This course provides students with a grounding in professional design practice. It requires students to research, develop, and justify independent projects informed by critical thinking and ethical understanding of contemporary design methodologies. It develops professional skills in documentation and communication, and extends understandings of design through practical and theoretical perspectives on fundamental processes: problem framing, ideation, design development, prototyping, evaluation, and reflective practice.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- demonstrate and apply critical thinking through design methodologies, theories, and processes;
- articulate design problems and develop innovative design solutions through creative practice;
- conduct research into design artefacts and processes, and apply findings to creative production;
- document and critically reflect on design processes and outcomes.
Field Trips
If a field trip is scheduled, students will be informed early in the semester and will have
sufficient time to plan transport options (locations will be accessible via public transport).
Additional Course Costs
Students may incur additional costs as part of their individual project development. Costs will depend on the scale of the individual project.
Depending on which workshop/s you may like to access as part of your project development, you may need to pay a workshop fee. Additionally, in order to produce
models (to scale or 1:1) at Makerspace you will be required to purchase materials in accordance with the ANU Makerspace policy (what you pay for and make you keep).
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 and university equipment for the stated course hours.
The Course 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 material 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:
- verbal feedback and consultations
- class group critiques
- formal assessment feedback
- students are encouraged to seek additional feedback throughout the semester
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, course overview, & review of assessment items.Design studio activities - determining project focus. | |
| 2 | Lecture/ Guest Lecture & design studio activities - defining project focus. | |
| 3 | Lecture/ Guest Lecture. Formative (informal) presentations for Task 1 and peer critique in design studio. | Assessment Task 1, Part A. Informal in-class presentations (no Canvas submission). Design project proposal presentation including peer feedback. |
| 4 | Lecture/ Guest Lecture & design studio activities - individual consultations and project development. | |
| 5 | Lecture/ Guest Lecture. Summative (formal) presentations for Task 1. | Assessment Task 1, Part B. Formal in-class presentations and Canvas submission. Design project proposal presentation and submission. |
| 6 | Lecture/ Guest Lecture & design studio activities - individual consultations and project development. | |
| 7 | Lecture/ Guest Lecture & design studio activities- project development. | |
| 8 | Lecture/ Guest Lecture & individual consultations. | |
| 9 | Lecture/ Guest Lecture. Formative (informal) presentations for Task 2 and peer critique in design studio. | Assessment Task 2, Part A. Informal in-class presentations. Design process presentation including peer feedback. |
| 10 | Lecture/ Guest Lecture. Consultations & design development. | |
| 11 | No Lecture. Consultations & design development, final opportunity for feedback. | |
| 12 | No Lecture. Final design presentations for Task 2. | Assessment Task 2, Part B. Week 12 Formal in-class presentations. |
| 13 | No lecture or class. Canvas submission for Task 3. | Assessment Task 3: Canvas submission of Design Rationale and Reflective Practice. |
Tutorial Registration
ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| Design Project Proposal | 30 % | 24/03/2026 | 30/03/2026 | 1,2,3,4 |
| Final Design Process and Outcome | 40 % | 26/05/2026 | 09/06/2026 | 1,2,3,4 |
| Design Rationale and Reflection | 30 % | 05/06/2026 | 16/06/2026 | 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 ‘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.
Assessment Task 1
Learning Outcomes: 1,2,3,4
Design Project Proposal
Assessment Description:
Working individually, students will prepare a design proposal presentation - including initial research and schematic design concepts - on a topic of focus determined during class in weeks 1 & 2. Self-directed topics will form the basis of engagement with contemporary design practice methods as well as creative and iterative exploration of design ideas from which a design direction will be determined. Projects may include, but are not limited to, visual communication, product, spatial, digital, service, or strategic design outcomes. Entrepreneurial (new business concepts) are also encouraged. This process will involve peer and staff critique.
Note: 1 x formative (informal) assessment in week 3 feeds into a summative (formal) assessment in week 5 - refer to requirements below.
PART A- Week 3 Formative Assessment Presentation (Informal): Present your developing Design Concepts and initial design research in class in week 3 for peer review and staff feedback. Your presentation method is flexible and may include sketches, digital representations, models, 3D mock-ups etc. of your design process work to date. Concepts should not be resolved, but rather demonstrate work in progress, presenting 3 x viable design concepts. A class peer feedback/ discussion session will be held, with all students required to receive and provide peer feedback. Feedback received will assist students to clarify their project direction. Presentations are to be a maximum of 5 minutes in length. Participation is assessable (formative) with students required to arrive at the start of scheduled class. The order of student presentations will be announced at commencement. Note: Feedback should be taken on board for your week 5 presentation and submission.
PART B- Week 5 Assessment Presentation (Formal): Present your resolved Individual Project Proposal including your design research (such as relevant design precedents/sources of inspiration/scholarly articles/client briefings (if relevant)/user data collection etc.); realistic project timeline with key milestones; and chosen design concept in class in week 5. It is important to include evidence of your design process throughout the semester so far (for example iterative sketches) in your presentation, including evidence of peer feedback taken onboard from the week 3 formative assessment. Students are encouraged to explore creative ways of presenting their design research and design concepts as part of their project proposal. This may include analogue sketching, digital representations, physical mock-ups, prototyping etc. Experimentation with multiple media is also encouraged. Presentations to be a maximum of 6 minutes in length. Participation is assessable (summative) with students required to arrive at the start of scheduled class/presentations. The order of student presentations will be announced at commencement.
Online Submission Requirements: Submit your work as a single PDF file including research and visual materials to the submission point on Canvas prior to commencement of week 5 scheduled tutorial class. In your project proposal include:
- Project title and a succinct 300-word project description that also outlines its significance and context.
- Design Research
- Concept Development – ideation and iterative sketches. Include the 3x concepts developed for week 3 presentations, a summary of feedback received and the chosen concept that has been developed further.
- Draft project timeline with key milestones.
Overall word limit: 1500 words.
Presentation: In your tutorial class in week 3 (formative) and week 5 (summative). Students are required to arrive at the start of scheduled class.
Assessment Criteria: Individual Assessment. Refer to Rubric
Rubric
| HIGH DISTINCTION (80-100) | DISTINCTION (70-79) | CREDIT (60-69) | PASS (50-59) | UNSATISFACTORY (0-49) | |
|---|---|---|---|---|---|
Research & Exploration: Conduct research into design concepts, artefacts, and processes, and apply findings to creative production. (30%) Learning Outcomes: LO3, LO1 | Exemplary, insightful research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Highly diverse sourced literature, exemplars, and materials appropriate to the field of enquiry. Extensive engagement with research is evidenced through application of insights to creative exploration and production. | High level comprehensive research, identification, analysis and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Diverse sourced literature, exemplars, and materials appropriate to the field of enquiry. Significant engagement with research is evidenced through application of insights to creative exploration and production. | Effective research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Good level of sourced literature, exemplars, and materials appropriate to the field of enquiry. Effective engagement with research is evidenced through application of insights to creative exploration and production. | Satisfactory research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Inclusion of sourced literature, exemplars, and materials appropriate to the field of enquiry. Adequate engagement with research is evidenced in creative exploration and production. | Limited research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Insufficient sourced literature, exemplars, and materials appropriate to the filed of enquiry. Insufficient engagement with research is evidenced in creative exploration and production. |
Presentation, Communication & Documentation: Present, document, and critically reflect on the design process and evolution of concept development through visual, oral and written forms of communication. Participate in feedback sessions, formative presentations, and summative assessment presentation. (20%) Learning Outcomes: LO4, LO2 | Excellent visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects exemplary organisation and coherence. Active and highly engaged participation in feedback sessions, formative presentations, and assessment presentation. Exceptional ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is highly refined, professional, and presents a logical, coherent argument. Exemplary standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Professional visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects high level organisation and coherence. Active and engaged participation in feedback sessions, formative presentations, and assessment presentation. Advanced ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is professional, succinct, and presents a logical, coherent argument. Professional standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Effective visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects a good level of organisation and coherence. Active participation in feedback sessions, formative presentations, and assessment presentation. Demonstrated ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is developing and presents a logical, coherent argument. Competence in English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Satisfactory visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects adequate organisation and coherence. Adequate participation in feedback sessions, formative presentations, and assessment presentation. Developing ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style is developing. Acceptable standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Limited visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted lacks organisation and coherence. Lack of participation in feedback sessions, formative presentations, and assessment presentation. Limited ability or attempts to critically reflect and engage with peer feedback processes (both providing and receiving feedback). Academic writing style lacks professionalism. Unsatisfactory standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. |
Design Process & Conceptual Development: Independent development and articulation of design problems, diverse engagement with the design process, and exploration of methods and materials through creative practice. (30%) Learning Outcomes: LO1, LO2, LO4 | Exemplary independent design development and clear alignment of the design problems, concepts, and processes. Refined alignment is articulated in verbal justifications and evidenced in the visual outcome. Engagement with the design process is highly diverse and presents an exemplary exploration of multiple methods and materials. Exploration is evidenced through significant iterative sketches and variations. | High level of independent design development and clear alignment of the design problems, concepts, processes. Strong alignment is articulated in the verbal justifications and evidenced in the visual outcome. Engagement with the design process is diverse and presents a high level of exploration of multiple methods and materials. Exploration is evidenced through numerous iterative sketches and variations. | Good level of independent design development and clear alignment of the design problems, concepts, processes. Clear alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is evident and presents a good level of exploration of multiple methods and materials. Exploration is evidenced through inclusion of multiple iterative sketches and variations. | Satisfactory level of design development and alignment of the design problems, concepts, processes. Moderate alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is adequate and presents an attempt to explore of methods and materials. Exploration is evidenced through inclusion of iterative sketches and variations. | Limited level of design development. Lack of alignment of the design problems, concepts, processes. Insufficient alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is limited or inadequate in exploring methods and materials. Insufficient or no evidence of inclusion of iterative sketches and variations. |
Design Resolution & Synthesis: Apply and engage with contemporary design practices and methods to resolve and synthesise design proposal. (20%) Learning Outcomes: LO1, LO4 | Mastery of design tools, methods and media. Sophisticated level of design synthesis. Design proposal is seamlessly curated, refined, technically, and aesthetically resolved. | Excellent use of design tools, methods and media. High level of design synthesis. Design proposal is successfully curated, technically and aesthetically resolved. | Effective use of design tools, methods and media. Good level of design synthesis. Design proposal is effectively curated, technically and aesthetically resolved. | Satisfactory engagement with design tools, methods and media. Satisfactory level of design synthesis. Design proposal is adequately curated, technically and aesthetically resolved. | Limited engagement with design tools, methods and media. Lacking design synthesis. Minimal attempt to curate and resolve the design proposal technically or aesthetically. |
Assessment Task 2
Learning Outcomes: 1,2,3,4
Final Design Process and Outcome
Assessment Description:
Working individually, building on Assessment Task 1, the design project will culminate in the presentation of your final design outcome. Your outcome will be presented and critiqued in the design gallery (or similar alternative space). The work is to be of high-quality and professionally curated and presented for public viewing and for inclusion in the SOAD Grad Show. Your presentation will include a professional pitch of the design response. This process will involve peer and staff critique. Note: 1 x formative (informal) assessment in week 9 feeds into a summative (formal) assessment in week 12 - refer to requirements below.
PART A - Week 9 Formative Assessment Presentation (Informal): Present your developing design outcome in class in week 9 for peer review and feedback. Your presentation method is flexible and may include working prototypes, visual and digital representations, models, 3D mock-ups etc. of your work to date. Outcomes should demonstrate work in progress. A class peer feedback/ discussion session will be held, with all students required to receive and provide peer feedback. Presentations to be a maximum of 5 minutes in length. Participation is assessable (formative) with students required to arrive at the start of the scheduled class. The order of student presentations will be announced at commencement. Note: Feedback should be taken on board for your week 12 presentation.
PART B - Week 12 Assessment Presentation (Formal): Present your final design outcome in class time in week 12. Your outcome will be presented and critiqued in the design gallery (or similar alternative space). The work is to be of high-quality and professionally curated and presented for public viewing. Your presentation will include a professional verbal pitch of the final design response to peers and staff. You are encouraged to explore creative ways of presenting your design outcomes, including evidence of the design process. This may include high-quality analogue and digital representations, videos, 2d prints, 3d models, high-fidelity prototypes etc. Presentations to be a maximum of 8 minutes in length. Participation is assessable (summative) with students required to arrive at the start of scheduled class/presentations. The order of student presentations will be announced at commencement.
Presentation: In your tutorial class time in week 9 (Formative) and week 12 (Summative). Students required to arrive at the start of scheduled class.
Assessment Criteria: Individual Assessment. Refer to Rubric.
Please note the online submission of your project (Design Rationale and Reflective Practice) is due next week (week 13).
Rubric
| HIGH DISTINCTION (80-100) | DISTINCTION (70-79) | CREDIT (60-69) | PASS (50-59) | UNSATISFACTORY (0-49) | |
|---|---|---|---|---|---|
Design Process & Conceptual Development: Independent development and articulation of design problems, diverse engagement with the design process, and exploration of methods and materials through creative practice. (30%) Learning Outcomes: LO1, LO2, LO4 | Exemplary independent design development and clear alignment of the design problems, concepts, and processes. Refined alignment is articulated in verbal justifications and evidenced in the visual outcome. Engagement with the design process is highly diverse and presents an exemplary exploration of multiple methods and materials. Exploration is evidenced through significant iterative sketches and variations. | High level of independent design development and clear alignment of the design problems, concepts, processes. Strong alignment is articulated in the verbal justifications and evidenced in the visual outcome. Engagement with the design process is diverse and presents a high level of exploration of multiple methods and materials. Exploration is evidenced through numerous iterative sketches and variations. | Good level of independent design development and clear alignment of the design problems, concepts, processes. Clear alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is evident and presents a good level of exploration of multiple methods and materials. Exploration is evidenced through inclusion of multiple iterative sketches and variations. | Satisfactory level of design development and alignment of the design problems, concepts, processes. Moderate alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is adequate and presents an attempt to explore of methods and materials. Exploration is evidenced through inclusion of iterative sketches and variations. | Limited level of design development. Lack of alignment of the design problems, concepts, processes. Insufficient alignment is articulated in the verbal justification and evidenced in the visual outcome. Engagement with the design process is limited or inadequate in exploring methods and materials. Insufficient or no evidence of inclusion of iterative sketches and variations. |
Design Resolution & Synthesis: Apply and engage with contemporary design practices and methods to technically and aesthetically resolve and synthesise design concepts and outcomes. (30%) Learning Outcomes: LO2, LO4 | Mastery of design tools, methods and media. Craftsmanship is exemplary. Sophisticated level of design synthesis. Design response is seamlessly curated, and technically and aesthetically refined. | Excellent use of design tools, methods and media. Craftsmanship is highly developed. High level of design synthesis. Design response is successfully curated, with attention to technical and aesthetic considerations. | Effective use of design tools, methods and media. Craftsmanship is well developed. Good level of design synthesis. Design response is effectively curated, and technically and aesthetically refined. | Satisfactory engagement with design tools, methods and media. Craftsmanship is adequately explored. Satisfactory level of design synthesis. Design response is adequately curated, technically and aesthetically resolved. | Limited engagement with design tools, methods and media. Craftsmanship is inadequately explored. Lacking design synthesis. Minimal attempt to curate and resolve the design response technically or aesthetically. |
Research & Exploration: Conduct research into design concepts, artefacts, and processes, and apply findings to creative production (10%) Learning Outcomes: LO3 | Exemplary, insightful research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Extensive engagement with research is evidenced through application of insights to creative exploration and production. | High level comprehensive research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Significant engagement with research is evidenced through application of insights to creative exploration and production. | Effective research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Effective engagement with research is evidenced through application of insights to creative exploration and production. | Satisfactory research, identification, analysis, and evaluation of insights from the concepts, artefacts, processes, and theories underpinning contemporary design culture. Adequate engagement with research is evidenced in creative exploration and production. | Limited visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted lacks organisation and coherence. Lack of participation in feedback sessions, formative presentations, and assessment presentation. Limited ability or attempts to critically reflect and engage with peer feedback processes (both providing and receiving feedback). |
Presentation, Communication & Documentation: Present, document, and critically reflect on the design process and evolution of concept development through visual, oral and written forms of communication. Participate in feedback sessions, formative presentations, and summative assessment presentation. (30%) Learning Outcomes: LO4 | Excellent visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects exemplary organisation and coherence. Active and highly engaged participation in feedback sessions, formative presentations, and final assessment presentation. Exceptional ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). | Professional visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects high level organisation and coherence. Active and engaged participation in feedback sessions, formative presentations, and final assessment presentation. Advanced ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). | Effective visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects a good level of organisation and coherence. Active participation in feedback sessions, formative presentations, and final assessment presentation. Demonstrated ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). | Satisfactory visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted reflects adequate organisation and coherence. Adequate participation in feedback sessions, formative presentations, and final assessment presentation. Developing ability to critically reflect and engage with peer feedback processes (both providing and receiving feedback). | Limited visual and oral communication techniques in presentations to engage the audience. Structure of work presented and submitted lacks organisation and coherence. Lack of participation in feedback sessions, formative presentations, and final assessment presentation. Limited ability or attempts to critically reflect and engage with peer feedback processes (both providing and receiving feedback). |
Assessment Task 3
Learning Outcomes: 1,2,3,4
Design Rationale and Reflection
Assessment Description:
The week following your final design presentation, you will submit your Design Rationale and Reflective Practice as a single PDF document (Word count: 3250 words in total). See description as follows:
PART A - Design Rationale:
Produce and submit a comprehensive design rationale (2500 words) including evidence of your design process. This includes the research methods, tools applied and associated critique/justification of methods selected, and your concept development (ideation). As a guide you may include:
- Project title
- An introduction with a succinct description of the design concept and final design response.
- A design rationale justifying the design response with reference to the project objectives and aims, intended audience/user group, design problem framing, project constraints and methods chosen to develop your design response.
- An edited and concise report of relevant research informing the project outcomes.
- Updated project timeline.
- Design development, methods and process. Iterative sketches and documentation of your design process over the course of the semester. Tip: Keep careful records and versions of your work, eg. if you are developing a website, be sure to periodically screenshot/save different project versions throughout the semester and include this process in your rationale with annotations.
- Documentation from final Week 12 presentation.
- Conclusion and project evaluation.
- Reference list.
PART B - Reflective Practice:
- 3 x project reflections (750 words). Developing 'Reflective Practice' capability is central to professional development and good design practice. Throughout the semester you will be expected to capture 'Reflective Practice' moments. Working individually, for this assessment item, you will submit 3 x Key Reflections (based on Donald Schön's description of Reflective Practice). As part of this process, you may find it useful to maintain a practice journal throughout the semester. Reflections should be varied and may include reflecting on new design methods that you have experimented with throughout the semester, guest lectures, reading material, interviews or videos about design.
Online Submission Requirements: Submit your work as a single PDF file including your Design Rationale and Reflective Practice (including visual materials), to the submission point on Canvas in Week 13.
Assessment Criteria: Individual Assessment. Refer to Rubric.
Estimated return date: Marks will be resolved within two weeks
Assessment Criteria: Individual Assessment. Refer to Rubric
Rubric
| HIGH DISTINCTION (80-100) | DISTINCTION (70-79) | CREDIT (60-69) | PASS (50-59) | UNSATISFACTORY (0-49) | |
|---|---|---|---|---|---|
Reflective Evaluation: Engage with and critically reflect on learning and design practices and methods throughout the semester. (Select 3 x key ‘Reflective Practice’ moments e.g., guest lectures, reading material, interviews, videos about design, or, new design methods that you have experimented with). 250 words per reflection.(Optional inclusion of accompanying visuals to reflect upon work as required). (30%) Learning Outcomes: LO2, L04 | Exceptional ability to critically reflect upon learning and design processes. Engagement in reflective practice is highly diverse and presents exemplary exploration of varied topics and insightful points of reflection. | Advanced ability to critically reflect upon learning and design processes. Engagement in reflective practice is diverse and presents a high level of exploration of varied topics and points of reflection. | Demonstrated ability to critically reflect upon learning and design processes. Engagement in reflective practice is evident and presents a good level of exploration of varied topics and points of reflection. | Developing ability to critically reflect upon learning and design processes. Engagement in reflective practice is satisfactory and presents an attempt to explore topics and points of reflection. | Limited ability to critically reflect upon learning and design processes. Engagement in reflective practice is limited. Insufficient exploration of topics and points of reflection. |
Communication & Documentation: Document and critically reflect on the design process and evolution of research, concept development and evaluation and through visual and written forms of communication. Learning Outcomes: LO4, LO2 (30%) | Structure and layout of visual documentation and written work submitted reflects exemplary organisation and coherence. Academic writing style is highly refined, professional, and presents a logical, coherent argument. Exemplary standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Structure and layout of visual documentation and written work submitted reflects high level organisation and coherence. Academic writing style is professional, succinct, and presents a logical, coherent argument. Professional standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Structure and layout of visual documentation and written work submitted reflects a good level of organisation and coherence. Academic writing style is developing and presents a logical, coherent argument. Competence in English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Structure and layout of visual documentation and written work submitted reflects adequate organisation and coherence. Academic writing style is developing. Acceptable standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. | Structure and layout of visual documentation and written work submitted lacks organisation and coherence. Academic writing style lacks professionalism. Unsatisfactory standard of English conventions (expression, grammar, punctuation, spelling, and sentence structure) and academic referencing. |
Design Process & Conceptual Development: Independent development and articulation of design problems, diverse engagement with the design process, and exploration of methods and materials through creative practice and analysis. (30%) Learning Outcomes: LO1, LO2, LO4 | Exemplary independent design development and clear alignment of the design problems, concepts, and processes. Refined alignment is articulated in the design rationale through a highly resolved justification for methods and processes and evidenced in the design outcome. Engagement with the design process is rigorous and presents an exemplary exploration of multiple methods and materials. Exploration is evidenced through significant iterations and variations. | High level of independent design development and clear alignment of the design problems, concepts, processes. Strong alignment is articulated in the design rationale through a sound justification for methods and processes and evidenced in the design outcome. Engagement with the design process is carefully considered and presents a high level of exploration of multiple methods and materials. Exploration is evidenced through numerous iterations and variations. | Good level of independent design development and clear alignment of the design problems, concepts, processes. Clear alignment is articulated in the design rationale through competent justification and evidenced in the design outcome. Engagement with the design process is evident and presents a good level of exploration of multiple methods and materials. Exploration is evidenced through inclusion of multiple iterative sketches and variations. | Satisfactory level of design development and alignment of the design problems, concepts, processes. Moderate alignment is articulated in the design rationale where justification correlates with the design outcome. Engagement with the design process is adequate and presents an attempt to explore of methods and materials. Exploration is evidenced through inclusion of iterative sketches and variations. | Limited level of design development. Lack of alignment of the design problems, concepts, processes. Insufficient alignment is articulated in the design rationale with little to no justification evidenced in final design outcome. Engagement with the design process is limited or inadequate in exploring methods and materials. Insufficient or no evidence of inclusion of iterative sketches and variations. |
Research & Exploration: Conduct research into design contexts, concepts, artefacts, and processes, and apply findings to creative production. (10%) Learning Outcomes: LO3 | Exemplary, insightful research, identification, analysis, and evaluation of insights from the design contexts, concepts, artefacts, processes, and theories underpinning contemporary design culture. Highly diverse sourced literature, exemplars, and materials appropriate to the field of enquiry. Extensive engagement with research is evidenced through application of insights to creative exploration and production. | High level comprehensive research, identification, analysis, and evaluation of insights from the contexts, concepts, artefacts, processes, and theories underpinning contemporary design culture. Diverse sourced literature, exemplars, and materials appropriate to the field of enquiry. Significant engagement with research is evidenced through application of insights to creative exploration and production. | Effective research, identification, analysis, and evaluation of insights from the contexts, concepts, artefacts, processes, and theories underpinning contemporary design culture. Good level of sourced literature, exemplars, and materials appropriate to the field of enquiry. Effective engagement with research is evidenced through application of insights to creative exploration and production. | Satisfactory research, identification, analysis, and evaluation of insights from the contexts, concepts, artefacts, processes, and theories underpinning contemporary design culture. Inclusion of sourced literature, exemplars, and materials appropriate to the field of enquiry. Adequate engagement with research is evidenced in creative exploration and production. | Limited research, identification, analysis, and evaluation of insights from the contexts, concepts, artefacts, processes, and theories underpinning contemporary design culture. Insufficient sourced literature, exemplars, and materials appropriate to the field of enquiry. Insufficient engagement with research is evidenced in creative exploration and production. |
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
Submission requirements will be detailed on Canvas. 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.
Hardcopy Submission
Where appropriate, creative work assessment to be submitted directly to the lecturer on the due date. Assessments must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late Submission
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item.
Referencing Requirements
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. 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.
Returning Assignments
Students will take works with them following assessment.
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
Convener
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Research Interestshttps://researchportalplus.anu.edu.au/en/persons/alia-parker/ |
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Alia Parker
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Instructor
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Research Interests |
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Alia Parker
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