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.

Field Trips

Field trips to relevant ANU facilities may take place.

Additional Course Costs

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

The Material Fee is payable to the School of Art & Design to supply consumables and materials that become your physical property. The Additional Materials Fee is payable for materials you use in addition to those supplied as part of the course. You can purchase additional materials from the Workshop and take advantage of the GST-free status. These materials are also WHS and workshop process compliant.

For further information and to Pay Materials and Access Fees go to: https://soad.cass.anu.edu.au/required-resources-and-incidental-fees  

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: Course Introduction & Defining DesignActivities: Introduction to systems thinking. Discourse mapping and views on design.
2	Lecture: Talk and exhibition. Murrudha: Sovereign walks at the School of Art and Design GalleryActivities: Fieldwork - Observing, recording and system finding.
3	Lecture: Systems and NetworksActivities: Design Sprint and group collaboration tools and models.	Assessment Task 1 Due: Design Practice Case Study submission
4	Lecture: Guest LectureActivities: Design Sprint - collaging, mapping and visualising.
5	Lecture: Design through diagrammingActivities: Group project development
6	No LectureGroup Assessment Presentations.	Assessment Task 2 Due: Group presentations and submission
7	Lecture: Design Problems and Their ProblemsDesign Sprint: ProblemX design scenarios.
8	Guest LectureActivities: Project development. Design thinking in practice.
9	Guest LectureActivities: Group Project development	Assessment Task 3 Due: Problem X Design Process Report submission
10	Guest LectureActivities: Group Project development
11	No LectureActivities: Group Project development and Group Presentations in class (optional)
12	No LectureActivities: Group Presentations in class	Assessment Task 4 Due: ProblemX Design Project presentation

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 %	14/08/2026	28/08/2026	3,4,2
Design Systems Zine Project	25 %	04/09/2026	18/09/2026	1,2,3,4
Problem X Design Process Report	25 %	09/10/2026	23/10/2026	1,2,3,4,5
Problem X Design Project	30 %	30/10/2026	13/11/2026	1,2,3,4,5

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

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• 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 ‘Canvas’ 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 in class is essential as the course is built around collaboration and group work. Weekly participation should be evidenced in your design process journal.

Assessment Task 1

Design Practice Case Study

Word Length: 750 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 field and traditions of design does your designer/studio pursue? What are the attributes of this form of design? Define the terms you use clearly, citing sources.
• Social and Cultural Context - what communities, scenes or cultures is your designer/studio part of? Who are their clients and collaborators?
• Process - using evidence, characterise the process of your chosen designer/studio.
• Field and Future - What is your designer/studio’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 using Chicago 18 and include a reference list (not included in the word count).

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

Assessment Criteria:

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

1. Understand and identify contemporary design practice and its contexts 40% (LO 3)
2. Interpret and analyse perspectives on contemporary design 40% (LO 4)
3. Structure and present information effectively 20% (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 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 have clearly informed and supported your analysis and conclusions of your chosen case study. 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

Design Systems Zine Project

Group Work - You will be allocated into groups in week 1.

Presentation Time Length: 5 minutes

Draw upon weekly concepts introduced in the course and from your observations from walking around the ANU campus and its surrounds to develop an A5 12-16 page experimental zine. The zine should document and critically explore a single human or non-human system chosen by your group.

• Use your journal to observe and record patterns that surmise a system/s around the ANU campus (suggestions for systems provided in class) by engaging with drawing, photography, collage, mark-making and so on.
• In your group, decide upon a single human or non-human system to document and analyse for your zine project.
• Continue to use your individual journal to be curious, document and record your groups system, curating and translating this material into your collective zine.
• Each group member should be responsible for 4x A5 pages of the zine, but the zine should be resolved as a cohesive project.
• Your zine should be low-tech, include hand-made elements and consider the materiality, design methods and construction used (paper/card stock, folding, binding, collage etc.)
• Include critical observations and analyses of your chosen system with annotations throughout.
• Refer to a minimum of 2x weekly course readings and 1x independently sourced academic resource in your annotations.
• You must demonstrate your use of your journal throughout the process and take creative risks in realising your collective outcome. 

Submission:

Your group will be allocated 5 minutes to present your zine in class in Week 6.

You will submit your groups zine and individual journal for assessment at the end of class.

Groups will be allocated the same mark, except in cases where a considerable lack of parity is evident. 

Assessment Criteria:

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

1. Develop and produce a creative design response to a brief 30% (LO1)
2. Record and articulate design processes in your journal 30% (LO2)
3. Demonstrate a critical perspective on design concepts, artefacts and practices 20% (LO4)
4. Participate and engage with/in collaborative design processes and projects 20% (LO5)

Rubric

Criteria	HD	D	C	P	F
Develop and produce a creative design response to a brief (30%) — LO1	Zine is exceptionally inventive and resolved. Materiality, construction and design methods are masterfully considered, producing a cohesive, highly original response to the brief.	Zine is inventive and well-resolved. Strong consideration of materiality and construction, with a cohesive and creative response to the brief throughout.	Zine shows a sound creative response to the brief. Materiality and construction are reasonably considered, though cohesion or resolution could be stronger.	Zine shows a basic response to the brief. Materiality and construction are underdeveloped, with limited cohesion across group contributions.	Zine shows minimal creative response to the brief. Little evidence of considered materiality, construction, or cohesive group outcome.
Record and articulate design processes in your journal (30%) — LO2	Journal demonstrates sustained, rigorous observation and reflection. Design process is articulated with exceptional clarity, showing rich translation of research into the zine outcome.	Journal demonstrates consistent observation and reflection. Design process is clearly articulated, showing strong translation of journal material into the zine.	Journal demonstrates reasonable observation and reflection. Design process is adequately articulated, with some translation of material into the zine evident.	Journal shows limited or inconsistent observation and reflection. Design process is only partially articulated, with weak connection to the zine outcome.	Journal shows minimal evidence of observation, recording or reflection. Design process is unclear or largely absent from the submission.
Demonstrate a critical perspective on design concepts, artefacts and practices (20%) — LO4	Offers a highly critical, well-substantiated analysis of the chosen system. Annotations integrate required readings and independent research with insight and precision throughout.	Offers a clearly critical analysis of the chosen system. Annotations draw effectively on required readings and independent research to support observations.	Offers a reasonably critical analysis of the chosen system. Annotations reference required readings and independent research, though engagement could be deeper.	Offers a largely descriptive rather than critical analysis. Annotations meet minimum source requirements but with limited critical depth.	Offers little to no critical analysis of the chosen system. Required readings and independent research are missing or inadequately used.
Structure and present information effectively (20% LO 2)	Demonstrates exceptional, sustained collaborative engagement. Actively drives group decision-making and creative risk-taking, contributing substantially to a cohesive collective outcome.	Demonstrates strong collaborative engagement. Contributes reliably to group decisions and creative process, supporting a cohesive collective outcome.	Demonstrates adequate collaborative engagement. Contributes to group decisions and process, though involvement is somewhat uneven or inconsistent.	Demonstrates limited collaborative engagement. Contribution to group decisions or creative process is minimal or reliant on others.	Demonstrates little to no collaborative engagement. Fails to meaningfully contribute to group decisions, process, or outcome.

Assessment Task 3

Problem X Design Process Report

Word Length: 1000 words 

This report will document your individual preparatory work on the ProblemX Design Project. Compile your findings into a report that should include:

• Positionality (0.5 - 1 page): Write a succinct positionality statement. As a designer, a positionality statement frames how your unique identity, background, and lived experiences shape your design process, research methods, and interests. Acknowledging and reflecting on your identity, values and position challenges the idea of design as "objective", as who you are inevitably influences the work you produce. Consider what are your values? State your ethical beliefs, such as a commitment to accessibility, or sustainability for example.
• Contextual Research (1 page): Demonstrate your research into your assigned ProblemX. Refer to a minimum of three independently sourced academic papers, relevant design projects and design concepts. Briefly list key points, and cite all sources in full using Chicago 18.
• Problem Framing (1 page) Present a problem statement that builds on your contextual research into Problem X. The problem statement should not be too broad (eg “improve mental health of all students”) or too narrow, assuming a specific solution (eg “design a wellness session for Sally”). 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 annotations to clearly communicate the core idea of each concept.

 

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.

Submit your Design Process Report before class in Week 9.

 

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)	Demonstrates exceptionally thorough, critical investigation of Problem X. Contextual research is rigorous and well-integrated, drawing insightfully on academic sources, projects and concepts throughout.	Demonstrates thorough investigation of Problem X. Contextual research is well-integrated and clearly draws on required academic sources, projects and concepts.	Demonstrates sound investigation of Problem X. Contextual research meets source requirements with reasonable integration, though depth of analysis could be stronger.	Demonstrates basic investigation of Problem X. Contextual research is present but underdeveloped, with minimal source requirements met.	Demonstrates minimal or superficial investigation of Problem X. Contextual research is largely absent or fails to meet source requirements.
Define a design problem based on research and observation (40% LO 4)	Problem statement and How Might We prompts are exceptionally well-framed — appropriately scoped, insightful, and clearly grounded in contextual research and positionality.	Problem statement and How Might We prompts are well-framed and appropriately scoped, with clear grounding in contextual research and reflective positioning.	Problem statement and How Might We prompts are reasonably framed, though scoping (too broad/narrow) or grounding in research could be more precise.	Problem statement and How Might We prompts are poorly scoped or weakly connected to contextual research, limiting their usefulness as design prompts.	Problem statement and How Might We prompts are missing, unclear, or fundamentally too broad or too narrow to guide design thinking.
Develop and communicate design concepts (20% LO 3)	Concept sketches are highly creative, well-resolved and clearly communicated. Images and annotations articulate distinct, compelling responses to the problem statement.	Concept sketches are creative and clearly communicated. Images and annotations effectively articulate three distinct responses to the problem statement.	Concept sketches adequately respond to the problem statement. Images and annotations communicate ideas reasonably, though clarity or distinctiveness could improve.	Concept sketches show a basic response to the problem statement. Images and annotations are underdeveloped or unclear in communicating ideas.	Concept sketches are missing, incomplete, or fail to respond meaningfully to the problem statement.
Structure and present information effectively (10% LO 2)	Report is exceptionally well-structured and visually engaging. Positionality, research, framing and concepts are seamlessly organised; referencing is precise and fully compliant with referencing style.	Report is clearly structured and well-presented. Sections are logically organised with consistent, accurate referencing throughout.	Report is adequately structured. Sections are organised reasonably well, with minor inconsistencies in presentation or referencing.	Report structure is basic or uneven. Presentation lacks polish, and Chicago 18 referencing is incomplete or inconsistent.	Report is poorly structured or disorganised. Presentation is unclear, and referencing conventions are largely unmet.

Assessment Task 4

Problem X Design Project

In this group project you will work individually and in groups to investigate and understand your assigned ProblemX topic by identifying key issues and designing a working prototype/intervention. You will draw on your individual preparatory work developed for Task 3 as well as your groups collective problem solving in class each week. You must demonstrate your use of your journal throughout the process. Your proposed prototypes may take a range of possible forms, including:

• A device or object
• Information and visual communication
• Systems and processes

Your design intervention can be speculative or experimental but must demonstrate a genuine and critical engagement with the design challenge.

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, a website) or mockups, models or renderings where they ideas are more difficult to realise. Discuss with your workshop tutor and take your ideas as far as possible.

Along with your realised design, provide all the information needed to show how the design responds to the design problem.

Describe and account for your design concept and outcome in a verbal presentation with an accompanying slideshow. Presentation should include:

• 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.

Group presentations will be in class in Week 12. Submit your presentation slides with documentation of your design outcomes to Canvas in Week 12.

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 20% (LO 4)
2. Develop imaginative and appropriate designs for a complex challenge 40% (LO 1)
3. Structure and present information effectively 10% (LO 2)
4.  Develop and communicate design concepts 10% (LO 3)
5. Participate in collaborative design processes to develop projects 20% (LO 5)

Rubric

Criteria	HD	D	C	P	F
Effectively research, analyse and respond to a complex design challenge (20%)	Demonstrates exceptional research and analysis of Problem X. Design response is deeply informed by insights, synthesising individual and group research with critical rigour.	Demonstrates strong research and analysis of Problem X. Design response is clearly informed by well-integrated individual and group research.	Demonstrates sound research and analysis of Problem X. Design response draws on research reasonably, though synthesis of insights could be deeper.	Demonstrates basic research and analysis. Design response is only loosely informed by research, with limited synthesis of individual and group work.	Demonstrates minimal research or analysis of Problem X. Design response shows little evidence of research informing the outcome.
Develop imaginative and appropriate designs for a complex challenge (40%)	Prototype/intervention is highly imaginative, well-resolved and rigorously appropriate to the challenge. Design is realised to an exceptional standard, critically addressing the identified issues.	Prototype/intervention is imaginative and appropriate to the challenge. Design is well-realised, clearly addressing the identified issues with strong critical engagement.	Prototype/intervention is reasonably imaginative and appropriate. Design is adequately realised, addressing the identified issues with sound but limited critical engagement.	Prototype/intervention shows basic imagination or appropriateness. Design is underdeveloped or only partially realised, with limited engagement with identified issues.	Prototype/intervention lacks imagination or appropriateness. Design is unrealised or fails to meaningfully address the identified design issues.
Structure and present information effectively (10%)	Presentation and documentation are exceptionally well-structured and polished. All required sections are seamlessly organised, engaging, and professionally communicated throughout.	Presentation and documentation are clearly structured and well-presented. Required sections are logically organised and communicated professionally.	Presentation and documentation are adequately structured. Required sections are present and reasonably organised, though polish or clarity could improve.	Presentation and documentation structure is basic or uneven. Some required sections are underdeveloped or unclear in their organisation.	Presentation and documentation are poorly structured or incomplete. Required sections are missing or communicated unclearly.
Develop and communicate design concepts (10% LO 3)	Design concept is communicated with exceptional clarity and depth. Development, outcomes and design decisions are compellingly explained and well-substantiated throughout.	Design concept is clearly communicated. Development, outcomes and design decisions are well-explained and substantiated.	Design concept is adequately communicated. Development and outcomes are explained reasonably, though justification of design decisions could be stronger.	Design concept is basically communicated. Development or outcomes are underexplained, with limited justification of design decisions.	Design concept is poorly or not communicated. Development, outcomes and design decisions are unclear or largely absent.
Participate in collaborative design processes to develop projects (20% LO 5)	Demonstrates exceptional, sustained collaborative engagement. Actively drives group problem-solving and decision-making, contributing substantially to a cohesive project outcome.	Demonstrates strong collaborative engagement. Contributes reliably to group problem-solving and decisions, supporting a cohesive project outcome.	Demonstrates adequate collaborative engagement. Contributes to group processes, though involvement in problem-solving is somewhat uneven.	Demonstrates limited collaborative engagement. Contribution to group problem-solving and decisions is minimal or reliant on others.	Demonstrates little to no collaborative engagement. Fails to meaningfully contribute to group problem-solving or the project outcome.

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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students