EDUC 1008 - 最新糖心Vlog Culture

North Terrace Campus - Semester 2 - 2018

This course explores the 最新糖心Vlog of Adelaide as a culture of its own, and places students as ethnographers or anthropologists of this culture through immersion. 最新糖心Vlog is a place where people think, act and communicate differently to how they do in other contexts, and this course makes cultural expectations explicit as well as exploring the processes required to adjust to them. Most students should undertake this course as the first course in their 最新糖心Vlog Preparatory Program. Students in this course have the opportunity to experience the usual university learning modes of the lecture and tutorial, and reflect upon their own prior and current experiences of learning with a view to establishing the goals they have for their own study. In particular, students undertake an ethnography task whereby they audit classes right across the 最新糖心Vlog, not in order to gather content knowledge but to observe and analyse social interaction and modes of learning. This enables them to become familiar with the processes and expectations of university learning and plan their own learning in alignment with university culture

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Course Details

Course Code	EDUC 1008
Course	最新糖心Vlog Culture
Coordinating Unit	School of Education
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Restrictions	This class is only open for students in the 最新糖心Vlog Preparatory Program or the Wirltu Yarlu Preparatory Program.
Assessment	Reflective Journal x 3; Gathering Cultural Knowledge Essay; Learning Mode Ethnography Essay; Academic discussion on Learning Mode Ethnography process

Course Staff

Course Coordinator: Kamila Neira

Lecturer-in-charge and tutor: Miss Kami Neira (email: kami.neira@adelaide.edu.au)

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

Upon the successful completion of this course students will be able to:

Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills
Provide feedback on the reflections of their peers
Demonstrate effective communication, critical and reflective thinking
Demonstrate effective English language use in writing
Demonstrate effective English language use in oral/aural communication
Identify opportunities and challenges in intercultural communication at university and how these challenges can be addressed
Engage in discussions on academic topics
Demonstrate an understanding of learning at university through engagement with course based activities
Identify and discuss cultural issues from multiple perspectives
Identify support services and social or volunteer activities and events at university in which s/he would like to participate
Locate online and print information relevant to a specific question or issue
Evaluate written texts
Use the 最新糖心Vlog’s Learning Management System (myUni) to access course information, submit assignments, and interact with teachers and other students

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	3, 7, 9, 12
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 3, 4, 5, 6, 7, 12
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	1, 2, 3, 4, 5, 6, 7, 8, 9
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	6, 10, 11, 13
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	6, 9
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1, 2, 3, 5, 6, 7, 9

Learning & Teaching Modes

Students will be required to attend a one hour lecture and two hour tutorial each week of the semester.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

1 x 1 hour lectuer per week (x12)	12 hours
1 x 2 hour tutorial per week (x12)	24 hours
3 hours readings per week (x12)	36 hours
3 hours per week working on reflective journal, assessments and auditing lectures and other 最新糖心Vlog modes (x12)	36 hours
4 hours per week group project work (x12)	36 hours
Total	156 hours

Learning Activities Summary

Week and lecture topics	Tutorial activities	Required readings	Learning outcomes
Week 1 Introduction to the course. Reflective practice.	What are the attributes of a university student? What do you expect from this course? Think about the title of the course. What are the student learning outcomes (SLOs) of this course? Introduction to MyUni. What is reflective writing? Why is it important to your learning? Suggestions on how to write reflective journals. Peer review: What is it? Why and how do we use it?	Ryan, M 2011, 'Improving reflective writing in higher education: a social semiotic perspective’, Teaching in Higher Education, vol.16, no.1, pp.99-111, viewed 13 July 2016, . 最新糖心Vlog of Portsmouth, Academic Skills Unit n.d., ‘Reflective writing: a basic introduction’, viewed 13 July 2016, .	Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills. Provide feedback on the reflection of their peers. Use the 最新糖心Vlog’s Learning Management System (MyUni) to access course information, submit assignments, and interact with teachers and other students.
Week 2 Learning theories Who am I as a learner? Time management	Who am I as a learner? What is a learning theory? Compare learning theories. How do I learn? What skills do I have? What do I need to further develop in orderto engage with university learning? Time management.	Ertmer, PA & Newby, TJ 1993, ‘Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective’, Performance Improvement Quarterly, vol. 6, no. 4, pp. 50-72, viewed 13 July 2016, . Smith, MK 2003, 'Learning theories: models, product and process’, viewed 13 July 2016, . 最新糖心Vlog of Adelaide, Writing Centre 2014, 'Managing your time', viewed 13 July 2016, /writingcentre/learning_guides/learningGuide_managingYourTime.pdf.	Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills.
Week 3 ‘They say’: an introduction to academic writing	What are the ‘moves’ that matter in academic writing?	Hill, L 2015, 'Does compulsory voting violate a rights not to vote?', 最新糖心Vlogn Journal of Political Science, vol.50, no.1, pp.61-72, viewed 13 July 2016, . Kermode, M 2015, 'Selma review: heartbreaking and inspired', The Guardian, 15 February, viewed 13 July 2016, .	Adopt strategies to address different types of writing.
Week 4 Reading critically	How do I enter a written academic conversation? Start with what others are saying. Learning the art of summarising and the art of quoting. Reading critically. Who am I as a critical reader? What are your preferences and why? What do you enjoy reading? What are you currently reading?	Cervetti, G, Pardales, MJ & Damico, JD 2001, ‘A tale of differences: comparing the traditions, perspectives, and educational goals of critical reading and critical literacy’, Reading Online, April, viewed 13 July 2016, . Freire, P 1983, 'The importance of the act of reading', Journal of Education, vol.165, no.1, pp.5-11, viewed 13 July 2016, . 最新糖心Vlog of Melbourne, 'Reading critically: ways to develop your critical reading skills', viewed 13 July 2016, .	Identify strategies and templates for entering written academic conversations. Demonstrate effective communication, critical and reflective thinking. Demonstrate effective English language use in writing. Critically analyse and evaluate written texts.
Week 5 Learning mode ethnography	Learning mode ethnography.	Whitehead, TL 2004 'What is ethnography? Methodological, ontological, and epistemological attributes', Ethnographically Informed Community and Cultural Assessment Research Systems (EICCARS) Working Paper Series, 27 March, viewed 13 July 2016, . Reeves, S, Kuper, A & Hodges, BD 2008, ‘Qualitative research methodologies: ethnography’, BMJ, 7 August, viewed 13 July 2016, (also available at ).	Critically analyse and evaluate ethnographic themes and situations.
Week 6 Evaluating academic lectures	Lecture but no tutorial. In place of the tutorial, students visit selected university lectures to observe.	Learning mode ethnography. Students visit lectures. Please take note of the requirements on the assessment that you would need to complete on this activity.	Demonstrate an understanding of learning at university through observing and engaging with course based activities.
Week 7 Reading and researching critically	Find, read, note and critique articles/sources.	Head, AJ & Eisenberg, MB 2010, 'How today’s college students use Wikipedia for course-related research', First Monday, vol.15, no.3, viewed 13 July 2016, . Shaw, A 2013, 'Rethinking game studies: a case study approach to video game play and identification', Critical Studies in Media Communication, vol.30, no.5, pp.347-61, viewed 26 February 2016, .	Demonstrate effective communication, critical and reflective thinking. Demonstrate effective English language use in writing.
Week 8 Evaluating academic lectures	No tutorial, but in place of the tutorial, students visit selected university lectures to observe.	Learning mode ethnography. In place of the tutorial, students visit selected 最新糖心Vlog lectures to observe. Please take note of the requirements on the assessment that you would need to complete on this activity	Demonstrate an understanding of learning at university through observing and engaging with course based activities
Mid-semester break
Week 9 'I say': An introduction to Academic Writing	Integrating evidence (quotations etc.) into your own writing. Creating your own academic voice. Using evidence from lecture visits and study guides to support the ethnography essay.	Graff, G 2008, Clueless in academe: how schooling obscures the life of the mind, Yale 最新糖心Vlog Press, New Haven, Introduction and chapter one, viewed 13 July 2016, . Graff, G & Birkenstein, C 2014, “They say / I say”: the moves that matterin academic writing, 3rd ed, 最新糖心Vlog of Chicago Press, Chicago, chapter15, viewed 13 July 2016, .	Demonstrate effective communication, critical and reflective thinking. Self-evaluate ways to structure the ethnographic essay.
Week 10 Valuing diverse social and cultural perspectives	In what ways are people diverse? Challenging stereotypes and generalisations. Intercultural interaction and communication.	最新糖心Vlogn Red Cross 2012, 'Diversity in 最新糖心Vlog today: A conversation with Waleed Aly,' viewed 13 July 2016, . Bennett, MJ 2010, 'Creating an interculturally competent campus to educate global citizens’, Proceedings of the Universidad 2010 7th International Congress on Higher Education, 10 February, Havana, Cuba, viewed 13 July 2016, .	Identify opportunities and challenges to diversity and intercultural communication in 最新糖心Vlog today, and evaluate how these challenges can be addressed.
Week 11 Tips and strategies for academic discussion	Who am I relation to my co-learners? Valuing co-learners, learning from each other at university. Tips and strategies for small group work and class presentations.	Behnke, RR and Sawyer, CR 2004, 'Public speaking anxiety as a function of sensitization and habituation processes', Communication Education, vol.53, no.2, pp.163-73, viewed 13 July, . Noonan, M 2013, 'The ethical considerations associated with group work assessments’, Nurse Education Today, vol.33, pp.1422-27, viewed 26 February 2016, .	Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills. Provide feedback on the reflections of their peers.
Week 12 Where have we come from and where are we now? Where to next? Evaluation of the course	Academic discussion assessment		Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills. Provide feedback on the reflections of their peers.

Specific Course Requirements

To pass this course, students must attend at least 75% of face-to-face classes; in cases of absence for medical or compassionate reasons, documentation must be provided and student must still attend at least 50% of classes.

Students must attempt all assessment tasks to pass this course. Since the 最新糖心Vlog Preparatory Program is designed to prepare students for success at 最新糖心Vlog, completing and submitting all assignments is central to the intended learning outcomes of the program and each course within it. Often, at least attempting and submitting assignments in the face of difficulty or adversity is enough for success at 最新糖心Vlog and the UPP encourages this resilience by employing this policy in select courses. Penalties for lateness may apply.

If a student fails to submit all assessment tasks and would otherwise have received a grade greater than 45, they will be given a nominal grade of 45 Fail for that course in that semester. This will permit them to undertake additional assessment (formerly called academic supplementary assessment) at the Course Coordinator’s discretion, as per policy at 9.1.3 at

It is not necessary to apply for additional assessment; this assessment will usually consist of the missed pieces of assessment, but the course coordinator may require more. As per policy 9.1.3.3, if the student passes the additional assessment to the Course Coordinator’s satisfaction, the maximum grade they can get for the course is 50P. If a student’s raw grade is below 45, regardless of whether all tasks have been attempted, this score will stand unless exceptional, documented circumstances apply as per the 最新糖心Vlog’s Modified Arrangements for Coursework Assessment: /student/exams/mod_arrange.html

Small Group Discovery Experience

The 最新糖心Vlog of Adelaide has committed to a pedagogical approach termed the “Small Group Discovery Experience”, indicating that the SHDE will be a core component in a credit-bearing course of every undergraduate program, and that it will be part of every first-year level from 2014. Since the UPP is not an award-based program, it is not strictly required to include an SGDE in the UPP.

However, since the UPP is designed to prepare students for first-year study, and the SGDE will be a core component of all first-year study, it is important for the UPP to provide some preparation in Small Group Discovery. These should be of a scaffolded, preparatory nature as befits each course within the program, and the philosophy and program objectives of the UPP. The Program has been designed to include preparation for small group work and research activity in many of its courses.

More specifically, this course aims to prepare students for their small-group discovery experience by enhancing their individual and peer reflective capacities and their ability to adapt to different cultural and academic contexts.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills
Provide feedback on the reflections of their peers
Demonstrate effective communication, critical and reflective thinking
Demonstrate effective English language use in writing
Demonstrate effective English language use in oral/aural communication
Identify opportunities and challenges in intercultural communication at university and how these challenges can be addressed
Engage in discussions on academic topics
Demonstrate an understanding of learning at the university through engagement with course-based activities
Identify and discuss cultural issues from multiple perspectives
Identify support services and social or volunteer activities and events at university in which s/he would like to participate
Locate online and print information relevant to a specific question or issue
Evaluate written texts
Use the 最新糖心Vlog’s Learning Management System (myUni) to access course information, submit assignments, and interact with teachers and other students

Assessment Task	Requirements	Due	Weighting	Student Learning Outcome	outcomes
Reflective journal 1	Individual 500 words	Monday Week 3	10%	Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills	1,3-4
Peer Review of Reflection 1	500-600 words	Friday Week 5	15%	Self-evaluate their learning, identify their strengths and aspects that can be improved, adopt strategies to address learning skills	1,3-4
Learning mode ethnography	1,800-word essay Audit four first-year lectures in weeks 7 and 9 as organised by Lecturer.	Friday Week 11	50%	Valuing diverse perspectives of fellow students Provide feedback on the reflections of peers	2,3-4
Reflective Journal 2	500 words	Wednesday Week 13	10%	Demonstrate an understanding of learning at the university through engagement with course-based activities	8-13
Team Building PowerPoint	800 - 900 words collectively	Week 12	15%	Demonstrate effective English language use in academic oral/aural communication	5,6,7

Assessment Related Requirements

Students must attempt all assessment tasks to pass this course. Since the 最新糖心Vlog Preparatory Program is designed to prepare students for success at 最新糖心Vlog, completing and submitting all assignments is central to the intended learning outcomes of the program and each course within it. Often, at least attempting and submitting assignments in the face of difficulty or adversity is enough for success at 最新糖心Vlog and the UPP encourages this resilience by employing this policy in select courses. Please note that the absolute last date for the submission of assignments in Semester 1 is the end of Swot Vac week, which is one week after the final assignment is due.

If a student fails to submit all assessment tasks and would otherwise have received a grade greater than 45, they will be given a nominal grade of 45 (Fail) for that course in that semester. This will permit them to undertake additional assessment (formerly called academic supplementary assessment) at the Course Coordinator’s discretion, as per policy at http://www.adelaide.edu.au/student/exams/supps.html

It is not necessary to apply for additional assessment; this assessment will usually consist of the missed pieces of assessment, but the course coordinator may require more. As per policy 9.1.3.3, if the student
passes the additional assessment to the Course Coordinator’s satisfaction, the maximum grade they can get for the course is 50 (Pass). If a student’s raw grade is below 45, regardless of whether all tasks have been attempted, this score will stand unless exceptional, documented circumstances apply as per the 最新糖心Vlog’s Modified Arrangements for Coursework Assessment: /student/exams/mod_arrange.html

Substantial non-engagement in this course (evidenced by repeated non-attendance at tutorials and failure to submit assessments) may result in students being withdrawn from the 最新糖心Vlog Preparatory Program and being required to apply for reinstatement if they wish to continue.

Assessment Detail

Reflective Journal 1
1. About yourself
As this is your first reflective journal please tell me all about yourself -- e.g., your biography, your family details, past experience, school, work experience, hobbies, social and leisure activities. Are you working while doing your studies? If so, where do you work and what is your role? How many hours a week do you work?

2. Your prior life experience
Please tell me about significant turning points in your life. What were your feelings at the time? Why were these significant and what did you learn from them?

Self celebration: What have been your achievements or particular triumphs thus far in your life? What have you learned from them?

Challenges: What have been particular challenges thus far in your life? How have you addressed them and what have you learned from them? What were your feelings at the time of the experience?

It is essential to focus in very specific ways on method and strategies: How did you undertake a particular task? What tools, strategies or approaches did you use? What worked and what didn’t? What would you do differently in the future (or would you use exactly the same approach)? The journal is a place to celebrate your achievements and reflect on the challenges or difficulties you have experienced.

How do you think the skills you have gained from your life experiences can support you in your learning at university?

3. Please reflect on your experience in this course in this past week/s
What are your goals in undertaking this program and course?
What are you expecting to learn/gain from the course/program?
What were some things that interested and excited you? Why?
What were some things that confused or frustrated you? How did you respond? What did you do
about it?
Record any changes in your thinking and what may have caused these.
Use may use mind maps or other illustrations to show the development of your thought processes.

4. Journal writing essentials
A journal is not a description of the events in your life. Rather, it is a deep analysis of how your life experiences have shaped the person you have become today and what you have learned about yourself.
Please write in the first person (using 'I') – a reflective journal is a personalised document.
Please use paragraphs. Please do not use sub headings.

Reflective Journal 2
1. UPP and experience of this course
Please reflect on your formal learning experience in the UPP and in this course over the past weeks.

What have been some challenges and/or triumphs, in your learning journey? Think about particular experiences, activities, the things that you have read, the teaching, your interactions with members of the class and/or staff. Are you developing friendships with other students?

What were some of your highs, things that interested and excited you in your learning? Why? What did you discover or re-discover about yourself as learner?

What were some things that confused or frustrated you? What method, tools and strategies did you use to manage and address your confusion? What did you do about it?

How have you been affected, influenced, perhaps changed by your learning in the UPP and in this course thus far? Are there any changes in your thinking and yourself as a person? What caused these? If not, why not?

What did you understand from the course? What were some of the key ideas?

2. Engaging with diversity at university: Valuing perspectives of fellow students
Describe some positive interactions that you have had with your fellow students. Why were they positive?

Describe some challenges you may have had when interacting with your fellow students. Why were they challenges? How did you address them?

How have you been affected, influenced, perhaps changed by interacting with your fellow students, their thinking, ideas, experiences?

Response to Reflective Journal 2: Peer Review
Respond to the journal of your peer

1. Compare learning experiences to that of your peer
What are the similarities? Why?
What are the differences? Why?
What have you learned from your peer about how s/he manages her/his learning?
What advice can you give your peer to manage her/his learning better?

2. Compare experiences of positive and challenging interactions with your peer
What are the similarities? Why?
What are the differences? Why?
What have you learned from your peer about how to improve interactions with students?
What advice can you give to your peer about how to improve interactions with students?

Response essentials
Please write in the first person (using 'I'). Please use paragraphs. Please do not use sub headings.

Learning mode ethnography essay
1. Visit (audit) at least four lectures in the weeks leading up to the assessment due date. The lecture schedule is on MyUni. The purpose of these visits is to consider the way the classes are being taught, the social interactions and the language used by the lecturer and the students. This is to be described and reported in your essay.

2. “Research” or find out as much as possible about the courses you are attending. Course guides or course profiles will help you to understand the course you are visiting and will explain the reasons behind some of the interactions you are observing. You can find Course Outlines for most 最新糖心Vlog courses at /course-outlines/

3. Write the essay
Describe, and report on the observations you have made in the class visits and how learning occurs in these different contexts.

Compare aspects of language, communication, and social interactions of different lectures contexts.

Provide your honest, thoughtful, reflective observations on different styles of learning and how you feel about them.

Reflect on what you can do to be an effective learner in a lecture.

What impact did visiting lectures have on you and your thoughts on university learning?

Some of the questions to respond to in your essay are:

* What are the key elements in the physical space of the lecture room environment (e.g., size, shape and layout of the lecture room)? How might these elements impact on student engagement with learning?
* How many students are there in the classroom? How many teachers?
* What materials are used in the lecture? Are handouts given, or does the teacher refer to materials that have been made available previously or online?
* What visual and audio aids are used? Powerpoint? Video? Sound? Other props? How do you think they help students learn?
* Is there a sense of power or authority in the lecture room? Who is the boss? Who does most of the talking?
* What is the relationship between the teacher and the students? Does the teacher appear to know the students’ names?
* Are students encouraged to ask questions? Do they take up this opportunity? Why do you think they do, or don’t?
* Are students encouraged to interact with one another in the course?
* How “engaged” in the learning do students appear to be? Are they paying attention, writing notes, asking questions, or are they just sleeping or checking their mobile phones?
* What did you learn from this experience about how you would prepare for lectures and how you would approach your learning in the future?
* From your perspective what do you think the lecture can do to make it easier for students to learn from lectures?

Essay essentials
In this assignment you can use the personal pronoun (“I” or “we”).

Do not use sub-headings; instead, use topic sentences.

Use paragraphs, but avoid constructing short paragraphs that read like dot points or thought bubbles as opposed to adequately developed paragraphs. Address one key issue and not more in a single paragraph.

Do not narrate what happened or what you saw in the lecture: focus on interpretation and analysis, not retelling your experience. As regards interpretation and analysis, use course materials and additional research (including research on learning theories) to interpret and analyse your lecture visit observations. Example: Constructivists would say that lecturers are facilitators of learning and that student learning is maximised when students can explain complex concepts to each other [add references], but what I saw in the lectures seemed to conform more with a 'banking model' of education. Paulo Friere critiques this model because [add points about why and how Friere critiqued the banking model]. I agree [or disagree] with Friere because [add points about what you observed in lectures].

Academic Discussion
1. Team development and planning
All members of the team meet and get to know each other.

Discuss and clearly define the goals of the team. Clarify and agree on ground rules.

Develop strategy to address problems/issues that may impede progress of the team.

Plan for when, where and how often the team will meet.

Plan and develop time line for the preparation and completion of the discussion

Brainstorm and share ideas on how the discussion will proceed

The workload must be fairly and equally distributed amongst all team members

The personal interests and expertise of each team member must be taken into account. Each team member must be valued for her/his skills, knowledge and experience.

2. Present your discussion to the class
All team members must actively include everyone in discussions

Develop a clear structure for your discussion

Introduce all participants and the main points which the discussion will focus on

Ensure that all team members are involved in the discussion. Each member presents his/her argument and views on the topic

The discussion must demonstrate that each member has an understanding of the main issues of the topic. Move through the main part of the discussion by presenting examples and evidence

Team members must question and challenge each other in appropriate ways

Prepare a conclusion which summarises all main points and close the discussion

Reflective Journal 3
As per Reflective Journal 2.

Submission

All assignments will be electronically submitted via MyUni, except for tests and in-class assessments.

Students may be granted extensions to assignments on medical or compassionate grounds; documentation to support these ground will be required. Requests for extension must be made before the due date; requests for extension submitted after the due date will not be considered. All extension requests must be submitted to the Course Coordinator (Dr Chad Habel: chad.habel@adelaide.edu.au); any extensions granted by the lecturer or tutor will not be considered valid.

All extension requests will be administered according to the Modified Arrangements for Coursework Assessment Policy: http://www.adelaide.edu.au/policies/3303/.

For a concise information sheet on this policy, please visit

Assignments not granted extensions which are submitted after the due date will be penalised at the rate of 5% per working day.

This course aims to return assessed work within two weeks of its submission. The resubmission of assignments is not possible for this course, except in exceptional circumstances as approved by the Course Coordinator.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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