This advanced research seminar provides students the opportunity to study the topics of current research by staff and associates of the Centre for Art History and Art Theory. The topic of the seminar will change each semester to align with the course convenor's work, allowing students to develop professional research skills, by aligning their study and assessments with the course convenor's expertise.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- evaluate the state of a subfield of art history and curatorial studies;
- design an advanced research project;
- question the distinction between research outputs and research outcomes; and
- work collaboratively as part of a research team.
Field Trips
There may be some field trips to art galleries, museums and similar organisations in Canberra. Full details will be posted in advance on Wattle and will be communicated to students via email.
Required Resources
All required readings will be available via Wattle/Leganto Library reading lists
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 | Introduction to the course and key themes | |
| 2 | Art history and media | |
| 3 | Art for the public: TV and public broadcasting | |
| 4 | Making art accessible: Radio, podcasts, audiences | Assessment Task 1 Due |
| 5 | The state of art criticism | |
| 6 | Magazines and print media | Assessment Task 2 Due |
| 7 | Independent student study | |
| 8 | Independent student study | |
| 9 | Independent student study | |
| 10 | Art and film | |
| 11 | Art communication today: Case study | |
| 12 | Art and media futures | Class presentations (Assessment Task 3)Assessment Task 4 Due |
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 |
|---|---|---|---|---|
| Media analysis essay (Bibliographic exercise) | 25 % | 17/03/2024 | 31/03/2024 | 1 |
| Project proposal (Draft assignment) | 30 % | 31/03/2024 | 14/04/2024 | 1,2,3,4 |
| Group presentation | 10 % | 22/05/2024 | 05/06/2024 | 1,3,4 |
| Final Project | 35 % | 26/05/2024 | 27/06/2024 | 1,2,3,4 |
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
Policies
ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Extenuating Circumstances Application
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
Assessment Requirements
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Participation
Students are expected to attend and participate in all seminars and workshops.
Assessment Task 1
Learning Outcomes: 1
Media analysis essay (Bibliographic exercise)
The goal of this task is for students to engage with and analyse different media texts, and evaluate how they communicate and present a common subject matter to their audiences.
Students must choose at least two examples of media texts that both focus on the same or a similar subject matter. The types of media texts could include, but are not limited to film, documentary, TV program, newspaper/magazine article, podcast, website, social media account. For example, students could choose two cinematic depictions of the life of a particular artist; or they could compare how a broader topic (e.g. modernism in Australia) is presented across different media formats (e.g. TV series and podcasts).
Students will write a comparative analysis essay about their chosen media texts. In their analysis, students should consider the strategies and decisions taken to present art historical knowledge; the formal constraints and capabilities of their media forms; how the texts respond to and address target audiences; evaluate the overall effectiveness of the media texts.
Word count: 1,500 words
Value: 25%
Due Date: 17 March 2024, 11.59pm
Estimate Return Date: 31 March 2024
Presentation requirements: Submit via upload to Wattle. Written submission should be 12-point font, double spaced, using Chicago style referencing where needed (footnotes and bibliography).
Rubric
| Fail | Pass | Credit | Distinction | High Distinction | |
|---|---|---|---|---|---|
Choice of media texts LO 1 | * Choice of texts does not fit the task requirements, and/or displays little relevance to the task. | * Adequate choice of texts, but may not display a clear logic. Doesn’t enable strong connections/comparisons to be made. | * Solid choice of texts, enabling some good connections/comparisons to be made. * Choice could demonstrate more critical/independent thinking. | * Very good choice of texts, enabling strong connections/comparisons to be made. | * Excellent choice of texts, enabling sophisticated connections/comparisons to be made. |
Analysis LO 1 | * Inadequate level of analysis, lacking required detail and/or understanding. | * Analysis is basic and underdeveloped. * Analyses a very limited range of strategies, capacities and formal elements of the media texts. | * Solid analysis, but a little limited in the variety, range or depth. * Level of analysis may not be consistent across all examples. | * Good, informed, consistent analysis. Analyses a range of different strategies, capacities and formal elements of the media texts. | * Discerning and perceptive analysis, presented at an extremely high level. Analyses a range of relevant strategies, capacities and formal elements of the media texts. |
Contextualisation of chosen media texts LO 1 | * Does not adequately contextualise chosen media texts in terms of relevant historical, social, artistic and/or theoretical factors. | * Offers some, but limited contextualisation of media texts in terms of some some historical, social, artistic and/or theoretical factors. * Brief and/or lacking clear relevance. | * Contextualises media texts well in terms of relevant historical, social, artistic and/or theoretical factors * Demonstrates a good level of understanding, but could be more detailed. | * Identifies and selects historical, social, artistic and/or theoretical contexts that are very relevant to the chosen media texts. * Contextualises very well, demonstrating a very good level of understanding. | * Identifies and selects historical, social, artistic and/or theoretical contexts that are extremely relevant to the chosen media texts. * Contextualises extremely well, demonstrating a sophisticated level of understanding |
Understanding of audience LO 1 | * Demonstrates little to no understanding of relevant audiences, and how the chosen media texts address them. | * Demonstrates some understanding of relevant audiences, and how the chosen media texts present art historical knowledge to them. But not analysed effectively. | * Demonstrates good understanding of relevant audiences, and how the chosen media texts present art historical knowledge to them. Could be analysed in more depth. | * Demonstrates very good understanding of relevant audiences, and how the chosen media texts present art historical knowledge to them. Analysed critically and effectively. | * Demonstrates excellent understanding of relevant audiences, and how the chosen media texts present art historical knowledge to them. Analysed in a sophisticated manner. |
Argumentation and evaluation LO 1 | * Lacks any clear argument. * Does not evaluate the effectiveness of the media texts to support an independent argument. | * Does not present a strong argument. * Evaluation of the effectiveness of chosen media texts needs development. | * Clearly stated argument, with solid evaluation of the effectiveness of chosen media texts. * Could be developed more critically and/or in more depth. | * Presents a strong argument, supported by very good analysis of the effectiveness of chosen media texts. | * Presents an excellent, independent argument, supported by outstanding analysis of the effectiveness of chosen media texts. |
Independent research LO 1 | * Displays no evidence of independent research. | * Displays little evidence of independent research. * Relies mainly on sources that are not scholarly/academic. | * Displays good evidence of independent research. * Some scholarly/academic sources are used, but could be relied on more thoroughly. | * Displays very good evidence of independent research. * Range of scholarly sources consulted, used effectively to back up analysis and argument. | * Displays excellent evidence of independent research. * Excellent range of scholarly sources consulted, used very effectively to support analysis and argument. |
Structure and organisation of essay LO 1 | * Little to no structure to the essay. | * Adequate structure and organisation, but lacking clarity. | * Good overall organisation and structure of essay, clarity may fall down at points. | * Very good organisation and structure of essay. | * Excellent organisation and structure of essay. |
Clarity of written expression LO 1 | * Poorly written with many spelling and grammatical errors. | * Adequately written, but with errors in grammar and spelling. | * Well written. Usually correct grammar and spelling. | * Fluently written. Minimal grammatical and spelling errors. | * Highly articulate, written in an eloquent style. Very few grammatical and spelling errors. |
Referencing and image labelling (Chicago Notes & Bibliography style) LO 1 | * Inadequate referencing and image labelling. | * Adequate referencing and image labelling, but with mistakes and inconsistencies. | * Good referencing and image labelling, with a few mistakes. | * Careful referencing and image labelling, almost no mistakes. | * Meticulous referencing and image labelling. |
Assessment Task 2
Learning Outcomes: 1,2,3,4
Project proposal (Draft assignment)
Assessment task 2 is a proposal for the final major project, which will creatively and critically explore a key issue in relation to art and the media today (Assessment task 4). Students will work in groups (up to four people per group) to develop their project ideas, however they will write and submit individual proposals for Assessment task 2. The proposal should include their own individual contribution to the project, and how that will support the project's broader goals.
A template for Assessment task 2 will be provided on Wattle to help scaffold the proposal and project development. It should address the following sections:
Project description
Use brief, simple language to describe what you plan to do. This should present a compelling, engaging introduction to your project and your ideas.
Project goals and objectives
Describe what the project's goals and objectives are, and why they are important. The goals can be empirical, analytical and/or creative (strong projects may include a range of different types of goals)
Theoretical background
What are the most important theories and concepts (from across art history and media studies) that will inform your project? How will your project apply and engage with these theories? You should draw on texts from the course, supplemented with independent research.
Methodology
Provide a detailed plan of what you plan to do, and what methodologies you plan to use. Clearly articulate why your chosen methodology will help you achieve your goals. This could include a timeline to completion and/or a research plan. For those working in a team, your methodology section should clearly indicate what your role will be, and how you will collaborate with team members and group resources.
Statement of contribution
Explain how and why your project will contribute to understanding of the relationship between the arts and the media.
Potential risks and challenges
Are there any potential risks or challenges that you can foresee for your project or your group? What strategies might you use to resolve them, if needed?
Students will receive individual feedback on their proposal that they can use to refine and develop their final group project.
Word count: 2,000 words
Value: 30%
Due Date: 31 March 2024, 11.59pm
Estimate Return Date: 14 April 2024
Presentation requirements: Submit via upload to Wattle. Written submission should be 12-point font, double spaced, using Chicago style referencing where needed (footnotes and bibliography). Students should make use of the template provided on Wattle.
Rubric
| Fail | Pass | Credit | Distinction | High Distinction | |
|---|---|---|---|---|---|
Project description LO 2 | * Project description is unrealistic, or without a practical framework. * Lacking in clarity and/or focus. | * Project description and proposed framework are overly generalised. * Improve needed in clarity, practicality and/or focus. | * Articulates a solid framework for the proposed project, with clear potential for development. * Project description may fall down in its clarity, concisely, practicality or focus. | * Articulates a realistic and focused framework for the proposed project. * Clear and concise in its description. | * Articulates an original, realistic and focused framework for the proposed project. * Clear, concise and convincing in its description. |
Project goals and objectives LO 2 | * Goals and objectives are lacking from the proposal. They are unclear and not informed by knowledge of relevant theories and issues in the area of Art and the Media. | * Goals and objectives are informed by limited knowledge of relevant theories and issues in the area of Art and the Media. * Goals and objectives are alluded to, but not clearly articulated. | * Goals and objectives are informed by some knowledge of relevant theories and issues in the area of Art and the Media. * Goals and objectives are stated, but they may be unclear. | * Goals and objectives are informed by good knowledge of relevant theories and issues in the area of Art and the Media. * Goals and objectives are clear, informed and realistic. | * Goals and objectives are informed by excellent knowledge of relevant theories and issues in the area of Art and the Media. * Goals and objectives are creative, critical and realistic. |
Theoretical background LO 1, 2 | * Demonstrates little to no understanding of theories and concepts that are relevant to the proposal. * Does not apply theoretical background to project goals. * Analysis of theoretical background is insufficient and poorly developed. | * Demonstrates limited understanding of theories and concepts that are relevant to the proposal. Key texts or scholarly resources may be missing. * Does not effectively apply theoretical background to project goals. * Limited analysis of key theoretical concepts/issues. | * Demonstrates a solid understanding of some key theories and concepts that are relevant to the proposal. * Could apply key theories/concepts more thoroughly to project goals. * Analysis of key theoretical concepts/issues could be developed in more depth. | * Demonstrates a very good understanding of key theories and concepts that are relevant to the proposal. * Defines and applies key theories/concepts to project goals. * Provides informed analysis of key theoretical concepts/issues. | * Demonstrates a comprehensive understanding of key theories and concepts that are relevant to the proposal. * Defines and applies key theories/concepts to project goals thoroughly and intelligently. * Provides independent and original analysis of key theoretical concepts/issues. |
Methodology LO 2 | * Project plan is unclear, illogical or unrealistic. * It is not clear what they project is, and what methodologies will be employed. * Project goals and methods are insufficiently linked. | * Logic and planning of project needs improvement. Much more consideration needs to be given to feasibility, timeline and workflow. * Some methodologies are proposed, but they are lacking in feasibility and/or relevance. * Unclear how methodologies will support the project's goals. | * A solid project plan is included, but it needs development and clarity. More consideration needs to be given to feasibility, timeline and workflow. * Proposed methodologies may not be fully feasible, relevant, or thoroughly thought through. * Stronger arguments need to be made about how the chosen methodologies will support the project's goals. | * A very good project plan is included, which can be refined further. Consideration is given to feasibility, timeline and workflow. * Proposed methodologies are realistic and relevant. * The applicability and suitability of the methodologies are argued for well. Very good connections made to project goals. | * An excellent, realistic project plan is included. Strong consideration is given to feasibility, timeline and workflow. * Proposed methodologies are imaginative, realistic and relevant. * The applicability and suitability of the methodologies are convincingly argued for. Outstanding connections made to project goals. |
Statement of contribution LO 2, 3 | * Proposal does not consider how the project will contribute critically to the understanding of the relationship between art and the media today. | * Very little attempts made to articulate how the project will contribute critically to the understanding of the relationship between art and the media today. | * Attempts some statement of contribution, but is underdeveloped. * Needs to articulate in more detail/depth how the project will contribute critically to the understanding of the relationship between art and the media today. | * Presents a very good, informed statement of how the project will contribute critically to the understanding of the relationship between art and the media today. | * Presents a highly convincing, original and informed statement of how the project will contribute critically to the understanding of the relationship between art and the media today. |
Potential risks and challenges LO 2 | * Does not attempt to identify and address potential risks and challenges. | * Identifies some potential risks and challenges, but only in a cursory or minimal manner. | * Identifies realistic or relevant potential risks. May not demonstrate clear/realistic strategies to overcome them. | * Identifies important and relevant potential risks, and includes realistic strategies to overcome them. | * Identifies important and relevant potential risks, and includes realistic, thoroughly considered strategies to overcome them. |
Referencing and image labelling (Chicago Notes & Bibliography style) LO 1, 2 | * Inadequate referencing and image labelling. | * Adequate referencing and image labelling, but with mistakes and inconsistencies. | * Good referencing and image labelling, with a few mistakes. | * Careful referencing and image labelling, almost no mistakes. | * Meticulous referencing and image labelling. |
Assessment Task 3
Learning Outcomes: 1,3,4
Group presentation
Students will present their final project as a group in the final week of semester. Presentations will be maximum 10 minutes in length, and will be assessed as a group. Students are encouraged to use audio-visual materials in their presentation, but they must discuss any specific requirements with the course convener in advance of Week 12. Groups will upload presentation slides to Wattle after class.
Time limit: 10 minutes (equiv. to approximately 1,000 words)
Value: 10%
Due Date: 22 May 2024
Estimate Return Date: 5 June 2024
Rubric
| Fail | Pass | Credit | Distinction | High Distinction | |
|---|---|---|---|---|---|
Articulates project goals and outcomes in an effective and engaging manner LO 2, 3, 4 | * Fails to clearly describe and present the final project for the audience. * Little to no articulation of the goals and/or outcomes of the project, and their relationship. | * Presentation of the final project is limited and/or unclear at points. * Doesn't sufficiently articulate the goals and/or outcomes of the project, and their relationship. | * Describes the final project, but clarity of presentation may fall down at points. * Outlines the projects goals and/or outcomes, but doesn't make enough critical connections between the two. | * Presents the final project in a way that is clear and engaging. * Clearly outlines what the project's goals were, and considers how the project's final outcomes realised or diverged from its goals. | * Presents the final project in a way that is sophisticated and highly engaging. * Clearly outlines what the project's goals were, and intelligently analyses how the project's final outcomes realised or diverged from its goals. |
Reflects on how the final project responds to key themes of the course LO 1, 2, 3, 4 | * Fails to reflect on how the final project responds critically to key themes/topics of the course. | * May identify one or more key theme/topic of the course, but doesn't effectively reflect on how the final project responds to it. | * Reflects on how the final project responds to at least key theme of the course. Could be done with more depth or rigour. | * Reflects carefully and precisely on how the final project responds to key themes of the course. | * Reflects critically and analytically on how the final project responds to key themes of the course. |
Demonstrates group roles and contributions to project (if undertaken in a group) LO 4 | * Presentation gives no sense of what the roles and responsibilities of the group were. | * Presentation gives some sense of what the roles and responsibilities of the group were. | * Presentation gives a clear sense of what the roles and responsibilities of the group were. | * Presentation gives a very good sense of what the roles and responsibilities of the group were. | * Presentation gives a very good sense of what the roles and responsibilities of the group were, and this is used to enhance broader reflections on the project's development and achievements. |
Structure and duration of presentation LO 4 | * Lacking any significant structure or organisation. * Does not keep to time | * Adequately structured but needs work. * Does not use time effectively. | * Effective presentation, but structure could convey ideas more clearly. * May not keep to time or use time effectively. | * Very effective, clear and well structured presentation. * Keeps to time. | * Extremely effective, imaginative and well structured presentation. * Keeps to time. |
Assessment Task 4
Learning Outcomes: 1,2,3,4
Final Project
PART 1: UN-ESSAY/CREATIVE PROJECT (equiv. 2,500 words, 25%)
This is an individually designed student-centred project that fosters the characteristics of high-level learning. Students will work in groups to develop and realise an independent research project that responds to one or more key themes/topics of the course, "Art and Media". The un-essay/creative project is an assignment that gives students freedom to decide what elements of the course material they want to focus on and the specific ways they want to accomplish these goals. For example, students can pitch a TV show, record a podcast, design a board-game, write a report, create a website, compile a database, or anything else that engages in a rigorous and principled way with some aspect of the course. Multiple critical and creative submissions are possible, so long as the message is communicated effectively and is in line with the content and ideas presented in ARTH4027/ARTH8027 Semester 1 2024.
This summative project will build on the formative project proposal undertaken in Assessment Task 2, and the feedback received. Groups are expected to meet with the course convener in the second half of semester, in order to receive further feedback and to give updates on the project's progress.
Students will collaborate in groups of up to four people per group. If a student prefers to complete the task individually (not in a group) this is also possible.
PART 2: REFLECTIVE ESSAY (1,000 words, 10%)
Students will also be assessed on an individual reflective essay, that reflects upon the process and outcomes of their final project and how it responded to key themes/topics of the course, "Art and Media". The reflective essay should also interpret and evaluate the key art historical/media studies theories and methodologies that they have engaged with through the process of producing the final group project.
Word count: 3,500 words (2,500 words for final project, 1,000 words for reflective essay)
Value: 35% (25% for final project, 10% for reflective essay)
Due Date: 26 May 2024, 11.59pm
Estimate Return Date: 27 June 2024 (with release of final results)
Rubric
| Fail | Pass | Credit | Distinction | High Distinction | |
|---|---|---|---|---|---|
FINAL PROJECT | |||||
Demonstrates a clear and informed connection to relevant themes/topics/elements of the course LO 1, 2, 4 | * Project displays no clear connection to relevant themes of the course. | * Project displays some connections to relevant themes of the course, but they are generalised, limited or unfocused. | * Project demonstrates a solid connection to at least one relevant theme/topic/element of the course. | * Project demonstrates an informed connection to relevant themes/topics/elements of the course. | * Project demonstrates a sophisticated, independent and informed connection to relevant themes/topics/elements of the course. |
Guided by clear research goals, and uses a methodology and format that is effective in realising those goals LO 2, 3, 4 | * Project demonstrates no clear research goals. * Methodology is poorly conceived, final format is not effective in realising research goals. | * Project may demonstrate some research goals, but they are unclear and/or lacking focus or relevance. * Choice of methodology and final format is not effective in realising research goals, or may be poorly conceived. | * Project displays some research goals, but they may be unclear or underdeveloped. * Project has displayed a clear methodology, but its methods and final format may not be entirely effective in realising its stated goals. | * Project is informed by clear research goals that engage well relevant theoretical and critical frameworks. * Project methodology and final format is effective in realising its stated goals. | * Project is informed by intelligent research goals that engage thoroughly and astutely with relevant theoretical and critical frameworks. * Project methodology and final format is extremely well conceived and effective in realising its stated goals. |
Engages with the chosen theme/topic in a critical, rigorous and principled way LO 1, 2, 4 | * Project does not engage with its theme/topic in a rigorous way * No evidence that the project is informed by critical engagement with relevant literature or scholarship. * May be significant problems in the principled design of the project. | * Project is overall lacking rigour in its engagement with its chosen theme/topic. * Very little evidence that the project is informed by critical engagement with relevant literature or scholarship. | * Project demonstrates a careful and thoughtful engagement with its chosen theme/topic, but could demonstrate more critical rigour. * Good evidence that the project is informed by engagement with relevant literature or scholarship. Could be demonstrated in more depth or detail. | * Project demonstrates a rigorous and informed engagement with its chosen theme/topic. * Very good evidence that the project is informed by critical engagement with relevant literature or scholarship. | * Project demonstrates a independent, rigorous and informed engagement with its chosen theme/topic. * Excellent evidence that the project is informed by outstanding critical engagement with relevant literature or scholarship. |
Reveals conceptual growth and development from proposal to realisation LO 2, 4 | * Project demonstrates no growth or development from proposal to realisation. | * Project displays some development from proposal to realisation, but limited and minimal. * It may not have meaningfully engaged with and applied feedback. | * Project displays solid development from proposal to realisation. * Has clearly engaged with and responded to feedback, but could have been in more depth. | * Project displays very good development from proposal to realisation. * Has thoroughly engaged with and responded to feedback, in a way that clearly enhances the project's overall success and effectiveness. | * Project displays excellent, focused and strategic development from proposal to realisation. * Has thoroughly and independently engaged with and responded to feedback, in a way that significantly enhances the project's overall success and effectiveness. |
REFLECTIVE ESSAY | |||||
Overall quality of reflective analysis LO 1, 3 | * Does not adequately engage in self-reflection or description of examples and experiences. | * Elements of reflection are present, but overall poorly developed. * Mainly presents summaries/descriptions rather than active reflective analyses. * Limited examples are drawn on from the project in order to develop reflections. | * Reflection is present consistently, but not developed at a critical or analytical level. * Certain parts are more summaries/descriptions than active reflections. * Draws on a range of elements/experiences in the project to develop the reflective analysis, but could be more diverse or effective. | * Reflection is integrated across the entire submission, and is developed to a level that presents informed, critical analyses. * Draws on a diverse range of elements/experiences in the project to develop the reflective analysis. | * Demonstrates a sophisticated level of reflection across the entire submission. * Draws on a diverse and highly effective range of elements/experiences in the project to develop the reflective analysis. |
Engagement with scholarly literature to strengthen and enhance reflections on the project LO 1, 3 | * No engagement with scholarly literature. | * Minimal engagement with relevant scholarly literature. | * Some engagement with relevant scholarly literature. * May be limited and/or not used effectively to enhance reflections on the project's goals and outcomes. | * Very good engagement with scholarly literature. * Used effectively to enhance reflections on the project's goals and outcomes. | * Sophisticated engagement with scholarly literature. * Used to significantly enhance reflections on the project's goals and outcomes. |
Conclusions drawn about personal learnings and their future applications LO 1, 3 | * Essay does not draw any meaningful conclusions. | * Essay draws some conclusions about student’s learnings, but not in depth. | * Essay draws solid conclusions about what student has learned, and how they might apply learnings in the future. Could be developed further. | * Essay draws very good and considered conclusions about what student has learned, and how they might apply learnings in the future. | * Essay draws excellent, highly considered conclusions about what student has learned, and how they might apply learnings in the future. |
Clarity of written expression LO 1 | * Poorly written with many spelling and grammatical errors. | * Adequately written, but with errors in grammar and spelling. | * Well written. Usually correct grammar and spelling. | * Fluently written. Minimal grammatical and spelling errors. | * Highly articulate, written in an eloquent style. Very few grammatical and spelling errors. |
Referencing and image labelling (Chicago Notes & Bibliography style) LO 1 | * Inadequate referencing and image labelling. | * Adequate referencing and image labelling, but with mistakes and inconsistencies. | * Good referencing and image labelling, with a few mistakes. | * Careful referencing and image labelling, almost no mistakes. | * Meticulous referencing and image labelling. |
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.
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 individual assignments is not permitted
Privacy Notice
The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Access and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents all ANU students
Convener
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Dr Kate Warren
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Instructor
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Dr Kate Warren
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