workshop 4 prep:
  • Watch Q&As on Wattle

Drop-in sessions
Readings: Check reading list or Wattle for required and recommended readings
Assessment:Policy Brief due (26 April)
11 In-person panel/lectureThe future of forest policy
Workshop 4:
  • Workshop on Science, politics, and wildfires

Readings: Check reading list or Wattle for required and recommended readings
Assessment associated with the workshop
12 In-Person Lecture/PanelThe future of water management
Workshop 5 prep:
  • Work on Policy Review Paper and review prep materials for next workshop

Readings: Check reading list or Wattle for required and recommended readings
13 In-person lecture and discussion:Systems thinking and resilience
Workshop 5:
  • Workshop on policy review and applying lessons learned

Readings: Check reading list or Wattle for required and recommended readings
14 In-person Q&ABringing it all together - the Anthropocene, policy futures, and opportunities for change
Seminar presentations (sign up to a slot on Wattle)
Readings: Check reading list or Wattle for required and recommended readings
Assessment: Live seminar presentation during the week.Policy Review Paper due (24 May)

Tutorial Registration

Register via MyTimetable

Assessment Summary

Assessment task Value Due Date Learning Outcomes
Policy in the News Report 20 % 22/03/2024 2,3,5
Policy brief 20 % 26/04/2024 3,5
Policy Review Paper 40 % 24/05/2024 1,2,3,4,5
Seminar Presentation and workshop assessments 20 % * 1,2,3,4,5,6

* 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:

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

Value: 20 %
Due Date: 22/03/2024
Learning Outcomes: 2,3,5

Policy in the News Report

Value: 20%

Why study the news to learn more about environmental policy?

Sometimes your studies at university can seem a bit abstract or disconnected to “the real world” which can in turn make you feel like nothing you’re learning is actually relevant to your day-to-day life or future career. Reading and understanding timely societal issues and being able to critically analyse the way both problems and solutions are discussed in the media, however, is relevant to you no matter your career path. The purpose of this assessment is to link what you’re learning in the course to topical environmental policy issues in the public discourse and think critically about how they are covered.


Your aim with this assignment is to demonstrate that you have understood what you have learned in the course so far and are able to use this to critically engage with topical environmental policy issues in the media.


Identify three substantial articles in the print or on-line media that explore or present three different aspects of the course content. For each of the articles, you will write between 300 and 500 words, explaining the environmental issue in question, the way in which the articles present and discuss environmental issues and associated policies, and your critical reflections on how the articles frame and discuss policy problems and/or solutions.

Task Summary

A more detailed description of the assignment task and tips for writing it will be provided on Wattle. As a general overview, for this assessment, you are required to:

·       Select three substantial articles in the print or on-line media that explore or present three different aspects of the course content. For example, you could find an article that discusses the merits of one particular policy instrument over another; or an article that discusses the challenges of implementing a particular policy; or another on developments internationally which have implications for the domestic policy agenda; or another on the broader context in which environmental policy exists.

·       You will need to keep an eye on the print or on-line media throughout the course, and pick three detailed articles that appeal to you. 

·       The articles can be on the same news item, but they must reflect three different aspects or concepts discussed in the course.

·       It is also beneficial to select news items that reflect different perspectives, to help you reflect on how the perspective of the media outlet and/or outlet influences the ways in which environmental issues and their policy solutions are presented.

You will write between 300 and 500 words on each of the articles (900-1500 total, excluding references), explaining:

1.     The environmental issue in question (be brief on this – the focus of the assignment is on policy elements, not your understanding of environmental science issues).

2.     The way in which the articles present and discuss the key concepts from the course. The policy cycle could be a useful way to explore this aspect; and

3.     Critically reflect on how the articles portray the challenges of designing and implementing policy in practice.

Workshop #1 will include activities that will help you complete this assessment.

Writing Style:

There is no particular writing style for this report. However, it is advisable to write three short reports (one for each media article), and top-and-tail these with a very brief introduction and conclusion. You can use the 3 questions as headings for each report. That will help you answer the questions directly. Each article could have the following headings:

1.     Title of news article with weblink

2.     Environmental Issue

3.     Policy Concepts

4.     Reflection on designing and implementing policy in practice



Referencing is important. You need to properly reference the media articles you are reporting on. For example, the Sydney Morning Herald is the publisher, not the author. Most stories have a reporter as the author. If they don’t then you can put (Anon, 2022) to indicate that the article is anonymous. You may wish to reference where you have sourced your discussion on the policy cycle. Hussey and Dovers (2013) course text is one obvious source.

Make sure you use the Harvard system of referencing, which requires author and date. Page numbers on print media are not required in your referencing.

Further Detail and Assessment Criteria

Please refer to the course WATTLE site.

Assessment Task 2

Value: 20 %
Due Date: 26/04/2024
Learning Outcomes: 3,5

Policy brief

Value: 20%

This assessment task is designed to get you to better understand and thinking critically about a current and timely policy issue, and reflect on how the utility and accuracy of generative AI as a tool in understanding and communicating about environmental policy,

What is a policy brief?

A Policy Brief is a report that succinctly summarises an issue, its associated policy problem, and identifies possible options for future action. It is generally asked for and delivered to a senior government official, politician (state, territory or local), corporate executive, or senior person in a non-government organisation. It may also be addressed to a committee or a board of directors. However, policy and issue briefs are also used by organisations and public figures to communicate with the public to persuade them that particular policy choices are good, bad, ineffective, etc....

Typically, a Policy Brief describes an emerging, re-emerging or topical issue that falls in the senior person’s area of responsibility, and is asked for when they need an accessible description of the problem and some ideas for what might next be done to address it. This is usually needed to (i) answer questions from the media or their own superiors, or (ii) take appropriate steps to address the issue. For example, often a Policy Brief is requested when an issue or problem suddenly becomes prominent in the media, or when a natural event/disaster has occurred, an interest group makes a submission to a Minister, questions are asked in Parliament and need to be answered, or when a review of a relevant policy program has been completed and senior staff need to be brought updated on it’s findings.

Why reflect on a Policy Brief written by generative AI?

It is becoming more common for people to use generative AI, such as ChatGPT, in their work and studies. These tools can be useful, but they are also prone to inaccuracies and can fail to capture the nuance of public policy issues. They are even known to fabricate data and references, and often get basic facts wrong. Many of these tools also draw directly from websites written by proponents (or opponents) of particular policies, creating bias. Knowing how to evaluate the information these tools provide, as well as the way they provide it, is an important skill, and can help you become a better communicator and critical thinker.

Policy briefs and issue briefs are used all the time in many different professions, and they also affect how decisions are made by people in power and the general public. This means that even if you don't end up writing a policy brief in your job, you will still be impacted by them. Having the capacity to critically reflect on the information provided in a policy brief can help you make informed decisions about public policy issues that affect you.

Task Summary

A more detailed description of the assignment task and tips for writing it will be provided on Wattle. Write a 750-word critique of a Policy Brief written by a generative AI tool.

The Policy Brief will be provided to you. This brief will describe a contemporary or emerging policy problem related to ‘environment’ and/or ‘sustainability’, those with responsibility for it, and an initial scoping of policy instruments or organisational options available to address the problem. Your readership for this are imaginary colleagues and superiors in an agency (who you define). You must also define who you are as the author of the Policy Brief (e.g. a government policy officer or researcher/scientist in the same or different agency as your addressee, etc.) Your objective is to convince the reader, with a succinct argument, that the issue represents a policy problem, why, and what initial responses might be made.


Your task is to review this policy brief and provide a succinct critique of the strengths and weaknesses of the brief based on:

1) how clearly and effectively communicates the environmental policy issue and options for resolving it

2) how accurate the brief is

3) the quality of its sources

Your critique needs to include recommendations for how the brief could be improved. Workshop #2 will include activities that will help you complete this assessment.

Assessment Criteria

Please refer to the course WATTLE site.

Assessment Task 3

Value: 40 %
Due Date: 24/05/2024
Learning Outcomes: 1,2,3,4,5

Policy Review Paper

Value: 40%

The final policy review paper will review an existing policy relating to an environmental or sustainability challenges. It can involve some of the policies we have reviewed during the course.

Why review a policy?

Policy review is critical for learning - reflecting on the design, implementation, and impact of a policy is a transferable skill that can be applied well beyond the policy realm. This assignment is designed to help you learn the following skills:

a)   How to search for, and critically evaluate, information relevant to a current environmental policy (National, state, regional, international)

b)   Undertake a literature review and explore examples of similar policy documents from other regions and consider preferable policy options

c)   Use the policy evaluation framework (provided during the course) to assess whether the existing policy provides a sound basis for the management of an existing sustainable development issue. a policy

d)   Use critical analysis methods to review a policy, define deficiencies and successes

e)   Make sound recommendations for policy enhancement that a policy maker would find informative

Task Summary

There is detailed guidance and examples of previous papers provided on Wattle. The assignment is designed as follows:

  1. Each Final Policy Research Report should include the following key elements:
  2. Policy identification and importance statement – why is it arising/who if anyone is interested in getting it on the agenda? This should include some recent and/or historical media and policy document analysis.
  3. Literature review of policy approaches to address the problem area – what has been done previously in the target area/other areas or countries?
  4. Prepare a structured evaluation of the policy based on the framework discussed in the course.
  5. Provide alternative policy options to suggest how the policy could be improved and what positive/negative impacts (and on who) might these have? Here disciplinary expertise and policy analytics for evaluating options may be used.
  6. Policy recommendations – Make clear recommendations on how the policy could be improved, while noting real world constraints


The Policy Review Report should be clearly structured including headings and subheadings, using a professional-looking format or style. Students are encouraged to use tables, figures and some sections where key issues or lists are summarised as dot-points.


It is important to structure your evaluation according to the framework provided in class. This reference will be uploaded in Wattle and covered in lectures. If you feel the framework is not comprehensive enough, additional evaluation points may be added.

Note that not all policies are suitable for use with this framework, so a list of options will be provided on the Wattle site.

The report should use the questions in the framework to help them build an argument of some type (e.g. towards a policy recommendation, needs for evaluation or future research, improved mechanisms for policy implementation). This argument should be summarised in the executive summary (300-400 words) as a series of key points (dot-points or numbered list). Plain English, as free as possible of jargon and academic style, should be employed. References should be included and can be presented in Harvard format. Please closely proof-read your report before submission and ask a friend or family member to read it for comprehension to ensure that a ‘generalist’ audience can understand your argument.

Workshops 3, 4, and 5 will help you with this task. You will also receive feedback on your seminar presentation to help you revise your paper before submission.

Assessment Criteria

Please refer to the course WATTLE site

Assessment Task 4

Value: 20 %
Learning Outcomes: 1,2,3,4,5,6

Seminar Presentation and workshop assessments

Value: 20%

Workshop assessments

Each workshop has an associated worksheet and tasks completed during the workshop. Instructions for each of these worksheets and workshop activities are provided on Wattle and in the workshops, and students will hand these in at the end of the workshop (or no later than the end of the week in which the workshop is done). These worksheets and activities will comprise half of this assessment mark (10% of total mark).

Assessment Criteria for Workshops

Please refer to the course WATTLE site.

Seminar Presentation

During the last week of the course, all PG students will present a 10 minute seminar with visual resources (e.g. PowerPoint, Prezi, or other audiovisuals) that highlights key take home messages from your Policy Review findings. This presentation will comprise the other half of this assessment mark (10% of total mark).

Task Summary

You will present a 10 minute seminar with visual resources (e.g. PowerPoint, Prezi, or other audiovisuals) that highlights key take home messages from your Policy Review findings. 

You should focus on the findings of your evaluation and recommendations. This questions can help guide you in presenting your findings :

  1. What are the strengths and weaknesses in how the policy problem and solutions have been presented? Do you have recommendations relating to problem framing or policy instruments?
  2. What are the critical design or process weaknesses of the policy revealed by your evaluation? How would you recommend these be fixed? 
  3. Do you have recommendations for evaluating the success or failure of the policy in meeting its stated policy objectives? Or is there a need to change what those objectives are? For this question, assume your policy has been implemented for say 5 or more years. Think about policy instruments, policy programs and the institutional arrangements and how they could be effectively monitored to assess policy success.

You will be presenting to the convenor, in a group of no more than 10 students.

During the first week, you will be asked to select a seminar slots, which will be early in the final week of the course. This will give you an opportunity to revise your policy review paper in advance of your submission on the Friday.

Further resources and examples will be provided on Wattle.

Assessment Criteria

You will be marked on:

  • Ability to synthesise the results of your evaluation. The presentation should focus on your key findings, recommendations, and the associated rationale. Use the 3 dot points above as a guide to help you structure this, but these questions might not all be relevant for your findings. What matters is that you have a succinct and well supported explanation of your key findings and recommendations (70% of mark).
  • Ability to clearly communicate this content, using slides and accompanying graphics as needed to complement your messaging (30% of mark).

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

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.

Returning Assignments

Assignments will be returned via Wattle in normal circumstances.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Resubmission of assignments will only be considered in exceptional circumstances dues to causes beyond the student’s control.

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).

Dr Sarah Clement

Research Interests

environmental policy and governance, Anthropocene, wildfires, biodiversity conservation, climate change, nature-based solutions, natural resource management

Dr Sarah Clement

By Appointment
Dr Sarah Clement

Research Interests

Dr Sarah Clement

By Appointment
Dr Depi Susilawati

Research Interests

Dr Depi Susilawati

Dipika Adhikari

Research Interests

environmental policy and governance, Anthropocene, wildfires, biodiversity conservation, climate change, nature-based solutions, natural resource management

Dipika Adhikari

Vitor Hirata Sanches

Research Interests

environmental policy and governance, Anthropocene, wildfires, biodiversity conservation, climate change, nature-based solutions, natural resource management

Vitor Hirata Sanches


Responsible Officer: Registrar, Student Administration / Page Contact: Website Administrator / Frequently Asked Questions