This course introduces students to the main concepts and debates in restorative justice in an evidence-informed way. It explores the multitude of ways restorative justice can and is being used to respond to a variety of societal challenges. This includes the juvenile and adult criminal justice context, as well as areas as diverse as environmental protection, sexual abuse and health. We will also examine how restorative justice is being used within institutions to respond to concerns about harassment, bullying and sexual abuse. The course will also introduce students to relevant methodological tools for assessing the impact of restorative justice based approaches.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate a working knowledge of key terms, concepts and ideas in the area of restorative justice;
- Analyse, debate and critically evaluate different restorative justice approaches and their value in a range of contexts (justice, institutional reform, environmental disasters etc;
- Demonstrate an understanding of the importance of adopting an evidence-based approach to the study of restorative justice and be familiar with the methodological tools necessary to develop an evidence base in this area
- Apply a restorative justice theory to a range of real life situations
- Adapt restorative justice practices for a range of real life situations
Required Resources
There is no prescribed textbook for this course. Readings will be made available on Canvas two weeks prior to the course commencement date.
Recommended Resources
Visit leading restorative justice websites to view some videos of different forms of restorative practices:
International Institute for Restorative Practices:
http://restorativejustice.org/rj-library/#sthash.nR0km3tk.dpbs
Prison Fellowship International:
https://www.prisonfellowship.org/2015/07/restorative-justice-in-practice/
Restorative Practices Australia:
http://www.restorativepractices.org.au/
European Forum for Restorative Justice
https://www.euforumrj.org/en
Or simply do an internet search for: ‘Restorative Justice Videos’ to find your areas of practice of special interest
Staff Feedback
Students will be given feedback in the following forms in this course:- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
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). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Session 1 — What is restorative justice and why do we need it?Summary. In this first session we get to know each other, set up expectations of the course, and understand what is required from the assessment and from each other.Topics: Outline of the course · different ways to conceptualise restorative justice · critiques of existing justice systems in the global North and the emergence of alternative approaches · role of the community in existing justice systems · role of the victim · role of emotion in the existing criminal justice system · history of restorative justice as a practice · brief contrast of restorative and retributive paradigms · introduction to circles.Restorative practice: Multiple perspective-taking |
ReadingsReadings. - Marshall, C. D. (2019). Justice as care. The International Journal of Restorative Justice, 2(2), 175–185. https://doi.org/10.5553/IJRJ/258908912019002002001 - Braithwaite, J. (2002). Chapter 1, Restorative Justice and Responsive Regulation. https://johnbraithwaite.com/wp-content/uploads/2019/02/Restorative-Justice-and-Responsive-regulation-book.pdf - Listen to one of: - RJ and domestic violence — "I'm a victor not a victim: taking back power in domestic abuse" (Janika Cartwright). https://open.spotify.com/episode/67WI57jWKjdbzX7qE3uLUA - RJ and murder — "I Met My Brother's Killer," A Bit of a Stretch – The Podcast (Nick Dawson meets his twin's killer through RJ). https://open.spotify.com/episode/2qAgzZbSaNVt9TiuWqaIIo - RJ and manslaughter — Janet O'Brien on the restorative justice process after her son died in a one-punch attack, Today with Claire Byrne, RTÉ Radio 1 (22 Sep 2023). https://www.rte.ie/radio/radio1/clips/22300022/ |
| 2 | Theoretical underpinnings to restorative justiceSummary. Restorative justice can be linked with a number of theoretical underpinnings that support its emergence as a practice. Here we look at the main theories that inform and support it, and identify some of the main principles and values. Topics. Conflicts as property · Braithwaite's theory of reintegrative shaming and active/passive responsibility · procedural justice and fair process · relational theory · responsive regulation · the Social Discipline Window. Restorative practice. Respectful dialogue and setting group norms in a deliberative way. | Readings
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| 3 | Common processes associated with restorative justiceMany people associate restorative justice with certain distinct processes. We will look at the main forms of restorative justice from a processual perspective, as well as some helpful practices and conceptualisations that have been developed to utilise restorative justice in institutions and in everyday life. We will cover:· Victim Offender Mediation, · Restorative justice conferencing, · Family group conferencing, · Sentencing circles; · Restorative circles and dialogue; · Yarning circles· Restorative practice· How is restorative justice different to mediation and arbitration? Restorative practice: Deep, reflective or active listening |
Readings
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| 4 | Understanding the emotional dynamics of restorative justiceRestorative justice is often declared to be transformative, but how can we explain how that happens? Sometimes people talk about seeking to understand what happens inside the “black box” of a restorative justice conference. Understanding this requires engaging with emotions and emotional change, rituals and more. The topics we cover are:· Emotional transitions and ritual in restorative justice· Nathanson’s Compass of shame and · The temporality of restorative justice· Memory consolidation and telling stories · Redemption narratives· The concept of Readiness Restorative practice: Asking affective and restorative questions |
Readings (choose 2 )
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| 5 | Restorative justice and the criminal justice system part 1Restorative justice plays a wide range of roles in the criminal justice system, being potentially present in many different places in the system. We will examine these over the next two sessions, focusing on particular areas where its potential and use is highest. We will take as an example the place of restorative justice in the ACT’s criminal justice system. We will watch some short clips of a restorative justice conference held in Australia following a fatal shooting.· The places we can find restorative justice in the criminal justice system from policing to sentencing to prisons· Example of the role of RJ in the ACT· Critiques about deterrence and proportionality in relation to restorative justice and other common critiquesRestorative practice: Role playing a restorative justice conference | Readings (choose 2)
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| 6 | Restorative justice and the criminal justice system part 2In this session we continue to investigate the role of restorative justice in the criminal justice system, focusing on a range of different areas in which it has been used. We will focus on:
We also examine power dynamics which are omnipresent in doing and discussing restorative justice. We discuss a number of approaches to conceptualising power that are helpful in engaging in discussions about restorative justice and power. We will also think about whether power imbalances mean restorative justice is never appropriate through focusing on some of the most contentious uses of restorative justice.
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Readings (choose 2)
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| 7 | Restorative justice in other regulatory spheresWhilst restorative justice is best known in the criminal justice context, it has spread to many different regulatory domains. We will look at a number of these, certainly environmental regulation, and also at the phenomenon of restorative cities that seek to infuse an entire city with a restorative ethos and approach. We will work together to choose a regulatory domain and consider how to “turn up the restorative dial” in the way in which it currently functions.· Restorative justice in schools, workplaces, universities, hospitals, mental health, environmental regulation, restorative enquiries, community responses to sexual violence, and restorative cities· Restorative justice continuumRestorative practice: Collaborative decision-making | Readings (choose 2)
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| 8 | Session 8 - Film session: All Your Faces (Je verrai toujours vos visages) + reflective circleSummary. A dedicated screening of the 2023 French feature All Your Faces (Jeanne Herry), which follows real-to-life restorative justice processes — both a victim–offender dialogue and a facilitated group for survivors of sexual violence by a family member. The 2.5-hour block allows us to watch the film and then hold a reflective circle that draws together the processes, emotional dynamics, and criminal-justice applications covered so far. Topics. Seeing restorative processes enacted · reading emotional transitions and ritual on screen · the role of the facilitator · what the film includes and omits about how RJ works. Restorative practice. Final-third reflective circle on the film. |
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| 9 | Session 9 — How is the effectiveness of restorative justice measured?Summary. Determining whether restorative justice "works" requires understanding what it seeks to achieve and whether and how that can be measured. We examine how scholars and policymakers have answered the effectiveness question, while staying alive to the difficulty of measuring it. Topics. Understanding the evidence base · how do we know what we know, and what counts as "evidence"? · interpreting the reliability and generalisability of statistics/research/data · what do we measure — recidivism, increased social capital, other factors? · cost–benefit analyses · controlled trials and meta-analyses. Restorative practice. Critically appraising evidence together (small-group evidence "clinic"). |
Readings (choose 1). - Jonas-van Dijk, J., Claessen, J., Zebel, S., & Nelen, H. (2020). Victim–offender mediation and reduced reoffending: Gauging the self-selection bias. Crime and Delinquency, 66(6–7), 949–972. https://doi.org/10.1177/0011128719854348 - Fulham, L., Blais, J., Rugge, T., & Schultheis, E. A. (2023). The effectiveness of restorative justice programs: A meta-analysis of recidivism and other relevant outcomes. Criminology & Criminal Justice, 25(5), 1486–1512. https://doi.org/10.1177/17488958231215228 - Daly, A., Barrett, G., & Williams, R. (2020). Cost Benefit Analysis of Galambany Court. ACT Government. - Grimsey Jones, F., Jaffé, L., Harris, L., Franklin, J., Allam, L., & Shapland, J. (2023). An economic evaluation of restorative justice post-sentence in England and Wales. Frontiers in Psychology, 14:1162286. https://doi.org/10.3389/fpsyg.2023.1162286- Braithwaite, J. (2021). Street-Level Meta-Strategies: Evidence on Restorative Justice and Responsive Regulation. Annual Review of Law and Social Science, 17(1), 205–225. https://doi.org/10.1146/annurev-lawsocsci-111720-013149 |
| 10 | Session 10 — The role of apology and forgiveness in restorative justiceSummary. A deep dive into apology and forgiveness — two concepts at the heart of much restorative justice and practice. What does it take to apologise? Why is apology so powerful? Topics. The anatomy of apology · why apology can be powerful · forgiveness and its limits · the relationship between apology, accountability and healing. Restorative practice. Engaging with emotions (empathy, courage, vulnerability, shame) and restorative practices for daily life. |
Readings (choose two)- Akbar, A. (2019, 12 Jun). The Apology by Eve Ensler review – my father, who abused me. The Guardian. https://www.theguardian.com/books/2019/jun/12/the-apology-eve-ensler-review - Bramble, B. (2022, 29 Mar). There's only one way Will Smith can make amends: give the award back. The Sydney Morning Herald. https://amp.smh.com.au/culture/movies/there-s-only-one-way-will-smith-can-make-amends-give-the-award-back-20220329-p5a90m.html |
| 11 | Session 11 — Restorative justice within the international legal framework and in our regionSummary. Restorative justice has spread to every corner of the globe as a modern phenomenon, and many forms of it have always existed in the more relational justice systems of the global South and Indigenous communities. After an overview of the international legal framework, we examine restorative justice in Asia and the Pacific, and consider how it can be used in war and peacebuilding. Topics. The international legal framework (incl. ECOSOC Basic Principles) · relational justice in the global South · restorative justice in Asia and the Pacific · restorative justice in war and peacebuilding. Restorative practice. Managing differing opinions restoratively (dialogue vs debate). |
Readings (choose 2). - Dinnen, S. (2010). Restorative justice in the Pacific Islands: an introduction. In S. Dinnen, A. Jowitt & T. Newton (Eds.), A Kind of Mending: Restorative Justice in the Pacific Islands (pp. 1–34). ANU E Press. - Zhang, Y., Liu, J., & Braithwaite, J. (2023). The Pluralism of Restorative Justice in Greater China: an Introduction. Asian Journal of Criminology, 18(2), 83–87. https://doi.org/10.1007/s11417-023-09402-0 - Braithwaite, J., & Gohar, A. (2014). Restorative Justice, Policing and Insurgency: Learning from Pakistan. Law & Society Review, 48(3), 531–561. https://doi.org/10.1111/lasr.12091 - Braithwaite, J. (2022). Putin's war: restorative reflections. The International Journal of Restorative Justice, 5(2), 137–147. https://doi.org/10.5553/TIJRJ.000117 - Zernova, M. (2017). Restorative justice in the Basque peace process. Contemporary Justice Review, 20(3), 363–391. https://doi.org/10.1080/10282580.2017.1348899 - Pali, B. (2018, 11 Oct). Restorative justice and terrorism: resisting evil with non-evil? Security Praxis Collective Blog. https://securitypraxis.eu/restorative-justice-and-terrorism/ |
| 12 | Session 12 — Critiquing and developing restorative justice (and other non-adversarial forms of justice)Summary. We focus on the common critiques of restorative justice — its greatest challenges, how they have been responded to, and how restorative justice can continue to develop. In the second half we situate restorative justice within a growing body of scholarship and practice seeking new ways to create a more just society, examining other alternative justice approaches that seek to heal while addressing conflict. We close with a final reflective circle. Topics. Common critiques and greatest challenges · responses to those critiques · how RJ continues to develop · transformative and therapeutic justice and the wider non-adversarial justice movement · the restorative justice continuum. Restorative practice. Reframing or "changing lenses"; final reflective circle. |
Readings (choose 2). - Acorn, A. (2004). Compulsory Compassion: A Critique of Restorative Justice. UBC Press (Chapter 1). - Kim, M. E. (2018). From carceral feminism to transformative justice. Journal of Ethnic & Cultural Diversity in Social Work, 27(3), 219–233. https://doi.org/10.1080/15313204.2018.1474827 - Gal, T. (2020). Restorative justice myopia. The International Journal of Restorative Justice, 3(3), 341–355. https://doi.org/10.5553/IJRJ.000051 - Daicoff, S. (2006). Law as a Healing Profession: The "Comprehensive Law Movement." Pepperdine Dispute Resolution Law Journal, 6(1), 1–62. - Schiff, M., & Green, S. T. (2025). The Mischaracterisation of Restorative Justice: Claims, Limits, and Potential. The British Journal of Criminology. https://doi.org/10.1093/bjc/azaf077 |
Tutorial Registration
There are no tutorials in this course. Students are still required to allocate themselves to the appropriate scheduled activities in MyTimetable.
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| Active in-class participation for the entire course (5%) | 5 % | 30/10/2026 | 13/11/2026 | 1,2,4,5 |
| Restorative Justice in Media Analysis & Response (1700 words) | 25 % | 14/08/2026 | 28/08/2026 | 1,2,4,5 |
| Research and writing plan and outline for major essay (1000 words) | 20 % | 04/09/2026 | 18/09/2026 | 1,2,3 |
| Major essay (4000 words) | 50 % | 16/10/2026 | * | 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 Misconduct Rule before the commencement of their course. Other key policies and guidelines include:- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
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 ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.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
For all courses taught in any mode, whether face to face or online, the ANU College of Law, Governance and Policy considers participation in the classes offered to be an important part of the educational experience of the program. Students are expected to attend all classes.
Examination(s)
There is no final examination for this course.
Assessment Task 1
Learning Outcomes: 1,2,4,5
Active in-class participation for the entire course (5%)
Students are expected to engage in class activities and demonstrate they have completed the readings each week. Participation will be assessed on preparation, engagement with course materials, contribution to class activities and discussion, and respectful engagement with others.
Weighting: 5%
Due date: Continuous
Estimated return date: Official end of semester results release date.
Assessment criteria will be available in Canvas.
Assessment Task 2
Learning Outcomes: 1,2,4,5
Restorative Justice in Media Analysis & Response (1700 words)
Overview. Students analyse how restorative justice concepts are represented (or absent) in a media
case of their choice, then develop an alternative restorative approach.
- Media Selection & Summary (300 words). Select a recent news article, documentary clip, podcast episode, or
fictional portrayal that depicts a conflict or harm. Provide a concise summary of the case and the key
stakeholders involved.
- Critical Analysis (600 words). Analyse how justice is framed and pursued in the case; identify
retributive elements and their underlying assumptions; discuss missed opportunities for restorative
approaches; examine how power, culture, and systemic factors influence the situation.
- Restorative Alternative Design (600 words). Develop a detailed restorative justice intervention for
this case; specify who should be included and why; outline the key questions and processes you would
implement; explain how your approach addresses harms, needs and obligations; discuss potential
challenges and how you would address them.
- Reflection (200 words). Reflect on what this exercise revealed about mainstream justice narratives; discuss insights gained about restorative justice principles and application.
Nature of task: Compulsory and non-redeemable. Failure to submit this assessment will result in a mark of zero for this assessment task.
Weighting: 25%
Word limit: 1700 words. Penalties for excess word length apply.
Submission requirement: Assessment must be submitted in accordance with the Online Submission requirements set out in this class summary.
Due date: 5:00 pm, Friday, 14 August 2026. No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded.
Estimated return date: Friday, 28 August 2026.
Assessment criteria: Assessment criteria will be provided in Canvas
Assessment Task 3
Learning Outcomes: 1,2,3
Research and writing plan and outline for major essay (1000 words)
Requirements:
Submit a 1000-word research proposal (excluding references) that includes:
Research Focus (250 words)
- A clearly articulated research question related to a specific aspect or domain of restorative justice
- Brief explanation of why this topic is significant
- Indication of the scope and boundaries of your investigation
Conceptual Framework (300 words)
- Initial analysis of key restorative justice concepts or other concepts relevant to your topic.
- Identification of the theoretical framework(s) you will apply
- Discussion of how these frameworks will guide your analysis
Methodological Approach (200 words)
- Description of what types of literature and evidence you will examine
- Explanation of how you will evaluate conflicting perspectives or evidence
- Discussion of any potential limitations in available research
Structured Outline (250 words)
- Proposed structure of your final essay with brief descriptions of each section
- Preliminary thesis statement or central argument
- Key questions you intend to address in each section
Annotated Bibliography
- List of 8-10 key sources with 2-3 sentence annotations explaining their relevance
- Must include academic literature and may include policy documents, case studies, or other relevant sources
Submission Requirements:
- Written in academic prose (paragraphs rather than bullet points)
- Properly formatted citations in your preferred citation style
- Topic of essay must be discussed with and approved by the course convener by Week 3
Nature of task: Compulsory and non-redeemable. Failure to submit this assessment will result in a mark of zero for this assessment task.
Weighting: 20%
Word limit: 1000 words. Penalties for excess word length apply.
Submission requirement: Assessment must be submitted in accordance with the Online Submission requirements set out in this class summary.
Due date: 5:00 pm, Friday, 4 September 2026. No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded.
Estimated return date: Friday, 18 September 2026.
Assessment criteria: Assessment criteria will be provided in Canvas.
Assessment Task 4
Learning Outcomes: 1,2,3,4
Major essay (4000 words)
Purpose: To critically analyse a specific aspect or domain of restorative justice, demonstrating comprehensive understanding of both theoretical foundations and practical applications.
Requirements: Submit a 4000-word scholarly essay that includes:
Critical Conceptual Analysis (approximately 1000 words)
- Thorough examination of restorative justice concepts or other concepts relevant to your topic.
- Critical engagement with competing definitions and interpretations
- Evaluation of philosophical and theoretical underpinnings
- Positioning of your analysis within broader scholarly debates
Theoretical Application (approximately 1000 words)
- Application of specific restorative justice theories to your chosen topic
- Analysis of how these theories explain, predict, or inform practice
- Discussion of theoretical tensions or contradictions relevant to your topic
Critical Evaluation (approximately 1000 words)
- Balanced assessment of strengths and limitations of restorative approaches in your context
- Consideration of contextual factors that influence effectiveness
- Acknowledgment of critiques and alternative perspectives
Evidence Analysis (approximately 1000 words)
- Critical evaluation of the quality and nature of evidence in your topic area
- Analysis of gaps in the current evidence base
- Discussion of methodological strengths and weaknesses in existing research
- Suggestions for future research directions
Submission Requirements:
- Must follow from the approved research proposal
- Properly formatted citations in your preferred citation style
- Must include bibliography (not counted in word limit)
Nature of task: Compulsory and non-redeemable. Failure to submit this assessment will result in a mark of zero for this assessment task.
Weighting: 50%
Word limit: 4000 words. Penalties for excess word length apply.
Submission requirement: Assessment must be submitted in accordance with the Online Submission requirements set out in this class summary.
Due date: 5:00 pm, Friday, 16 October 2026. No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded.
Estimated return date: Official end of semester results release date.
Assessment criteria: Assessment criteria will be provided in Canvas.
Academic Integrity
Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.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. You must ensure that you upload the correct document on the specified submission due date and time. Any document modified after the due date and time will either incur a late penalty or will NOT be accepted. Unless an exemption has been approved by the Associate Dean (Education), submission must be through Turnitin in a word processing file format (.doc, .docx). Electronic copies in .pdf file format are not acceptable.
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
No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded.
Referencing Requirements
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Canvas site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Returning Assignments
All marks and feedback will be provided by the return date listed in the class summary.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions 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
- Maximum Submissions: Students can submit up to three times per assessment.
- Final Submission Counts: Only the last uploaded version will be marked — provided it is uploaded before marking begins.
- Late Submissions: If submitted after the due date, the final version will still be marked, but late penalties will apply, unless an extension has been approved.
- No Submissions After Return Date: Once the return-of-assessment date has passed, NO submissions will be accepted.
- Marking Already Started: If a marker has already begun marking a version, that version will be the one assessed — even if a newer one is uploaded later.
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 Diversity 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 undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Convener
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Research InterestsRestorative justice; Legal pluralism; Law and society; Legal anthropology; Crime and violence; Government and politics of Asia and the Pacific; Intellectual property law. |
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Dr Miranda Forsyth
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Instructor
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Research InterestsRestorative justice; Legal pluralism; Law and society; Legal anthropology; Crime and violence; Government and politics of Asia and the Pacific; Intellectual property law. |
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Dr Miranda Forsyth
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