EDUC 2002 - Professional Practice & Research
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code EDUC 2002 Course Professional Practice & Research 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 Y Prerequisites EDUC 2001 Assumed Knowledge EDUC 1001 & EDUC 1100 Course Description This course enables students to evaluate and utilize a range of educational research methods. Students will examine a range of techniques, analyse a variety of research studies and be prepared to conduct small scale research projects. The course provides skills, techniques and methods to enable students to teach the new personal research project in South Australian high schools.
Course Coordinator: Dr Anthony PottsLocation: Room 8.45
School of Education,
Faculty of the Professions
10 Pulteney Street, Adelaide, 5005
Phone: 831 30849.I am in my office most days from 5.30am. Simply drop in, phone or email. Replies to emails will be done as soon as possible.
The full timetable of all activities for this course can be accessed from Course Planner.Lecture attendance: 1 hour per week
Tutorial attendance: 1 hour per week
On-line activity: 1 hour per week
Course Learning OutcomesAt the end of this course students will be able to:
1 Identify the major research methodologies used in educational investigations 2 Describe the main differences between quantitative and qualitative research 3 List the specific types of research that fall into the broad categories of quantitative and qualitative research 4 Give examples of research problems that might be investigated by either approaches 5 List the steps involved in the research process 6 Evaluate educational research on various dimensions 7 Plan and conduct small scale educational research 8 Teach the Personal Research Project in South Australian High Schools 9 Engage in reflective and self-directed practice as stated in APST Standard 6: Engage in Professional Learning
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) 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)
1, 4 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
2, 5 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
3, 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
3, 6 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
1, 5 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, 3, 5
You need either your own copy of this or a copy shared with a friend or friends. You need to bring it to each class.
Kervin, L., Vialle, W., Herrington, J., Okely, T., Research For Educators, Cengage, South Melbourne, 2016. 2nd edition
This text is available on campus, at on-line outlets and other bookstores.
Recommended ResourcesAry, D., Jacobs, L., Sorensen, C. 2010, Introduction to Research in Education, Wadsworth Cengage, Belmont, California.
Emerson, L. (Ed.), 2005. Writing Guidelines for Education Students, Cengage, South Melbourne, 2nd Ed.
Sikes, P. & Potts, A. Researching Education From The Inside, Routledge, London, 2008
Online LearningThe complete course is available on MyUni. It is active well before the course officially commences so you can commence the course early.
Learning & Teaching Activities
Learning & Teaching ModesThere is one lecture, one tutorial and one on-line activity each week. Attendance at formal classes is highly recommended. For each missed tutorial or none or inadequately prepared tutorial 2 marks will be deducted. It will be impossible for the course to be taught again the day before the final examination.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Lecture attendance: 1 hour per weekTutorial attendance: 1 hour per weekOn-line activity: 1 hour per week
Learning Activities SummaryThe course consists of lectures and tutorials. Students are expected to prepare for tutorials by familiarizing themselves with the set readings and doing the set activities.Classes will be held weekly commencing the first week of semester . Please ensure you bring along the text and your answers to class from this first week.
Lecture: Some Issues in Educational Research
Research for Educators Chapter 1
Each week you need to read the chapter in the textbook and any other readings, make a page of thoughtful (not simply copying out the textbook verbatim) notes on the readings, questions and in particular the question/activity in bold and bring the textbook and notes plus any other required material to the tutorial and be prepared to discuss the questions and your responses.
What is research?
What ethical issues do educational researchers need to consider?
Why do teachers need to understand research and the research process?
Who was Cyril Burt and for what do we remember him? Can you find any recent Australian equivalents – search for questionable research involving the contraceptive pill and research involving morning sickness for example.
Create a concept map of the research process.
Lecture: The Research Process
Research for Educators Chapter 2
What steps are involved in the research process?
How does research differ from reflection?
Complete the task on page 23. (You can use an article from the Course Profile, one from the collection on MyUni or one you find yourself. You may wish to select one you will use for your essay).
Lecture: Different Research Approaches
Research for Educators Chapter 3
List the characteristics of quantitative and qualitative research.
How is educational practice influenced by research?
Examine newspapers’ reporting of a current educational or other issue- either from the printed copies or the web versions. Upon what sources is the reporting based? How do different newspapers report the issue? Why do we need to be aware of the differences?
Find a qualitative and a quantitative research article preferably on a similar topic. You could either do this by browsing in the educational journals such as The Australian Journal of Education in the library or on line. You could use the articles provided in this handout or the ones on MyUni. What are the differences between the reports? Do the reports complement or contradict each other? How could the results influence classroom practice?
Lecture: Initial Stages in Research
Research for Educators Chapter 4
How do we select a research topic?
How do we conduct a literature review?
How do we develop research questions and hypotheses?
Chose 2 articles and summarize these in four main points per article. Are there common themes? How can you compare and contrast the 2 articles? What research question might the 2 articles lead you to ask?
Lecture: Planning Research
Research for Educators Chapter 5
List the characteristics of the main types of quantitative research.
List the characteristics of the main types of qualitative research.
What is case study research?
Identify the different sorts of descriptive data that teachers can collect. What can we use this for?
Lecture: Collecting Data
Research for Educators Chapter 6
What do we mean by data?
How do we collect data for quantitative and qualitative research?
What do we need to do as we prepare to gather data?
What do we need to do as we gather data?
Safely and ethically observe a small group of people for about 10 minutes. Record the most pertinent events during that period. Describe the situation, analyse the data and say what you have found out about these people as a result of this observation. (Students in the past have done superb work here so do not let the side down).
Lecture: Making Sense of Data
Research for Educators Chapter 7
What does data look like?
How can data be organised?
How do we organised and prepare data for analysis?
Do the activity on page 117.
Do activity 2 on page 138.
Lecture: Data Analysis Techniques
Research for Educators Chapter 8
How do we analyse qualitative data?
How do we analyse quantitative data?
Do activity 4 on page 159
Lecture: Publicising The Research
Research for Educators Chapter 9
What are some of the main ways we can publicise our research findings?
What should a first rate research report contain?
Do activity 2 on page 168.
Lecture: Action Research
Research for Educators Chapter 10
What is action research?
How can action research help teachers and schools?
Do the activity on page 196.
Lecture: Completed Research: School Teachers and Curriculum Reform
Research for Educators Chapter 10
Do activity 3 on page 198.
Lecture: Completed Research: Principals and Faith Schools, Australian Textbooks.
Research for Educators Chapter 10
1. Think of at least one Personal Research Topic for your Students in Years 11 or 12 and map out how you would advise your students to do this. [Recall the two topics I sent you earlier - one on cemeteries and one on swimming pools].
2. Think of the subjects you will teach in school and pick a topic for an action research project and map out how you would do this.
Specific Course RequirementsKnowledge of course requirementsIt is a student’s duty to acquaint himself/herself with course requirements. Ignorance of course requirements due to a student’s non-attendance at lectures or seminars is not an acceptable reason for non-fulfilment of any requirements.Lectures
Students attending lectures and seminars should note that behaviour which interferes with the conduct of the lecture or seminar may result in a student being asked to leave the class and may result in suspension from the unit. In particular mobile phones must be turned off and placed in students’ bags before the commencement of lectures and seminars. Students are not to have mobile phones out during seminars and this includes texting under desks and sitting in seminars with mobile phones messaging others will result in you being asked to leave the seminar.
Attendance at lectures is strongly recommended and on the basis of the research evidence is highly profitable. (See Woodfield, et al., 1-22, in Studies in Higher Education, 31, 1, 2006 and Rodgers and Rodgers, 2003, 27-41, in Education Research and Perspectives, 30, 1, 2003).
Indicate the overall scope of the subject,
Emphasise essential points,
Provide a starting point for private study,
Give explanations of certain difficult points ,
Give examples relevant to the particular course area,
Provide a preliminary map of difficult reading material,
Suggest sources of further information and reference,
Stimulate student thinking and provide guidelines for thoughts assisting to develop a critical interest in the subject (RMIT Counselling Service, 1969)
TutorialsAttendance and whole hearted and spirited participation is compulsory. If you cannot attend due to sickness or other valid reasons (this does not include taking a holiday or other non academic reason) then you must follow this procedure. By October 20, 2017 you need to hand to me personally copies of doctor’s certificates for each missed session plus the 1 page of preparation for each missed session. Put a cover sheet with your name, number and tutorials missed in summary form. Failure to do this will result in you being considered absent.Special ConsiderationStudents who wish to seek special consideration because of illness or special circumstances should apply to the lecturer in charge with relevant documentary evidence. This is usually a doctor’s certificate. For both special consideration and extensions you need to complete well beforehand the Application Form – Assessment Task Extension or Replacement Examination due to Medical and Compassionate Circumstances and/or Application Form – Extenuating Circumstances Application Form. These along with relevant information and instructions are on the university web site.Extensions and deadlinesIf due to illness or other valid reasons, a student is unable to meet a deadline, he/she must contact the lecturer before the deadline in order to seek an extension (which may or may not be granted). Students are required to produce original documents to support their application for an extension. Any assignment handed in late, without authorised extension, will be penalised at a rate of 10% of the assigned mark per 24-hour period late, to a maximum of 7 periods. Assignments handed in more than seven periods late, without authorised extension, will not be marked and an automatic fail grade for that piece of assessment will be recorded.Plagiarism
Plagiarism is “the reproducing of someone else's intellectual work and representing it as one's own without proper acknowledgment”. Examples of plagiarism include: direct copying or paraphrasing of someone else’s words without acknowledging the source; using facts, information and ideas directly derived from an unacknowledged source; and producing assignments which are the work of other people.
Students have a responsibility to:
Access and use available information provided by the University to avoid plagiarism;
Declare sources in their work submitted for assessment, from which they obtain material or ideas: Retain drafts, notes and copies of all assignments submitted for assessment;
Ensure that you do not make your work available to other students in any form for the purposes of plagiarism;
Discuss any questions you may have about plagiarism with your kindly and supportive lecturer.
Specific RequirementsStudents should write their assignments independently. Students are expected to produce their own work. This might involve students choosing, analyzing, summarizing and interpreting the (often competing) ideas of others, and developing arguments and drawing conclusions. Students can: discuss assignments with other students and their tutors; communicate with one another in constructive ways about the learning process; and assist each other, e.g. by discussing the approaches that might be taken to assignment topics, or helping with the availability of reading materials.Students must acknowledge an original author/creator for the ideas and concepts used in their work by providing a reference or citation. A reference is the written detail of the original source for ideas, which may be referenced within, and at the end of the assignment in the form of a reference list.You may use quotations: exact words of an original author in written work. The quotation (exact words) should be placed in quotation marks and be accompanied by a reference. If paraphrasing (rewrite completely another author's words or ideas with the intention of presenting the author's ideas), it is vital that the passage is fully rewritten, including the sentence structure. Any short phrases or key words that are used should be handled as quotes. The source must always be referenced.
Small Group Discovery ExperienceThis is incorporated in the other year 2 education unit.
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.
The overall mark required to pass is 50%. Students need to attempt and pass each of the three components that is tutorials, assignment and examination.
Assignment 1: Quiz Due in Week 4
Tutorials 10% outcome 9Weekly Preparation and Participation [for each missed, un or nonprepared or non participation deduct 2 marks]. Please see the instructions above on what to do for genuinely missed tutorials.Two Hour End of Semester Examination [in Formal Exam Period] Worth 60%. outcomes 1-8
Examinations are controlled by Central Administration and so the date and time are set by this Office. Accordingly the date and time of these are outside my control. The Examination Period usually covers November and December. You need to be available to sit examinations during this time in Adelaide. Please do not schedule other activities in this period as we are unable to schedule examinations at other times and in other places.
Quiz outcomes 1-8
Assessment Related RequirementsEssay Guidelines and Referencing
Mr Les Hankin’s Essay and Referencing Template
Reproduced with kind permission is Mr Les Hankin’s Essay and Referencing Template™. You may profit from reacquainting yourselves with it prior to and during your assignment work.
These points have emerged from marking essays.
Please note: You will be expected to have taken account of these points when you write your essay.
1. Plan the shape and structure of the assignment and indicate this in the introduction: “In this assignment …” Then stick to your plan and use subheadings to keep you there.
2. It is perfectly acceptable to include your opinions but only after you have considered all the evidence you can muster from respectable and authoritative sources. Keep all your opinions to the conclusion at the end.
3. Think of the marker. Use headers and footers for your name and page number.
4. Recommended layout: Arial 12 pt, with 2 lines spacing. This is the academic standard. You don’t ever need to use italics or underlining or bold. Keep bold for headings only.
5. Subheadings are very useful for organising your ideas.
6. If you must use quotations, they must flow from the text, not disrupt it.
7. Address the question! Also, you must use the full word allowance or close to it. (Check in pull-down menu: File/ Properties).
8. Never ever have one-sentence paragraphs. Paragraphs are for building ideas. Use paragraphs. They are a great invention. They organise the prose and ease the eye.
9. Stick to the Harvard referencing system and never use numbered footnotes.
10. You need to demonstrate that your work is informed by current academic thinking. Websites don’t convey this, but rather the opposite.
11. URLs on their own are not acceptable. Never cite any website that doesn’t have .ac or .gov in them. There is no way of proving the veracity of what they say.
12. Spelling! Where/ were; there/ their! It’s = it is! Apostrophes are important!
13. Grammar: if in any doubt, use a full stop and start a new sentence. A sentence must have a verb.
14. Have someone proofread your submission, aloud, to check its grammar works.
15. Accuracy in names is important.
16. Use the spelling / grammar check on Word (Press F7 key at the top.)
17. Avoid words like ‘amazing’. You need to be academic and objective.
Referencing is a very important aspect of your work and is not tutors being fussy. It demonstrates your academic reading and commitment:
18. When citing sources (Oxfam 2004) make sure this is carried through and included in the reference list at the end. A reference list is essential and must follow on immediately in the same file. Do not separate them or leave a gap in your essay.
19. A set of references that is only drawn from the Net is not acceptable. It comes over as laziness. Be adventurous: use the Library.
20. Look at how references are laid out in the set books to get it right, but the following table explains all eventualities.
In the main body In the Reference List/ Bibliography One author
Penn (2005) - if paraphrasing.
Penn (2005:99) – if a direct quote.
Penn, H. (2005) Understanding Early Childhood. Maidenhead: Open University Press
Also note the position of (2nd edn) This is the 2nd edition of this book.
Blenkin and Kelly (1996) – if paraphrasing.
Blenkin and Kelly (1996:15) – if a direct quote.
Blenkin, G.M. & Kelly, A.V. (1996) Early Childhood Education (2nd edn). London: Paul Chapman. More than two authors
Gopnik et al. (1999) or
Gopnik et al. (1999:21) - if direct quote.
Gopnik, A., Meltzoff, A. and Kuhl, P. (1999) How Young Babies Think. London: Weidenfeld & Nicolson A chapter from an edited book
Mukherji (2005) or
Mukherji (2005:145) – if direct quote.
Mukherji, P. (2005) ‘The importance of health’, in Dryden, L., Forbes, R., Mukherji, P. & Pound, L. (2005) Essential Early Years. London: Hodder Arnold. A quote about another author within the text – a secondary citation.
David (cited in Bruce, 2005) or
David (cited in Bruce, 2005:17) - if direct quote
Bruce, T. (2005) Early Childhood Education. (3rd edn). London: Hodder Arnold.
(i.e. David will not appear in the Reference List/Bibliography because you have not read David’s original work; you have read about it in Bruce’s book).
Furedi (2004) or
Furedi (2004:15) – if direct quote
Furedi, F. (2004) ‘Plagiarism stems from the loss of scholarly ideals’, Times Higher Education Supplement. p.16. Online newspaper article
Furedi (2004) or
Furedi (2004:15) – if direct quote
Furedi, F. (2004) ‘Plagiarism stems from the loss of scholarly ideals’, Times Higher Education Supplement. p.16. http://thes.co.uk. (accessed 12 February 2005). Journal article Dryden et al. (2003) Dryden, L., Hyder, T. & Jethwa, S. (2003) ‘Assessing individual oral presentations’, in Investigations in University Teaching and Learning, vol. 1, no. 1, pp.79-83. Electronic Journal
Kwon, Y.I. (2002) ‘Changing Curriculum for Early Childhood Education in England’, in Early Childhood Research & Practice, vol. 4, no. 2. http://ecrp.uiuc.edu/ (accessed 30 June 2006) Website with author Stainthorp (2003)
Stainthorp, R. (2003) ‘Use it or lose it’.
http://www.literacytrust.org.uk/Pubs/stainthorp.html(accessed 6 October 2004)
Website without author but linked to a recognisable organisation Froebel Foundation (2005) Froebel Foundation (2005) ‘Three Education Principles’ Education Principles. http://www.froebel.com/ (accessed 29 July 2005).
Weekly TutorialsEach week there are tutorials in which we [that means all of us] will discuss the topic and the literature listed for that week, watch a video or some other activity associated with the topic. All students are required to read the relevant parts of their text for this and take part in the discussion. It is not meant to be another lecture. The success of the tutorials depends on everyone reading some relevant material and discussing that with the group. We aim to review the research literature on the topic and not recycle educational folklore.
Students must bring to the tutorial their text and 1 page of thoughtful notes from the relevant chapters and the set activity. Simply presenting at the tutorial session having not done the reading and the activity prior to the tutorial and without notes or prescribed texts and sitting passively or doing other things is not acceptable and will not count as fulfilling course requirements.
Assessment of Tutorials
This will include assessment of a student’s apparent preparation for tutorials and the reading of the relevant chapters in the text (and the preparation of a summary), willingness to contribute to discussion, the usefulness of the contribution, the assistance given to others in the group, the quality of the ideas, etc.Again simply turning up and failing to do the reading or to willingly and constructively contribute to the discussion and failure to engage in the other class activities will not count.
Week 4 Quiz
This is a take home on line quiz that covers the first four weeks of classes and requires you to demonstrate mastery of the key concepts and their application. It will be based on the first four chapters of the set text and the lectures and tutorials that accompany these chapters.
Assignments1. Double space the lines. Use at least 12 point and a clear and legible font. This makes it easier for the maximum grade to be awarded by staff that wear multifocal spectacles but are otherwise kind and caring, full of compassion, slow to anger and rich in justice.2. Leave a margin of at least one inch on the left hand side of the paper.
3. Use a footer or header with your name, course and page number.4. A title page should be placed at the front of the assignment. This should contain your name, the subject, the title of the assignment, the name of the lecturer concerned, and the date. All assignments must be accompanied by an Essay Cover Sheet, which includes a Statement of Authorship5. Students who wish to submit assignments via the postal system must ensure the envelopes are post marked no later than the due date for submission and are sent by registered mail. Students are advised that the School of Education takes no responsibility for assignments sent by post.
6. Assignments will not be accepted for marking after other work in that subject has been returned unless a special consideration request has been approved.
7. The completed assignment should be stapled or fastened in the top left hand corner. Please do not use manila or other forms of folders and please do not under any circumstances place each separate page in a separate plastic envelope.
8. Keep a hard copy of your essay and other submitted work. Sometimes accidents do happen, mail fails to arrive or computers crash.
Note: Failure to follow these prescriptions will result in a lower mark on the essay.
Your assignment provides you with an opportunity to comprehend research material criticize it and create an argument of your own. Your papers will be assessed on the basis of the following which appear in detail in both the Assignment Grading Templates. Please note all of these especially the previously noted stricture on the judicious use of quotations.
(a) the depth and scope of the research. Has the student used at least 3-5 different sources (excluding newspaper and popular press material)? Has the student simply restated the sources or made an attempt to evaluate these sources and create an argument of her/his own?
(b) the quality of the ideas and the soundness of argument. Is the essay a critical exposition as opposed to a listing and reproduction of the research?
(c) the organization of ideas within the paper. Is the essay logically organized and well structured?
(d) the style of writing including appropriateness of language, clarity of expression, sentence structure, etc.
(e) length, etc. Are there glaring errors of expression, spelling etc? Errors in this area will mean that an essay is very unlikely to obtain more than a P grade.
(f) the quality of presentation, including attention to grammar, punctuation, spelling, legibility and very importantly consistency and correctness in matters of referencing and bibliography. Unless these latter matters are near to perfect then it would be unlikely that an essay would be graded higher than a P grade.
Grades for your performance in this course will be awarded in accordance with the university grading scheme and due to the large numbers a distribution on the normal curve will be expected.
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.As a result of SELTs feedback and other feedback provided by students the following changes have been made:1.More convenient class times for students and different location of tutorials2.More MyUni available material on the Personal Research Project- kindly provided by Jarrod Johnson of Pulteney Grammar School.3.More emphasis on the global as well as local nature of research for those who will teach not only in SA but nationally and internationally.4.Course now revised and updated to appear on line on the University's new portal.5. Quiz due at the end of week four.6. Continuing emphasis on the varied audiences this course caters for, that is, not only the teacher as reseacher and their personal and professional development but the teacher as teacher of the personal research project which is now a feature of many school systems.7. Greater care taken to point out the limitations of all research.
- 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
- LinkedIn Learning
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.