DESST 1508 - Environment I

North Terrace Campus - Semester 2 - 2019

The course explores the notion that designers respond to pressing environmental, cultural, social and economic issues in the design and creation of our built environments. The course introduces the historical, political and ethical contexts and processes of environmental design. The relationship between climates, environments and design as both built structures and landscapes is explored at a variety of scales. This course introduces students to the complex built environment and engineering contexts for the development of projects destined to shape our inevitably changing built environments.

  • General Course Information
    Course Details
    Course Code DESST 1508
    Course Environment I
    Coordinating Unit School of Architecture and Built Environment
    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
    Restrictions Available to B.ArchDes and B.E(Arch) & B. Creative Arts students only
    Quota A quota will apply
    Course Description The course explores the notion that designers respond to pressing environmental, cultural, social and economic issues in the design and creation of our built environments. The course introduces the historical, political and ethical contexts and processes of environmental design. The relationship between climates, environments and design as both built structures and landscapes is explored at a variety of scales. This course introduces students to the complex built environment and engineering contexts for the development of projects destined to shape our inevitably changing built environments.
    Course Staff

    Course Coordinator: Dr Katharine Bartsch

    Room 456a, Level 4, Horace Lamb Building, School of Architecture and Built Environment
    Email: katharine.bartsch@adelaide.edu.au (preferred mode of contact)
    Course Website: www.myuni.adelaide.edu.au
    School Website: https://architecture.adelaide.edu.au/
    School Website (Unified): https://unified.adelaide.edu.au/web/professons-student-architecture/current-student 
    This is a School specific portal with news and events about the School.

    Contact Protocol: Course-specific queries should be raised with your tutor.
    If queries cannot be resolved in your tutorial, please contact the course coordinator via email.
    If you have a non course-specific query refer to the 2019 Student Handbook.

    https://unified.adelaide.edu.au/group/professons-student-architecture/enrolments


    Katharine Bartsch is available for drop-in consultation on Fridays from 11.15-12.00 noon (or by appointment).
    Course Timetable

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

    Full timetable details, including the dates and times of face-to-face lectures and tutorials, will be available in the Learning Activities Summary on MyUni.

    Full details of the assignments and resources are provided in the appropriate folders on MyUni.


    Lectures: 9-11am FRIDAYS, Ligertwood 333 Lecture Theatre
    http://www.adelaide.edu.au/campuses/mapscurrent/north_terrace.pdf

    Tutorials/Studios/Workshops:

    Class #22159 TU01 Friday 11am - 12pm Union House, 432, Margaret Murray Function Room Jessica Huang

    Class #22158 TU02 Friday 11am - 12pm Union House, 432, Margaret Murray Function Room Jade Riddle


    Class #22157 TU03 Friday 1pm - 2pm Union House, 432, Margaret Murray Function Room Armin Mehdipour

    Class #22156 TU04 Friday 1pm - 2pm Union House, 432, Margaret Murray Function Room Jade Riddle


    Class #22155 TU05 Friday 2pm - 3pm Union House, 432, Margaret Murray Function Room Armin Mehdipour

    Class #22154 TU06  Friday 2pm - 3pm (Note Change in time) Union House, 432, Margaret Murray Function Room Jessica Huang


    Class # 22153 TU07 Friday 3pm - 4pm (Note Change in time) Union House, 432, Margaret Murray Function Room  Armin Mehdipour



    The ARchitecture Front Office is located on Level 4 Horace Lamb Building.
    It is accessible from the north east corner of Hub Central.




  • Learning Outcomes
    Course Learning Outcomes
    Environment I introduces the relationship between specific environmental contexts (with emphasis on the bio-physical context) and design. The course provides the foundation for subsequent courses in the environment stream of the Bachelor of Architectural Design. 
    The course learning outcomes for Environment I are specifically aligned with the thematic content of the lecture series, the tutorials, the required and recommended readings, the objectives of the assessable tasks, and importantly, the program learning outcomes.

    On successful completion of this course, students will be able to:

    1.   analyse key aspects of the historical, political and ethical context of sustainable development, as well as Indigenous perspectives about the environment. 
    2.   identify the environmental, social and economic dimensions of sustainability.
    3.   demonstrate understanding of sustainable processes, relating especially to biodiversity and water.
    4.   employ the basic principles of sustainable design in a small project, including the selection of a plant palette. 
    5.   apply independent research skills to analyse and evaluate the relationship between climates, environments, and design. 
    6.   write clear and concise analytical texts which structure evidence for and against (a point of view) relating specifically to sustainable design.
    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)
    1,2,3,4
    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
    4, 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
    4-6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1-5
    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
    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
  • Learning Resources
    Required Resources
    The following textbooks are compulsory.

    Christopher B. Daniels and Catherine J. Tait (Eds.). (2006). Adelaide: Nature of a City: The Ecology of a Dynamic City from 1836-2036. Adelaide: Biocity: Centre for Urban Habitats with the support of the Adelaide City Council, University of Adelaide (School of Environmental and Earth Sciences), The Department for Environment and Heritage and the Royal Zoological Society of South Australia.

    Christopher B. Daniels (Ed.). (2010). Adelaide: Water of a City. Adelaide: Wakefield Press.


    These 2 textbooks, now available on a USB, can be purchased from the School of ARchitecture and Built Environment in Week 1 on Thursday 1st August from 1-3pm. the USBs will be available for sale on Level 5 (East End), Barr Smith South, at the top of the stairs near the 'fishbowl' computer suite.

    The cost is $40 for the two books, strictly Cash Only.

    These texts will be useful throughout the Environment stream offered at Levels I, II and III. Compulsory reading material for lectures, tutorials, or assignments will be available in the corresponding folder on MyUni.


    Recommended Resources
    Detailed information about further resources will be available on MyUni.

    Academic Support
    Consult “The Writing Centre” for on-line resources re: essay writing guides, study guides, referencing. http://www.adelaide.edu.au/writingcentre/.

    Face-to-Face writing support is also available from Hub Central, Level 3. The Writing Centre provides academic learning and language support and resources for local, international, undergraduate and postgraduate coursework students enrolled at the University of Adelaide.

    The Writing Centre offers practical advice and strategies for students to master reading, writing, note-taking, and referencing techniques for success at university. Please note, the drop-in service is not an editing or grammar checking service but the Centre can help you develop your written English.

    No appointment is necessary. For greater assistance, please bring your course guide, assignment question, comments from your lecturers/tutors, and drafts of your writing.


    Speaker Series
    The School has a fortnightly lecture series where respected practitioners and academics from the field deliver a public lecture on contemporary practice in architecture and landscape architecture. In order to expand your knowledge of contemporary directions in design it is recommended that you attend these sessions. The exact detail of dates and speakers is available from the School website.
    Online Learning
    University Email
    The school uses the University email system to get in touch with the students. So it is imperative that you check your email regularly and keep up to date with any new announcements. It is expected students check University email account regularly as this is the primary means of individual contact. Also, check Canvas for regular updates, announcements and online material at https://myuni.adelaide.edu.au/courses/24428

    Based on such communication, it will be assumed you are aware and prepared before each studio, lecture or scheduled meeting time in regards to any prior communication. Studio Leaders will NOT respond to individual email correspondence. Be prepared to ask your questions in studio, preparation before class is therefore essential so you can make full use of this time to communicate and seek advice from studio leaders.

    MyUni / Canvas
    In addition to the above resources, further assignment resources are available on MyUni / Canvas. These may include further reading material for the lectures and studios, reading material that will assist with the preparation of assignments and appropriate links to assist students with academic writing including essay writing as required.

    MyUni / Canvas is an essential online tool which will be used to communicate information regarding the course including details of assignments and interim grades. There are many other learning resources and assessment pieces that rely on the MyUni system for delivery. Therefore it is recommended that you familiarise yourself with the various functions of MyUni and employ it to its fullest extent.https://myuni.adelaide.edu.au

    Discussion Board
    The Canvas Discussion Board can be used to interact with other students and is an essential tool to discuss information and increase your understanding of issues.

    Lecture Recording
    In certain cases the recording of the lectures is made available in electronic format for students to listen through on their own time and make notes, and is provided through Canvas . However, this service may not include guest lectures. Furthermore, where the presentation content is subject to copyright or the guest speaker is uncomfortable with the recording of the content, the lecture recording will not be made available online. So students should not rely solely on this mode of learning and arrange to attend or get lecture content from peers.

    Noticeboard / Handbook
    General information about the activities at the School is available online from the Student Noticeboard which can be accessed
    at https://unified.adelaide.edu.au/group/professons-studentarchitecture/current-student

    Students can also access a copy of the Student Handbook at the following link:
    https://unified.adelaide.edu.au/group/professons-student-architecture/enrolments

    STUDENT RESPONSIBILITY
    It is assumed that all students will have read the School’s Student Handbook 2017, available on the School’s website -
    http://www.architecture.adelaide.edu.au – and to be aware of all the policies and procedures it describes. Students are also expected to read and be familiar with all the course materials on Canvas.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Environment I focuses on student-centred learning and teaching. In “What the Student Does: Teaching for Enhanced Learning” Biggs (1999) advocates a systemic approach which takes into account all aspects of the teaching context—course objectives, teaching and learning activities and the assessment tasks—as a strategy to move away from passive, uni-directional, teacher-to student transmission of knowledge. This is the aim of the teaching and learning mode of Environment I. Importantly, Biggs stresses the need to embed the course objectives in the assignment tasks. Thus, formative and summative assessment tasks are designed to engage students in activities which will develop their knowledge and skills which are aligned with the course objectives (most significantly, foundational knowledge of sustainable development as a basis for future courses in the Environment stream at Levels I, II and III and an understanding of the synergies between design and the environment in preparation for future design studios as well as the ability to the ability to locate, analyse, evaluate and synthesise information from a wide variety of sources to prepare clear and concise analytical texts).

    The knowledge base begins with the lectures and the required reading material. However, these are intended as a point of inspiration and a starting point for students’ independent learning which is demonstrated in the assessable work. They are not intended as a comprehensive, finite review of the content.

    Knowledge, skills, and assessable work are carefully integrated to achieve the intended holistic approach to learning and teaching. Moreover, according to Biggs, assessment must generate higher level cognitive learning activities, specifically, theorising, applying, relating, understanding or explaining distinguished from describing, note-taking or memorising. Student-focused learning strategies, embedded in the assessable work, are essential to bring about higher level cognitive learning.

    Biggs, J. (1999). “What the Student Does: Teaching for Enhanced Learning.” Higher Education Research and Development Journal, 18 (1): 57-78.

    The Learning Activities Summary will be available on MyUni in the Course Orientation Module.



    Workload

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

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

    The University expects full-time students (ie. those taking 12 units per semester) to devote at
    least 48 hours per week to their studies. Accordingly, students undertaking this 3 unit course are expected to devote 12 hours per week to contact activities and self-guided studies.

    Based on this framework here are some figures that might assist workload management:

    Total workload hours:         12 hrs per week x 13 weeks: 156 hrs
    Total contact hours:             3 hrs per week x 12 weeks: 36 hrs
    Total self-guided study:    156 hrs –36 hrs: 120 hrs


    These 120 hours should be used towards preparation of weekly tasks and for completion of the various assignments associated with the course, including development of various skills required to complete the same. Please organise your time wisely.
    Learning Activities Summary
    The Origins of Sustainable Development
    Week 1
    Lecture 1: The Lorax and other Tales of Caution: Responsibilities for Designers
    Lecture 2: Course Overview: From Learning Activities to Assessment
    Tutorial: Introductions. Overview of Assignments / Quizzes / Required Readings /Tutorial Tasks / Field Trips

    Sustainable Design: Past and Present
    Week 2
    Compulsory Field Trip to Ironbank, Adelaide Hills.
    Field trip replaces regular scheduled lecture and tutorial.
    Earthship: Experience Sustainable Architecture ‘Off the Grid’
    Guest Lecture On-Site by Dr Martin Freney (Owner/Builder)
    Guided Tours will be divided into 4 groups.

    Week 3
    Lecture 1: Traditional Responses to Eco-limits: Vernacular Settlements (+ Introduction to Assignment 1)
    Lecture 2: The Relevance of Indigenous Architecture Now
    Tutorial: Assignment 1 Activity

    Ecology and the Design Professions: Sustainable Futures
    Week 4
    Lecture 1: Can Design Save the Planet? Ecological Design + the Design Professions
    Lecture 2: Reading the Site:  Landscape Components + Systems Thinking (+ Introduction to Assignment 2)
    Tutorial: Assignment 1 Activity

    Week 5
    Lecture: Urban Ecology and Biodiversity
    Tutorial: Assignment 2 Activity
    Assign 1. DUE Online 6pm, Friday 30 August 25%

    Week 6
    Lecture: No Water, No City! Urban Water 
    Tutorial: Assignment 2 Activity

    Eco-Action: Ecological Design Application
    Week 7
    Compulsory Field Trip to Cleland Wildlife Park, Adelaide Hills.
    Field trip replaces regular scheduled lecture and tutorial.
    Lecture in-situ (tbc): Conservation in Action + Role of Design Professionals

    Week 8
    Lecture 1: Healthy Ecosystems / Healthy People:  What Can Landscapes Do?
    Lecture 2: Intro to Assign 3 Habitat Play: Engage > Learn > Conserve 
    Tutorial: Assignment 2 Activity

    Mid Semester Break
    Assign 2. DUE Online 6pm, Friday 27 September 25%

    Week 9
    Lecture 1: Principles of Landscape Ecology
    Lecture 2: Introduction to Plant Selection
    Tutorial: Plant ID at Australian Native Garden, Adelaide Botanic Gardens (preparation for Assignment 3)

    Week 10
    Lecture: Landscapes for Children: Engage > Learn > Conserve
    Tutorial: Assignment 3 Activity

    Week 11
    Lecture 1: An Interdisciplinary Landscape: The Value of Collaboration, Consultation + Governance
    Lecture 2: Architecture and Ecology > Environment II
    Tutorial: Assignment 3 Activity

    Week 12
    Lecture: Checklist for Assignment 3
    Tutorial: Assignment 3 Activity

    Week 13
    Assignment 3 Habitat Play: Engage > Learn > Conserve (No oral presentation)
    DUE online 6pm, Friday 8 November 40% Assessment Hurdle

    Specific Course Requirements

    Students must attend the compulsory field trips in Weeks 2 and 7.

    Assignment 3 is an assessment hurdle. Students must receive 50% for the assignment to Pass the Environment I.
    Small Group Discovery Experience
    Assignment 2 offers a small group discovery opportunity which is mentored by Course Coordinator and Senior Lecturer, Dr Katharine Bartsch.

    The union of teaching and research, combined in a search for impartial truth, was fundamental to the modern research university ideal. A small group of students, meeting to work at the discovery of new knowledge under expert guidance, was the centrepiece of the university experience. Yet in Australian and UK universities from the 1980s, with the massive growth of university
    enrolments and the addition of many applied disciplines, research became increasingly detached from teaching, and a division was created that has widened ever since. Today despite oppressive research pressures on staff, research is almost wholly absent from Australian undergraduate teaching.

    The University of Adelaide promotes small group discovery and aims to become a model of the teaching/research union, to show how universities can recapture what was once the defining characteristic of the research university. This does not mean merely inviting students to study an individual topic in depth, with initiative and creativity. In a true research university, the study of existing knowledge is secondary to the making of new knowledge. Moving away from knowledge delivery, now increasingly eroded by the universal availability of free online content, a university should focus on the essence of what research offers: the rigour of the scientific method, the search for empirical evidence, the beauty of logic and of patterns, the value of innovation, the creativity of problem solving and the intrinsic worth of knowledge. The University of Adelaide will return research to undergraduate teaching, so that every student in every program comes to experience the scholarship of discovery as the highlight of their learning experience.

    For many undergraduate students, this will take the form of an individual research project in their final year, for which the preparatory research skills and experience necessary will be built through smaller exercises in the earlier years of their course. As a key format for delivering undergraduate research, the university will commit to increasing the centrality of small-group learning, in which students address the scholarship of discovery with other students and a staff mentor. While content will increasingly be delivered in other formats, every student in every program should experience such small-group discovery as a key part of their learning experience.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

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

    Assessment Summary
    All details about the individual assignments including an overview of each assessment task, the task type, due date, weighting, and identification of the learning objectives addressed by the assessment task are provided in the relevant assignment folder on MyUni. The course is not exempt from any requirement of the Assessment for Coursework Programs policy

    If there are any concerns about the due dates or conflicts arising with those of other courses these concerns must be communicated to the course coordinator by Monday of Week 2 (Monday 5th August). The course co-ordinator will take these into account and notify the class of any changes via MyUni.

    Assignment 1: Vernacular Lessons: Poster, Individual. 25%
    DUE Online 6pm, Friday 30 August

    Assignment 2: Eco-Analysis: How Does it Work? Report. Group. 25%
    DUE Online 6pm, Friday 27 September 25%

    Assignment 3: Cleland Wildlife Park. Habitat Play: Engage > Learn> Conserve. Individual. 40%
    DUE online 6pm, Friday 8 November 40% Assessment Hurdle

    4 Online Quizzes. Individual. Total 10%

    There is no formal examination for Environment I.

    Full details about the School's Assessment and Submission Policy are provided in the 2019 Student Handbook. It is assumed that students are familiar with the rules relating to submission.

    https://unified.adelaide.edu.au/group/professons-student-architecture/enrolments
    Assessment and Submission details ate provided on pages 13-17.
    Assessment Related Requirements
    Students are expected to attend all lectures and studios. Class rolls will be maintained to monitor attendance. Membership of studios is to be finalised by the end of the first week of semester 1. Students wishing to swap between studios after this time are required to present their case to the coordinator (Katharine Bartsch), but should be aware that such a request may not be approved. It is important to maintain a good staff to student ratio.

    There are well publicised School policies for registering non-attendance for legitimate reasons, and you are strongly encouraged to formally acknowledge non-attendance reasons as soon as is practicable prior to planned absences or after your non-planned absence. The Medical and Counselling services, as well as the Education and Welfare Office of the University, are available to assist you free of charge in regard to medical or counselling matters.

    Students are required to attend all scheduled teaching; and lectures, tutorials and other classes will proceed on the assumption that students have done so. Attendance at tutorials, seminars, practical work and studio sessions is taken into account in decisions about offering Replacement/Additional Assessment and/or examinations. Students who regularly do not attend sessions and do not carry out the associated work may be precluded from and regarded as having failed the course. Students should take advantage of the educational opportunities offered by all classes, including the opportunity for interaction, and learning from each other. Compulsory attendance is necessary at all practical work sessions for a number of reasons: to achieve this interaction, in particular in group work;
    because of the sequential nature of work in some courses; because of the need for students to provide an audience and feedback for other students presenting work; and to ensure the authorship of project work on which assessment is based.


    When the assignments are to be presented during a studio, students must arrive and submit their work at the beginning of the studio (as directed). Students who arrive later than 10 minutes after the studio commences will not be allowed to
    present and will receive 0 mark. It is expected that all students will remain to listen to the presentations by their peers during studio presentations.
    Assessment Detail
    All details about the individual assignments including an overview of each assessment task, the task type (e.g. summative, formative), due date, weighting, and identification of the learning objectives addressed by the assessment task are provided on MyUni / Canvas.

    Final results for the course will only be available through Access Adelaide and students SHOULD NOT contact the course coordinator or the tutors for the same.

    Most assignments will be marked within 3 weeks of the submission. Students are expected to inform the Course Coordinator if there are any errors or issues arising in relation to their assessment. The best examples of students’ work will be included in the All-In Exhibition to be held at the end of term alongside the best works from other courses and year levels.

    Assignment 1: Vernacular Lessons: Poster, Individual. 25%
    DUE Online 6pm, Friday 30 August

    Assignment 2: Eco-Analysis: How Does it Work? Report. Group. 25%
    DUE Online 6pm, Friday 27 September 25%

    Assignment 3: Cleland Wildlife Park. Habitat Play: Engage > Learn> Conserve. Individual. 40%
    DUE online 6pm, Friday 8 November 40% Assessment Hurdle

    4 Online Quizzes. Individual. Total 10%

    There is no formal examination for Environment I.
    Submission
    All details about the assignment submissions will be provided on MyUni / Canvas.

    Full details about the School's Assessment and Submission Policy are provided in the 2019 Student Handbook. It is assumed that students are familiar with the rules relating to submission.

    https://unified.adelaide.edu.au/group/professons-student-architecture/enrolments
    Assessment and Submission details ate provided on pages 13-17.

    Assignment 1: Vernacular Lessons: Poster, Individual. 25% 
    DUE Online 6pm, Friday 30 August 

    Assignment 2: Eco-Analysis: How Does it Work? Report. Group. 25% 
    DUE Online 6pm, Friday 27 September 25%

    Assignment 3: Cleland Wildlife Park. Habitat Play: Engage > Learn> Conserve. Individual. 40%
    DUE online 6pm, Friday 8 November 40% Assessment Hurdle

    4 Online Quizzes. Individual. Total 10%

    There is no formal examination for Environment I.
    Course Grading

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

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

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

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

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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