PUB HLTH 7073 - Indigenous Health
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code PUB HLTH 7073 Course Indigenous Health Coordinating Unit Public Health Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Course Description This course offers students the opportunity to develop current public policy affecting the health of Aboriginal Australians. It uses historical, social and political analysis, & comparative studies of other indigenous populations, to provide a context for reflection on current Aboriginal health status & health needs. The course provides opportunities for students to explore a wide range of Aboriginal health programs & issues, through an intensive & multi-disciplinary teaching program & individual research.
Course Coordinator: Associate Professor Jennifer BakerCourse Coordinator: Alwin Chong
Phone: +61 8313 3098
Location: Level 7, 178 North Terrace
Associate Professor Jenny Baker
Phone: +61 8313 6877
Location: Level 7, 178 North Terrace
Learning and Teaching Team
Phone: +61 8313 2128
Location: Level 7, 178 North Terrace
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Demonstrate knowledge of the demography of contemporary Indigenous Australians and the epidemiology of Indigenous health. 2 Analyse public policy and administrative and service provision structures which affect the health of Indigenous Australians. 3 Assess historical and political analyses and make comparisons with other Indigenous populations internationally. 4 Assemble a context for critical reflection on current health policy, health status and the needs of Indigenous people in Australia. 5 Demonstrate knowledge of a range of issues by being exposed to a range of Indigenous and non-Indigenous peoples, organizations, programs and perspectives on health. 6 Recognise that health is affected by a wide range of conditions, ideas, practices and opportunities and that for Indigenous people these may be different to the total population.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 2-3 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1-6 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 5-6 Skills of a high order in interpersonal understanding, teamwork and communication. 1, 2, 5, 6 A proficiency in the appropriate use of contemporary technologies. 2, 3, 5 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1-6 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3, 5
Required ResourcesWeek 1
Thomson N, MacRae A, Burns J, Catto M, Debuyst O, Krom I, Potter C, Ride K, Stumpers S, Urquhart B. (2009). Overview of Australian Indigenous health status, December 2009. Retrieved [12/5/10] from http://www.healthinfonet.ecu.edu.au/health-facts/overviews
· Australian Health Ministers Advisory Committee (AHMAC) Standing Committee on Aboriginal and Torres Strait Islander Health Working Party. (2004). Cultural Respect Framework for Aboriginal and Torres Strait Islander Health 2004-2009, South Australian Department of Health
· Thompson N. (2005). Cultural respect and related concepts: a brief summary of the literature. Aust Indigenous Health Bulletin. 5(4):1-11.
· Henry, B. R., S. Houston, et al. (2004). Institutional racism in Australian healthcare: a plea for decency. MJA. 180 (17 May): 517-520..
· Raftery J. (2006). Chapter 1: History and Health, in Not part of the public: N on-indigenous policies and practices and the health of indigenous South Australians 1836-1973. Kent Town:Wakefield Press
· Pearson N. (2002). On the human right to misery, mass incarceration and early death. Arena 56:22-31
· Anderson I. (2007). The end of Aboriginal self-determination? Futures 39:137-154
· Altman J, Biddle N., Hunter B. (2008). The challenge of ‘closing the gaps’ in Indigenous socioeconomic outcomes. CAEPR Topical Issue No. 8/2008, CAEPR, ANU, Canberra
· Pholi K, Black D and Richards C. (2009). Is ‘Close the Gap’ a useful approach to improving the health and wellbeing of indigenous Australians? Aust. Review of Public Affairs 9(2): 1-13
· Dwyer J., K. Silburn and G. Wilson. (2004). Aboriginal and Torres Strait Islander Primary Health Care Review, Volume 1: National Strategies for Improving Indigenous Health and Health Care. Commonwealth of Australia, Canberra. (Summary pages xi – xxvi)
· Kunitz, Stephen and Brady, Maggie. (1995). Health care policy for Aboriginal Australians: the relevance of the American experience. Australian Journal of Public Health. 19 (6): 549-558.
· Ring, I. T. and D. Firman. (1998). Reducing Indigenous mortality in Australia: lessons from other countries. MJA 169: 528-533.
· Anderson I. and Whyte J. (2006). Australian federalism and Aboriginal health Australian Aboriginal Studies. 2: 5-16
· Mooney G. (2008). Closing the 17 year gap means opening not just the Treasury coffers but our hearts. Australian and New Zealand Journal of Public Health. 32(30): 205-6
· Australian Medical Association. (2003). Expenditures on Aboriginal and Torres Strait Islander Health. AMA Public Report Card 2003
· Australian Medical Association. (2004). Aboriginal and Torres Strait Islander Health: Healing Hands – Aboriginal and Torres Strait Islander Workforce requirements. AMA Discussion Paper 200
· O'Dea K, Rowley K and Brown A. (2007). Diabetes in Indigenous Australians: possible ways forward. MJA. 2007; 186 (10): 494-495
· McDermott RA, McCulloch BG, Campbell SK, Young DM. (2007). Diabetes in the Torres Strait Islands of Australia: better clinical systems but significant increase in weight and other risk conditions among adults. MJA. 186: 505-508.
· Rowley K, O’Dea K, Anderson I, McDermott R, Saraswati K, Tilmouth R, Roberts I, Fitz J, Wang Z, Jenkins A, Best J, Wang Z and Brown A. (2008) Lower than expected morbidity and mortality for an Australian Aboriginal population: 10-year follow-up in a decentralised community. MJA. 188 (5): 283-287.
· Brady M. (2004).Difference and indifference in national policies. In Indigenous Australia and alcohol policy: meeting difference with indifference. Chapter 3 pp 42-56, Sydney, UNSW Press
· Pearson N. (2002). On the human right to misery, mass incarceration and early death. Arena 56:22-31
· Australian Network for Promotion, Prevention and Early Intervention for Mental Health (Auseinet) (2008). Mental Health Promotion and Illness Prevention – Aboriginal and Torres Strait Islander people. Auseinet, Adelaide. http://www.auseinet.com/files/ppei/atsippei.pdf
· Hunter E. (2007). Disadvantage and discontent; A review of issues relevant to the mental health of rural and remote Indigenous Australians. Aus.J.Rural Health. 15: 88-93
· Isaacs A, Pyett P, Oakley-Browne M, Gruis H, Waples-Crowe P (2010) Barriers and facilitators tot he utilization of adult mental health services by Australia's Indigenous people: Seeking a way forward International Journal of Mental Health Nursing 19: 75-82
· Fielke K, Cord-Udy N, Buckskin J, Lattanzio A. (2009). The development of an 'Indigenous team' in a mainstream mental health service in South Australia. Australasian Psychiatry. Vol 17 Supplement ppS75-S78
· Brennan DS, Roberts-Thomson K, Spencer J. (2007). Oral health of Indigenous adult public dental patients in Australia. Australian Dental Journal. 52(4): 322-328
· Jamieson LM, Armfield JM & Roberts-Thomson KF. (2007). Oral health of Aboriginal and Torres Strait Islander children. The Australian Institute of Health and Welfare, Dental Statistics and Research Unit: Canberra: Australian Institute of Health and Welfare (Dental Statistics and Research Series No. 35).
· Endean C, Roberts-Thomson K and Wooley S. (2004). Anangu oral health: The status of the Indigenous population of the Anangu Pitjantjatjara lands. Aust. J. Rural Health. 12: 99–103
· Australian Medical Association. (2008). Ending the Cycle of Vulnerability: The Health of Indigenous Children. AMA Report Card. http://www.ama.com.au/node/4335
· Paul J. Torzillo, Paul Pholeros, Stephan Rainow, Geoffrey Barker, Tim Sowerbutts, Tim Short, Andrew Irvine. (2008). The state of health hardware in Aboriginal communities in rural and remote Australia. Australian and New Zealand Journal of Public Health. 32:1, 7-11
· Baillie, R. (2007.) Chapter 10: Housing, in Carson, B., T. Dunbar, R. Chenhall and R. Bailie (2007) Social Determinants of Indigenous Health Allen & Unwin, Pages 203-230.
· Huang R-L, Torzillo PJ, Hammond VA, et al. (2008). Epidemiology of sexually transmitted infections on the Anangu Pitjantjatjara Yankunytjatjara Lands: results of a comprehensive control program. MJA. 189(8):442-445.
· Bowden F .(2005). Controlling HIV in Indigenous Australians. MJA. 183(3): 116-117
· van der Poorten D, Kenny D, George J. (2008). Prevalence of and risk factors for hepatitis C in Aboriginal and non-Aboriginal adolescent offenders. MJA. 188(10): 610-614
· Fisher D, Huffam S. (2003). Management of chronic hepatitis B virus infection in remote-dwelling Aboriginals and Torres Strait Islanders: an update for primary healthcare providers. MJA. 178: 82-85
· Penny Miller, Stephan Rainow. (1997). Don't forget the plumber: research in remote Aboriginal communities. Australian and New Zealand Journal of Public Health. 21(1): 96-97
· Street J, Baum F, Anderson I. (2007). Developing a collaborative research system for Aboriginal health. Australian and New Zealand Journal of Public Health. 31(4): 372-378
· Humphery K. (2001). Dirty questions: Indigenous health and ‘Western research’. Australian and New Zealand Journal of Public Health. 25(3): 197-202.
· Alice R. Rumbold, Joan Cunningham, Ross S. Bailie, Janet E. Hiller. (2008). Exploring the characteristics of the research workforce in Aboriginal and Torres Strait Islander health. Australian and New Zealand Journal of Public Health. 32(1): 12-18
· Tsey, K. (1997). Aboriginal self-determination, education and health: towards a radical change in attitude to education. Australian and New Zealand Journal of Public Health. 21(1): 77-83.
· Boughton B. (2000). What is the connection between Aboriginal education and Aboriginal health? Co-operative Research Centre for Aboriginal and Tropical Health Occasional Papers Series No. 2, 2000
· Kreig A. (2006). Aboriginal incarceration: health and social impacts. MJA 184(10):534-536 Australian Medical Association. (2006). Undue punishment? Aboriginal people and Torres Strait Islanders in prison: An unacceptable reality. AMA Public Report Card 2006
Recommended ResourcesIt is important prior to each session you have read the readings that are listed as “prior readings” below each day’s session outline (See point 3.1).
This course provides the structure in which you can apply the analysis that you have gained from the readings. PLEASE COME PREPARED. You will be asked questions during each session which will demonstrate whether you have read the required readings. This will be reflected in your final mark which includes a component for class participation.
3.2.1 Recommended General Texts
Carson, B., T. Dunbar, R. Chenhall and R. Bailie. (2007). Social Determinants of Indigenous Health. Sydney: Allen & Unwin.
Raftery J. (2007). Not part of the public: Non-indigenous policies and practices and the health of indigenous South Australians 1936-1973. Kent Town: Wakefield Press
Reid, J. and P. Trompf, Eds. (1991). The Health of Aboriginal Australia. Sydney, Harcourt Brace Jovanovich.
Saggers, S. and D. Gray. (1991). Aboriginal Health and Society. The Traditional and Contemporary Aboriginal Struggle for Better Health. Sydney: Allen and Unwin.
Thomson, N., Ed. (2004). Australian Indigenous Health. Melbourne: Oxford University Press.
Couzos, S. and R. Murray. (1999). Aboriginal Primary Health Care: An Evidence-Based Approach. Melbourne: Oxford University Press.
National Aboriginal and Torres Strait Islander Health Council. (2003). National Strategic Framework for Aboriginal and Torres Strait Islander Health. Canberra: Commonwealth of Australia.
National Aboriginal Health Strategy Working Party. (1989). A National Aboriginal Health Strategy. Canberra.
3.2.2 Useful Websites
NATIONAL STRATEGIC FRAMEWORK ON ABORIGINAL & TORRES STRAIT ISLANDER HEALTH, 2003
This is the second Australian Government Implementation Plan against the National Strategic Framework for Aboriginal and Torres Strait Islander Health (NSFATSIH) 2003-2013. This new Plan covers the period 2007-2013. It details the specific activities to be undertaken to realise the aims and objectives of the NSFATSIH. This Plan builds on the achievements of the first Australian Government Implementation Plan 2003-2008 as identified through qualitative and quantitative reporting and focuses on gaps identified by these reports.
NATIONAL ABORIGINAL COMMUNITY CONTROLLED HEALTH ORGANISATIONS (NACCHO)
The National Aboriginal Community Controlled Health Organisation (NACCHO) is the national peak Aboriginal health body. It has a membership of around 100 Aboriginal community controlled health services throughout Australia, which operate in urban, rural and remote areas. NACCHO represents the health interests of Aboriginal communities at the national level. It promotes holistic and culturally appropriate health to Aboriginal communities. This site provides excellent resources, networks, and an overview of past and present policies and research regarding Indigenous health.
Developed by the National Aboriginal and Torres Strait Islander Health Clearinghouse at Edith Cowan University, Western Australia. This site covers a wide range of issues of relevance to Indigenous health, many of which lie outside the direct responsibility of the health sector. These include cultural, social, historical and economic issues, as well as those relating to the physical environment. Also includes an electronic health publication (Aboriginal and Torres Strait Islander Health Bulletin), information on specific health conditions and diseases, state by state information and statistics. This is a very useful site.
THE HEALTH AND WELFARE OF AUSTRALIA’S ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES 2008.
Australian Institute of Health and Welfare produced this major report in 2008. It presents a broad national picture of the health and welfare of the Indigenous population and explores the disparities in health between Indigenous and non-Indigenous Australians.
Topics covered include:
· the demographic, social and economic context
· education and health
· housing circumstances
· disability and ageing
· mothers and children
· health status
· health risk factors
· health services – provision, access and use
· community services
· Torres Strait Islander people
The findings of the report demonstrate that the health of Aboriginal and Torres Strait Islander peoples remains poor compared with the rest of the Australian population and they experience many disadvantages. Changes over time in the health and welfare outcomes for Indigenous people have been described where possible. Life expectancy among Indigenous men and women remains approximately 17 years less than among their non-Indigenous counterparts, but some health improvements have been noted. Declines were identified in Indigenous mortality rates in Western Australia and in infant mortality rates in Western Australia, South Australia and the Northern Territory. There have also been improvements in some of the social determinants of health, particularly in education, employment and home ownership.
CENTRE FOR ABORIGINAL ECONOMIC POLICY RESEARCH (CAEPR), ANU
CAEPR was established in March 1990 under an agreement between the Australian National University (ANU) and the Aboriginal and Torres Strait Islander Commission (ATSIC). In 1999, after review, CAEPR was established as an independent Centre within the University. The Centre's research is supported by funding from the ANU, FACS, DIMIA and the Australia Research Council, and from industry partners including Reconciliation Australia, Rio Tinto, Bawinanga Aboriginal Corporation, and the Northern Territory and Western Australian governments. It has published many discussion papers on Aboriginal policy issues.
THE ABORIGINAL AND TORRES STRAIT ISLANDER SOCIAL JUSTICE COMMISSION http://www.humanrights.gov.au/social_justice/
The Human Rights and Equal Opportunity Commission has since 1992, appointed a commissioner who specifically focuses on matters pertaining to Indigenous people in Australia. The reports from the Office of the Aboriginal and Torres Strait Islander Social Justice Commissioner place Indigenous affairs in an international context as well as providing historical-socio-political-economic overviews and a critique that is independent and often critical of Australian government policies.
INSTITUTE OF ABORIGINAL AND TORRES STRAIT ISLANDER STUDIES
The website for the Australian Institute of Aboriginal and Torres Strait Islander Studies is also worthwhile visiting. The seminar paper in your reader by Helen Evans, from the Commonwealth Office of Aboriginal and Torres Strait Islander Health, came from this site.
OFFICE OF ABORIGINAL & TORRES STRAIT ISLANDER HEALTH (OATSIH)
OATSIH are responsible for the provision of funding to Indigenous community controlled health and substance misuse services. This site provides information on OATSIH's structure, staff and activities. It is intended also to serve as a forum for sharing information on current initiatives in Aboriginal and Torres Strait Islander health. OATSIH is part of the Commonwealth Department of Health and Aged Care.
BRINGING THEM HOME: REPORT OF THE NATIONAL INQUIRY INTO THE SEPARATION OF ABORIGINAL AND TORRES STRAIT ISLANDER CHILDREN FROM THEIR FAMILIES
ROYAL COMMISSION ON ABORIGINAL DEATHS IN CUSTODY
THE DEPARTMENT OF FAMILIES, HOUSING, COMMUNITY SERVICES AND INDIGENOUS AFFAIRS. (2008) CLOSING THE GAP ON INDIGENOUS DISADVANTAGE: THE CHALLENGE FOR AUSTRALIA.
COUNCIL OF AUSTRALIAN GOVERNMENTS. (2009). NATIONAL INDIGENOUS REFORM AGREEMENT (CLOSING THE GAP).
AUSTRALIAN GOVERNMENT DEPARTMENT OF FAMILIES, HOUSING, COMMUNITY SERVICES AND INDIGENOUS AFFAIRS (FAHCSIA)
FaHCSIA is the Australian Government's lead coordination agency in Indigenous Affairs and also has a range of programs to assist Indigenous people.
CENTRE FOR INDEPENDENT STUDIES (CIS)
“The Centre for Independent Studies is the leading independent public policy 'think tank' within Australasia. The CIS is actively engaged in support of a free enterprise economy and a free society under limited government where individuals can prosper and fully develop their talents. By critical recommendations to public policy and encouraging debate amongst leading academics, politicians and journalists, the CIS aims to build a better society.” The CIS is an influential think-tank has recently published a number of documents on Indigenous policy issues which reflect a neo-liberal ideological viewpoint.
“The Bennelong Society was established to: promote debate and analysis of Aboriginal policy in Australia, both contemporary and historical; inquire into the causes of the present appalling plight of many contemporary Aboriginal people; seek to influence public opinion so that the prospects for amelioration of the condition of these people are improved; encourage research into the history of the interaction between Australia's Indigenous people and the Europeans and others who settled in Australia from 1788 onwards, and of the ideas through which this interaction was interpreted by both
Europeans and Aborigines; and make available to the Australian community, particularly through the Internet, the results of these activities.” The Bennelong Society was established in 2001 and promotes a radical right-wing perspective on Aboriginal policy issues.
Learning & Teaching Activities
Learning & Teaching ModesThe extremely poor health status of Aboriginal and Torres Strait people is a major inequity in Australian society. It is essential that Australian public health students develop a firm grasp of the issues surrounding Indigenous health including the issues in policy and research.
This course is not entirely health-focused. It provides an introduction to Indigenous culture, history, and politics which is essential for understanding how the health situation for Aboriginal people has come to be as it is today. The course aims to contextualize the issues that have impacted and continue to affect the lives, health and wellbeing of Aboriginal people in Australia. It also connects in a broad way with the recognition of the rights of Indigenous peoples at an international level. Overall the course aims to give the student an informed understanding of the social determinants of health which are starkly outlined in relation to Indigenous people.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Students are expected to commit approximately three hours per week, in addition to a two hour common lecture that includes high level participation in the weekly sessions focussing on the assessment and reporting. It is important for students to be prepared for each weekly session by reading the “weekly readings” prior to each session. This course provides the structure in which students can apply the analysis that they have gained from the readings. Students are expected to actively participate during each session which will demonstrate whether they have read the required readings.
Learning Activities Summary
Week Topic Lecture Week 1 Introduction and overview to the course Demographic factors, current health status and social determinants of health Week 2 Critical theoretical perspectives and their application to Indigenous health analysis Overview of history, culture and representation in relation to Indigenous health Week 3 Representation of Aboriginal people in the media View short video, Aunty Connie (27 minutes) Week 4 History and health · Housing and the history of place and
home for Aboriginal people
· Social determinants of health for
Aboriginal people and health impacts of
housing and employment
Week 5 History of Aboriginal health policy Current Aboriginal and Torres Strait islander Health Policy Week 6 Chronic and communicable disease Mental Health and Social and Emotional Wellbeing and Addictions Week 7 The Stolen Generations: Outcomes of the HREOC Bringing Them Home report · Who Killed Malcolm Smith?
· The context of eugenics
Week 8 Breakdown of Aboriginal families · Aboriginal women and children’s health
· Aboriginal men and youth health
Week 9 Visit to an Aboriginal health organisation · Health Service Provision
· Primary health care and Aboriginal
community controlled health services
Week 10 Aboriginal health research ethics and guidelines on Aboriginal health research Examples of current Aboriginal health research projects: Managing two worlds Week 11 Indigenous people and health: global, national and local comparisons Guest speaker will deliver this lecture Week 12 Review of key concepts from the course Review of key concepts from the course Week 13 Review of key concepts from the course Course Evaluation conducted in class facilitated by staff member external to the course
Small Group Discovery ExperienceThe course involves multi-disciplinary teaching by Aboriginal and non-Aboriginal people, and is designed to encourage high-level participation by students each week – this is enhanced by students being prepared by reading the weekly required reading prior to each session. These activities will offer students a small group discovery experience in 2014.
The University'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 Task Assessment Type Weighting Learning Outcome Class attendace and active participation in the weekly class discussion 5% 1-6
A two-part assignment on Indigenous health.
The first part involves an analysis of major issues highlighted in a video – this is a critical review of a short documentary film about an interaction between Aboriginal and non-Aboriginal people that is about 500-600 words. Students watch and review in class time. 10% 1 A two-part assignment on Indigenous health.
This paper should take the form of a review of the film that could be submitted to a population health journal. 25% 1, 2 Assessment 2 A 2,500 word essay on an Indigenous health issue 40% 1-6 Assessment 3 Exam 20% 1-6
Assessment DetailPart 1: A two-part assignment on Indigenous health.
The critical review assignment is 500-600 words and forms the basis for part 2 of assessment 1. Assignments are handed to the course coordinators who will mark and make comments. It will be scanned and returned to students by email.
Part 2: A two-part assignment on Indigenous health.
The paper should describe how the film, Aunty Connie provides an understanding of the complexities of history and social exclusion and the continuing effects on health and wellbeing of Aboriginal people.
It should be referenced with four to six academic sources 1,000 words in length.
Assessment 2: An essay on an Indigenous health issue.
The choice of one health issue from a list of 5 or a location in a metropolitan, rural or remote setting in Australia
A two hour exam consisting of 10 short answers from 16 options – student may bring their notes and reading to the exam.
Class attendance and participation in weekly class discussions
SubmissionStudents will be required to submit their assignments electronically to the Course Coordinator. Assignments will be marked with comments. They will then be scanned and returned to students by email.
5.4.1 Extension of Time for Assessment Items
It is expected that all assessments will be submitted by the specified time on the specified due date (or, if off campus, assessments must be postmarked by the specified due date). However, students may apply for an extension of time to submit an assessment, if they are experiencing difficulty. Applications for extension must be made to the course coordinator, in writing (e.g. email) prior to the due date lodgement of the assignment. Anticipate that it may take a few days to receive a reply. The grounds for granting an extension include health problems, compassionate reasons and other extenuating circumstances. Extensions will usually only be granted for a maximum of one week, but can be longer at the discretion of Course Co-ordinator.
5.4.2 Late Submission of Work
All assignments should be submitted by the due date.
Late submission without an approved extension will be penalised at the rate of 10% of available marks for each day after the due date. Work submitted more than ten days after the due date may be returned unmarked. This action will be taken to prevent students who do get their work in on time being disadvantaged.
5.4.3 Word Limit
You are advised to comply with word limits. You are, of course, not expected to achieve exactly the required length and a 10% leeway on either side is acceptable. However, a penalty of 5% of available marks will apply for word limit in excess of the 10% leeway.
The University of Adelaide Plagiarism Policy (available at www.adelaide.edu.au/policies/230/) defines plagiarism as … ‘Using another person’s ideas, designs, words or works without appropriate acknowledgement’ (p. 2).
Students are reminded that plagiarism constitutes a serious offence and can result in disciplinary procedures. Students are advised to read the policy on plagiarism found at www.adelaide.edu.au/policies/230
Note that an understanding of the following areas is required.
Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the Discipline).
Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.
Paraphrasing: repeating a section of text using different words which retain the original meaning. Please note changing just a few words does not constitute paraphrasing.
Discipline Student Assignment Coversheets require students to sign a written statement that declares that all cited works have been acknowledged.
5.4.5 Requesting a Re-Mark
Any student who, after discussion of the result with the lecturer in charge, is still dissatisfied with the final grade awarded for a course, or with the mark awarded for a particular piece of assessment work, and who has specific grounds for objecting to the grade/mark, may lodge a written request for a review of the result or an independent second assessment with the Head of Discipline within 10 University business days from the date of notification of the result. Such a written request must contain details of the grounds on which the objection is based. Requests must include a summary of the reasons the student believes his or her assessment work deserves a higher mark.
These reasons must be directly related to the academic quality of the work. Re-marks, for example, will not be granted where the grounds are that the student has paid tuition fees or incurred liability under HECS-HELP or FEE-HELP, or needs one or two additional marks to get a higher overall grade for the course. The Head of Discipline may seek the advice of the Academic Progress Committee, and will make a determination on review or second assessment and inform the student of his or her decision in writing.
The mark awarded to a piece of work following review or second assessment as provided for in this policy or as a consequence of appeal to the Student Appeals Committee will usually stand as the final mark for the work, regardless of whether this mark is higher or lower than the mark originally awarded.
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 Access Adelaide.
The University 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 University 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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.