DENT 1005AHO - Dental Science and Practice I Part 1
Teaching Hospitals - Semester 1 - 2021
General Course Information
Course Code DENT 1005AHO Course Dental Science and Practice I Part 1 Coordinating Unit Dental Term Semester 1 Level Undergraduate Location/s Teaching Hospitals Contact Up to 24 hours per week Available for Study Abroad and Exchange N Restrictions Available to BDS students only Course Description From a patient care focus, this stream introduces students to the practice of dentistry and provides a foundation for understanding the normal structure and function of the oral cavity, evidence-based maintenance of patients' health and dentistry as a career. By working through a series of interactive learning activities, students develop an integrated knowledge base related to evidence-based patient care and related clinical skills and professional behaviours. These integrated learning activities present various practice situations that focus on the initial phases of patient care and are supported by class meetings, laboratory, tutorial and clinical exercises. Learning is also supported by independent study and discussion of findings in class. Students work in a collaborative environment to learn to critically evaluate themselves, and plan and implement strategies for improvement. The stream emphasises the scientific basis of dentistry and integrated knowledge of the structure and function of selected body systems, including the normal appearance of oral soft and hard tissues, and main features of the masticatory system and key functions of a healthy body such as nutrient supply and waste removal, respiration, transport and movement, as a basis for the analysis of patients' oral health; reviews important ethical issues in dentistry; develops individual and group learning skills; provides clinical experiences related to the review of occupational health and safety, creation of dental records from patient histories and oral examination, the oral ecosystem in terms of balance and imbalance, preventive dentistry and maintenance of patients' oral health, at both individual and population health levels; and introduces students to behavioural sciences as applied to dentistry.
Course Coordinator: Dr Eleanor ParkerPhone: +61 8 8313 4242
Location: Level 10 Adelaide Health and Medical Sciences Building
The full timetable of all activities for this course can be accessed from Course Planner.Details of the program are located on the MyUni course site.
Course Learning Outcomes
Professional Behaviours 1 comply with Uni and SADS policies by displaying appropriate professional and ethical behaviour through respecting colleagues and patients, maintaining patient confidentiality and obtaining informed consent in all learning environments 2 comply with AHPRA requirements for student registration and professional conduct in all learning environments. 3 apply an evidence-based approach to inform decisions at all levels of interaction with healthy adult patients by applying the hierarchy of evidence and basic statistical concepts when critically evaluating relevant literature. 4 describe the complimentary functions and roles of all involved in patient care (eg dental assistant, dental therapist and dental hygienist). 5 critically evaluate their own performance, seeking feedback and implementing appropriate strategies for improvement. 6 describe different approaches to respond to common occupational stressors and seeks assistance in developing effective management strategies for self and patients. Interpersonal Skills 7 use effective patient-centred communication to competently manage the oral care of healthy adult patients through appropriate use of questions, active listening, explanations, empathy, and feedback. 8 work and communicate effectively and respectfully with other members of the oral health care team in simulated and clinical setting, and adopt a leadership role when necessary. Clinical Examination, Diagnostic & Management Skills 9 discuss the factors, eg, behavioural and social, that contribute to the maintenance of balance of the oral ecosystem, including the normal oral microflora and its relation to the host under normal healthy conditions and applies this to the management of healthy adult patients. 10 describe the complimentary functions and roles of all involved in patient care (eg dental assistant, dental therapist and dental hygienist). 11 apply integrated knowledge of the structure and function of selected body systems and key functions of a healthy body such as nutrient supply and waste removal, respiration, transport and movement, as a basis for analysis of patients' oral health. 12 safely and accurately take a medical, dental and social history, examine extraoral, intraoral soft, periodontal and hard tissues, perform a simple occlusal analysis including the collection and interpretation of additional clinical information, appropriately recognise the range of normality and record normal findings and clinical signs of common oral diseases for selected healthy adult patients. 13 explain the principles of identification of risk factors in relation to the development of common oral diseases in selected healthy adult patients 14 apply understanding of the oral ecosystem, patient education, behaviour change and remineralisation materials to develop preventive recommendations to restore and maintain oral health for selected healthy adult patients. Practical /Technical Skills 15 discuss and implement appropriate infection control and occupational health and safety procedures required when working within a clinical environment. 16 safely and effectively manipulate dental instruments (dental mirror, explorer, periodontal probe, and the slow speed handpiece) whilst working on a patient colleague. 17 apply knowledge of risks associated with dental radiographs to safely and accurately take bitewing radiographs in simulated settings; examine and critique bitewing radiographs and recognise the appearance of normal imaged structures and associated basic pathology (eg restorations, caries, calculus) in bitewing, periapical and panoramic radiographs. 18 safely and effectively explain and perform simple preventive treatments, including remineralisation techniques eg professional or home fluorides, fissure sealants (under rubber dam - lab only), oral hygiene instructions, dietary advice in simulated and/or clinical situations. 19 safely and effectively explain and perform simple preventive treatments, including remineralisation techniques eg professional or home fluorides, fissure sealants (under rubber dam - lab only), oral hygiene instructions, dietary advice in simulated and/or clinical situations.
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)
3, 4, 6, 9,10,11,12,13,14, 15, 16, 17, 18, 19 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
3, 6, 9, 14 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
4, 7, 8 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 3, 4, 5, 6, 8, 9, 15 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, 2, 7, 15 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
5, 7, 8
Required ResourcesHarris NO, Garcia-Godoy F, Nathe CN (2014) Primary preventive dentistry.
8th ed. Pearson Prentice Hall: Upper Saddle River, New Jersey
Mescher AL, Junqueira LC. (2013) Junqueira’s Basic Histology.13th edition, McGraw Hill/Lange: New York.
Sherwood L (2015) Human Physiology - From Cells to Systems. Cengage Learning: Boston.
Townsend GC, Winning T (2017) Dental Science & Practice I & II Resources. School of Dentistry, The University of Adelaide: Adelaide
(availalbe on MyUni)
Whaites E (2007) Essentials of dental radiography and radiology. 4thed. Churchill Livingstone: New York. OR Iannucci
JM, Howerton LJ (2012) Dental Radiography Principles and Techniques. 4th ed. Elsevier/Saunders: St Louis (alternative to Whaites 2007).
Ensure you obtain the latest editions of texts.
Other resources will be made available during the year via MyUni: Dental Science and Practice I, Part 1 & 2.
Recommended ResourcesHighly recommended textbooks:
Fejerskov O, Edwina Kidd E (2012) Dental Caries The Disease and its Clinical Management, 2nd edition. Blackwell Munksgaard.
Kidd EAM (2005) Essentials of dental caries. 3rd ed. Oxford University Press: Oxford.
Mount GJ, Ngo HC, Hume WRT, Wolff MS (2016) Preservation and restoration of tooth structure. 3rd ed. Wiley Blackwell: Oxford.
Nield-Gehrig JS (2013) Fundamentals of periodontal instrumentation & advanced root instrumentation. 7th ed Lippincott Williams & Wilkins: Philadelphia.
Silverman J, Kutz S, Draper J (2005/2013) Skills for Communicating with Patients,1st/ 2nd ed. RadcliffePublicity, Oxford (Both versions are acceptable to use; the 2nd ed is available online as an e-book viaBarr Smith Library. This book is used as a text from BDS1-BDS 3)
Squier C, Brogden K, (2011) Human Oral Mucosa, Development, Structure & Function 1st ed. Wiley-Blackwell (also available in BSL online)
Tortora G.J, Derrickson B (2014) Principles Of Anatomy And Physiology. Wiley: Danvers, MA. (Students who have not studied biology will find this text useful).
Ross MH, Kaye GI, Pawlina W (2015) Histology, A Text and Atlas. 6th ed. Wolters Kluwer: Philadelphia.
Berkovitz BKB, Holland GR, Moxham BJ (2009) A color atlas and textbook of oral anatomy, histology and embryology. 4th ed. Mosby: New York.
Burkitt HG et al (2006) Wheater’s Functional Histology - A Text And Colour Atlas. 5th ed. Churchill Livingstone: Edinburgh.
Campbell NA et al., (2013) Biology, 13th ed. Pearson Education Inc: San Francisco. Chang R (2007) Chemistry. 9th ed. McGraw-Hill: New York
Cormack DH (2001) Essential histology 2nd ed. J.B. Lippincott Co: Philadelphia.Curtis H, Barnes NS (1995) Biology. 5th ed. Worth Publishers: New York.
Fawcett DW (1997) Bloom and Fawcett: Concise Histology. Chapman and Hall: New York.Ferguson DB (1988) Physiology for Dental Students. Wright: London
Ferguson DB (1999) Oral Bioscience. Churchill Livingstone: London.
Ferracane JL (1995) Materials in Dentistry: principles and applications. JB Lippincott: Philadelphia
ForgioneAG, Mostofsky DI, Fortune, F. & Giddon DB (2013) Behavioural Dentistry 2nd ed. Blackwell Munskgaard:Ames, Iowa. (Available online as an e-book via the Barr Smith Library; this resource is relevant to BDS 1-5)
Harrison GA et al. (1988) Human Biology: an introduction to human evolution, variation, growth and adaptability 3rd ed. Oxford University Press: Oxford.
Humphris G, Ling MS (2000) Behavioural Sciences for Dentistry. Churchill: Edinburgh (out of print: available in Barr Smith
Jordan RE, Abrams L (1992) Kraus' oral anatomy and occlusion. Mosby Year Book Inc: St Louis (out of print: available in BSLKent GG,
Croucher R (1998) Achieving oral health: the social context of dental care. 3rd ed. Wright: Oxford
Ladiges P, Knox B (2006) Biology: an Australian Focus. 3rd ed. McGraw Hill Australia: Sydney
Lindhe J, Karring T, Lang N (2015). Clinical Periodontology and Implant Dentistry, 6thEdition Blackwell
Locker D (1989) An introduction to behavioural science and dentistry. Routledge; London (out of print: available in BSL)
Mostofsky DI, Forgione AG, Giddon DB (2006) Behavioural Dentistry. Blackwell Munskgaard: Ames, iowa.
Nanci A (2012) Ten Cate’s Oral Histology: development, structure and function,8th Mosby: St Louis
Newman, Takei, Klokkevold & Carranza (2012) Clinical Periodontology, 11th ed, Saunders Elsevier, Missouri USA.
Scheid RC (2011) Woelfel’s Dental Anatomy, Its Relevance to Dentistry, 8th ed.Wolters Kluwer/ Lippincott-Williams and Wilkins: Philadelphia
Scott EM, Waterhouse JM (1986) Physiology and the scientific method. Manchester University Press: Manchester
Thexton AJ (1992) Mastication and swallowing: an overview. British Dental Journal 173:197-206.
Timberlake KC (2007) General Organic and Biological Chemistry: structures of life. 2nd ed. Pearson Education: San Francisco
Wilson TG, Kornman KS (2003) Fundamentals of Periodontics 2nd ed. Quintessence Publishing Co: Chicago
Wolf HF, Hassell TM (2006) Color Atlas of Dental Hygiene. – Periodontology. Thieme Stuttgart: New York.
Yip KHK, Smales RJ (2012) Oral Diagnosis and Treatment Planning in Contemporary Clinical Practice. 1st edition. Stephen Hancocks Ltd.
Yip KHP, Smales RJ, Kaidonis JA (2006) Tooth Erosion Prevention and Treatment, 1st edition. Jaypee Brothers, New Delhi.
Online LearningCommunications about the course will be via the Announcements section on MyUni and/or by email.
Additional course-related material, such as a detailed schedule of class meeting and other classes, and assessment is available through MyUni.
Learning & Teaching Activities
Learning & Teaching ModesA variety of learning modes will be used in this course including:
• Dentally-related situations/experiences focussing particularly on the stated stream objectives (Integrated Learning Activities - ILAs)
• Class Meetings
• Clinic sessions
• Simulation Clinic
• Biodent Sciences Workshops
• Assignments, Quizzes
• Library research/ literature searches.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.To enable successful completion of the course, students need to allocate an appropriate time commitment to their study. In addition to the formal contact time [eg, class meetings, tutorials, practicals, ILA] students need to allocate non-contact time to their studies. Non-contact time is required for a range of activities which may include, but are not limited to, assessment tasks, reading, researching, note-taking, revision, writing, informal discussions with other students, ILA group discussions and consultation with staff.
While the relative proportion of contact and non-contact time may vary between courses. As a guide to achieve a satisfactory level of performance, however, a full-time student would expect to spend, on average, a total of 48 hrs/wk on their studies during learning periods. This includes contact and non-contact hours (see below).
The learning periods for BDS I are:
• 19 weeks for Semester 1 (ie O'Week to the end of the examination period) and
• 17 weeks for semester 2 (ie week 1 to the end of the examination period)
The workload for undergraduate/postgraduate programs is 24 units per year (full-time).
Total workload (h/week): 48
Contact hours (h/week): up to 26: Comprised of ILA, Class Meetings, Simulation Clinic, Clinic sessions, Workshops and Tutorials.
Non Contact hours (h/week): approx 22: Comprised of Group Meetings; Group and Individual Learning, and Preparation for ILAs, class meetings, simulation clinic, clinic, workshops, tutorial activities, assignments and assessment.
Learning Activities Summary
Week Topic Lecture 1 ILA 1.1 Mr Peel • What is Health?
• The requirements of life: Living functions
• The language of dentistry & introduction to dental morphology
2 ILA 1.1 Mr Peel • Professionalism
• Homeostasis & the balance of life
3 ILA 1.1 Mr Peel • Patient-centred care & models of health
• The cell as a ‘factory’
• The basis of inheritance
• Infection Control
• What keeps us healthy?
4 ILA 1.1 Mr Peel's examination • Ergonomics
• The pitfalls of plagiarism and how to avoid it
• Specialised epithelium
• Connective tissues
5 ILA 1.2 Mr Peel's examination concludes • What tooth is that?
• Connective tissue & epithelium
6 ILA 1.2 Mr Peel's examination concludes • Occupational stress and its impact
• Dental Records; Legal aspects of records & consent
• Hard tissues of the body
• pH - Buffers in living systems
• Patient-centred care & the dentist-patient relationship
• Self-monitoring and external feedback
7 ILA 1.2 Mr Peel's examination concludes • Nervous tissue
• Patient-centred care
• Membrane physiology & action potentials
• Neuromuscular transmission
• Blood - the cellular & fluid connective tissue
• The ANS: Autonomic control of the body
8 ILA 1.3 Mr Peel's consultation continues • Oral surface anatomy & Gingiva structure and function
• Introduction to dental imaging and radiation safety
• Endocrine signalling
• Evidence-based practice
9 ILA 1.3 Mr Peel's consultation continues • The cardiovascular transport system
• How does the heart beat?
• Bitewing radiography
• Conducting evidence-based practice using PubMed
10 ILA 1.3 Mr Peel's consultation continues • Patient-centred care: Examination
• Periodontal attachment structures – form and function
• Radiographic image formation
• Physiology of the mouth
• Critical review of the literature
11 ILA 1.4 Mr Johnson's sudden collapse • Introduction to gingivitis
• Structure and function of salivary glands
• Managing occupational stress in dentistry
• Introduction to statistics
12 ILA 1.4 Mr Johnson's sudden collapse • Saliva- A vital Fluid
• Periodontal examination
• Interpretation of Bitewings
• Statistical inference
13 ILA 1.4 Mr Johnson's sudden collapse • Maninkin construction
• Clinic review and Feedback
• Biodental review and feedback
Specific Course RequirementsAnnual CPR Update (SA Health directive)
SA Health has advised the School of Dentistry that all BDS students must hold a current CPR certificate. This needs to be renewed each calendar year by the completion of an accredited, nationally recognised First aid or CPR course. A CPR or CPR refresher course is run by the Adelaide Health Simulation and Skills Centre (AHSSC) that is located in the Medical School.
There is a cost of $25.00 for each student.
Enlarged/Oversized plaster models: provided (loan) in Tuesday am Learning Laboratory, semester 1.
These must be returned to the simulation clinic at the BEGINNING OF SEMESTER 2.
Extracted natural teeth:
You will need to contact your local dentist and/or mentor and ask them to collect extracted teeth for use in the program. Information about the procedure that should be followed for collection of extracted natural teeth will be provided in O’Week and on the Dental Science and Practice I MyUni site.
You are required to purchase a laboratory coat that should be worn in all learning laboratories in Dental Science and Practice I. You are required to wear this during your Tuesday, Wednesday, Thursday/Friday morning laboratory and resource sessions, to conform with OH&S regulations.
All students will be required to purchase a blue clinic coat to wear in the clinic during all clinic procedures.
You are required to wear protective glasses during your learning laboratories and in the clinic sessions, that conform to Australian OH&S regulations. The eyewear should be close fitting and not have gaps at the side of the eyes or above the brow. Students who wear prescription glasses need to purchase an overshield or consider if applicable wearing contact lenses with protective glasses. More information will be provided during O week.
All students are required to purchase a kit of dental instruments for DSP1. These instruments will be required for exercises carried out on Columbia Models and Natural Tooth Manikins and will also be required for use in 2nd, 3rd and 4th year of operative technique exercises. Further information will be provided during O Week.
Plastic tooth Models:
The purchase of plastic models of teeth, gums and bases is required for use in Dental Science & Practice I. The same set of teeth will also be used in later years of the program. In previous years second hand models were available for purchase from senior students, but due to major changes to the teaching laboratories, the previously used models will no longer be suitable. You will be informed during O week of the cost of the articulated plastic tooth models and when the models will be available for purchase.
The combined cost for the instrument kit and plastic tooth models in 2018 was approximately $1500-2000.
The purchase of dental loupes is highly recommended from BDS2 onwards. The cost is approximately $1000 upwards.
Small Group Discovery ExperienceStudent learning from the SGDE activities involves the following processes as part of participating in the ILAs and Evicen-based dentistry activities:
• learning the systematic scientific approach to patient investigation, ie, consistent with students current and future professional practice;
• identifying, critiquing and referencing relevant evidence derived from the literature and interactions with School researchers;
• researching answers to questions they identify using this evidence related to clinical, population health, behavioural and biodental sciences.
As a result of their research, students develop, structure and apply their knowledge so they can understand their patient’s situation and recommend appropriate care.
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(s) being addressed Clinic/ Sim clinic Summative 20% All Assignments, including Library Database Assignment using PUBMED Summative NGP All Written Assessment (tests and exams) Summative 80% All
Assessment Related RequirementsAttendance at all classes is compulsory.
Absence from classes must be notified via the use of the absentism form located on MyUni Course Information.
Feedback (Formative Assessment)
Formative assessment activities are provided in each semester. These are to help students learn key concepts in DSP I, and provide opportunities to seek and obtain feedback as part of monitoring the progress of their learning, and to experience in the question formats used in DSP I. These activities are in the form of questions and other activities prior to and in classes, and on-line activities. The Practice Examination in Semester 1 will also enable students to review their progress and identify areas needing further learning.
To achieve a satisfactory grade in DSPI: students must demonstrate professional behaviour throughout the year. This includes punctual attendance and participation in ALL SCHEDULED CLASSES and in ALL INTERACTIONS with student colleagues and academic and support staff within the University. Professional behaviour is reviewed as part of theSchool Assessment Board proceedings.
DSP1 Assessment activities comprise written and practical components. The written component includes tests/written activities undertaken during semester, and examinations at the end of each semester. There are two written examinations at the end of Semester 1 and two written examinations at the end of Semester 2, plus a 90-minute Progressive Integrated Examination at the end of Semester 2. The practical component includes activities undertaken in clinic and simulation clinic.
Written assessment (including exams) falls under the University's rules and regulations re cheating, plagiarism etc.
The overall grade for the year will be determined by performance in the written component and performance in the clinic and simulation clinic. The final grade is comprised of written component (80%) and practical component (20%). A satisfactory grade will only be awarded to students who achieve a satisfactory standard in all components.
To pass DSPI and the First Annual Examination (Progressive Integrated Assessment: PIA), students must obtain:
• a satisfactory result in each of the components of the summative assessment in semesters 1 and 2; and
• a satisfactory performance in the written component overall and a satisfactory performance in the PIA.
If an overall borderline grade is achieved in the examinations or the PIA, a student may be offered an opportunity to sit an Additional Assessment examination.
SubmissionDetails on submission processes/requirements will be provided in the documentation for any work that is to be submitted. These will be posted on MyUni.
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing
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.As this is a year-long course provisional results for Semester 1 will be availalbe on MyUni. An announcement will be posted when results are available.
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.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 Course Experience Questionnaire (completed after graduation) 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, course SELTs are mandated and must be conducted every year. 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 can be found at: http://www.adelaide.edu.au/sp/selt/aggregates
A summary of student feedback from the previous year with our response and actions taken are available on MyUni.
The Faculty of Health Sciences has a Student Support Centre for all students enrolled in a progam within the Faculty. They are located on the Ground floor, Helen Mayo North, Frome Road and can be contacted at email@example.com or by phone: + 61 8 8313 0273.
- 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.