DESST 1503 - Design Studio I

North Terrace Campus - Semester 1 - 2021

This course introduces design as a speculative process of inquiry and experimentation. It involves knowledge acquisition and the preliminary development of skills to conceptualise, resolve and present well reasoned landscape and architectural ideas through drawing and modelling. The course introduces techniques of analysis and critique of design outcomes as well as fundamental engineering principles applicable to architecture and landscapes. This course engages students with learning to design through iterative processes integrating considerations of site, precedent, human scale, site engineering and material and physical data.

  • General Course Information
    Course Details
    Course Code DESST 1503
    Course Design Studio I
    Coordinating Unit School of Architecture and Built Environment
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 6
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange Y
    Restrictions Available to B.ArchDes and B.Creative Arts students only
    Quota A quota will apply
    Course Description This course introduces design as a speculative process of inquiry and experimentation. It involves knowledge acquisition and the preliminary development of skills to conceptualise, resolve and present well reasoned landscape and architectural ideas through drawing and modelling. The course introduces techniques of analysis and critique of design outcomes as well as fundamental engineering principles applicable to architecture and landscapes.

    This course engages students with learning to design through iterative processes integrating considerations of site, precedent, human scale, site engineering and material and physical data.
    Course Staff

    Course Coordinator: Dr Armin Mehdipour

    Contact Protocol   

    If queries cannot be resolved in your studio, please contact the Program Director, Dr Katharine Bartsch, via email:
    If you have a non course-specific query refer to Ask ECMS.

    Course Support Staff
    For issues concerning enrolment or queries about the School’s programs contact Dr Katharine Bartsch:

    For issues related to discrimination or harassment contact the Course Coordinator or Velice Wennan, School Manager, 8313 5475,

    For issues relating to health, safety, first-aid and wellbeing contact Ian Florance, Health, Safety and Wellbeing Officer, 8313 5978,
    Course Timetable

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

    Please ensure that you refer to the most recent Course Outline and Learning Activities Summary on MyUni/CANVAS for full details about all lecture and studio activities (dates, times and venues) as well as any site visits. This will be available on MyUni/Canvas in mid-February.

    Lectures are online, available on Tuesday mornings. 

    Studios Barr Smith South, Level 5, 534
    Find the studio venue on  H11 on Map

    1-5pm            Barr Smith South, Level 5, 534 (Studio ST03)       Armin Mehdipour and Madeline Nolan
    There will be a parallel online session during this timeslot capped at 25. Please email Armin Mehdipour to confirm your preference for this online option.   

    9-1pm            Barr Smith South, Level 5, 534 (Studio ST01)      Hamish Price and Emily Paech 
    1-5pm            Barr Smith South, Level 5, 534 (Studio ST02)      Hamish Price and Armin Mehdipour     

    MyUni / Canvas should be consulted for full details of all scheduled activities and assessment tasks.

  • Learning Outcomes
    Course Learning Outcomes
    As a six point course, Design Studio One introduces the fundamental skills, concepts and approaches essential to understanding and engaging with contemporary architecture, landscape architecture and urban design. The course learning objectives are specifically aligned with the thematic content of the lecture series, the self-directed study (including required readings and preparation for studio exercises), the studio exercises and the objectives of the assessable tasks.

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

    1. Research, analyse and synthesise knowledge about a specific site in the development of a design response, with particular attention to topography, landscape character, users, sensory information and climate.

    2. Apply fundamental design principles (primary elements, composition of form and space, proportion and scale, ordering principles) to their assessable work.

    3. Work productively in a studio environment and, in turn, develop inter-personal skills, verbal communication skills and critical thinking through small group discovery activities and formative studio exercises.

    4. Communicate critical design thinking according to disciplinary conventions; drawings, models and graphics.

    5. Explore creative processes and idea generation and demonstrate critical evaluation of these processes in their assessable work.

    6. Appraise how design can impact, interact with, and improve environments.

    The knowledge and skills acquired in this course provide a fundamental basis for your understanding of architecture, landscapes and cities. This knowledge and the related skills constitute a seminal part of your design education in the Bachelor of Architectural Design. The skills acquired are the foundation stones of your future career as a designer.

    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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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, 3, 6
    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
  • Learning Resources
    Required Resources
    All students must purchase an equipment kit. Eckersley's Art Supplies have prepared a kit which is the most economical way to purchase this equipment. Students will also be required to purchase model making materials during the course, including Week 1.
    Details about the equipment kit will be provided on MyUni.  

    ArchiStar is an outstanding online learning platform. If offers well designed modules in industry leading software. As a University of Adelaide student you can register as a user for free and take the modules at your own pace during your busy schedule. Many firms make use of ArchiStar to train their new graduate architects. ArchiStar offers modules in Photoshop, InDesign, Revit, Rhino, BIM, AutoCAD and much much more.

    Get started at Register with your email ending

    We have trialled this online learning platform with our students and received excellent feedback. 
    For Design Studio I, I recommend that you complete the modules on Photoshop and Illustrator and Adobe Indesign.

    The benefits of ArchiStar
    Whether you’re just starting out, or you looking to master digital design, ArchStar has industry leading courses that will enable your development of modern world-class digital design skills. ArchiStar Academy’s self-paced learning methodology makes it easy to find time to learn a new skill on the job. ArchiStar Academy’s progress tracking tools make it fun and enjoyable for you to step through the course content. 
    Recommended Resources
    Detailed information about further resources will be available on MyUni. This includes a detailed bibliography of relevant sources that will continue to inform your studies.

    The following texts are highly recommended and can be purchased from independent or online retailers, borrowed from the Barr Smith Library. Some of the resources can even be viewed online via the BSL. They are key resources to enable completion of this course. You do not have to purchase all of these texts but you will find them very useful in this and other courses.

    1. Delaney, Miriam and Anne Gorman. Studio Craft and Technique for Architects. Laurence King, 2015. (Online BSL)

    2. Ching, Francis D.K. Architecture: Form, Space and Order. Fourth Edition. Wiley, 2014. (Online BSL)

    This key reference is updated with contemporary examples and interactive 3D models.
    It is widely available online and available for loan from the Barr Smith Library.

    3. Dee, Catherine. Form and Fabric in Landscape Architecture. Taylor and Francis, 2012. (Online BSL)
    Available Online via Barr Smith Library

    4. Booth, Norman. Foundations of Landscape Architecture. Integrating Form and Space Using the Language of Site Design. Wiley, 2012. This text is widely available online and available for loan from the Barr Smith Library.

    5. Wik, Sabrina. Drawing for Landscape Architects: Construction and Design Manual. DOM Publishers, 2016.

    6. Hutchison, Edward. Drawing for Landscape Architecture: Sketch to Screen to Site. Thames and Hudson, 2016. (BSL)

    7. Ching, Francis D.K. Architectural Graphics. Sixth Edition. Wiley, 2015. View This text is widely available online and available for loan from the Barr Smith Library.

    8. Buxton, Pamela ed. Metric Handbook: Planning and Design Data. Sixth Edition. Routledge, 2018. (Online BSL)

    The Metric Handbook is the major handbook of planning and design data for architects and architecture students. Covering basic design data for all the major building types it is the ideal starting point for any project. For each building type, the book gives the basic design requirements and all the principal dimensional data, and succinct guidance on how to use the information and what regulations the designer needs to be aware of. As well as buildings, the Metric Handbook deals with broader aspects of design such as materials, acoustics and lighting, and general design data on human dimensions and space requirements. The Metric Handbook is the unique reference for solving everyday planning problems.

    9. Radford, Antony, Srivastava, Amit and Selen Morkoc. The Elements of Modern Architecture. Thames and Hudson, 2014. (BSL)

    10. Frederick, Matthew. 101 Things I Learned in Architecture School. MIT Press, 2007. (Online BSL)

    11. Ching, Francis. Design Drawing. Wiley, 2010. Multiple Editions. (BSL)

    12. Reid, Grant. Landscape Graphics. Watson Guptil, 2002. Multiple Editions. (BSL)

    13. Yee, Rendow. Architectural Drawing; A Visual Compendium of Types and Methods. Fourth Edition. 2012 (Multiple editions)

    14. Waterman, Tim. The Fundamentals of Landscape Architecture. Second Edition. Bloomsbury, 2015.

    15. Hudson, Jennifer. Architecture: From Commission to Construction. Laurence King, 2012.

    16. Driscoll, Matt. Model Making for Architects. Croowod Press, 2012. (BSL)

    17. Holden, Robert. Landscape Architecture: An Introduction. Laurence King, 2014. (Online BSL)

    18. Kombol, Meaghan. 30 : 30 Landscape Architecture. Phaidon, 2015.

    19. Jodidio, Philip. Numerous Books. Jodidio is a prolific author of well illustrated texts documenting contemporary architecture.

    20. Amoroso, Nadia ed. Representing landscapes: a visual collection of landscape architectural drawings. Routledge, 2012. (BSL)

    Academic Support
    Consult “The Writing Centre” for on-line resources re: essay writing guides, study guides, referencing.

    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.
    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

    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.

    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 Recordings
    All lectures will be available online on Tuesdays on MyUni.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    Design Studio 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 Design Studio 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.

    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 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 6 unit course are expected to devote 24 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:       
    24 hrs per week x 13 weeks = 312 hrs

    Maximum contact hours:                
    6 hrs per week x 12 weeks = 72 hrs

    Total self-guided study:                           
    312 hrs – 72 hrs = 240 hrs

    Please organise your time wisely.

    Assignment #     Task (and Weighting)             Approximate self-guided ‘study’ hours

    Assignment 1        Model 30%                                             72

    Assignment 2        Shelter 30%                                            72

    Assignment 3        Soundscape 40%                                  120

    Learning Activities Summary
    Details of all activities are available in the Learning Activities Summary on MyUni / Canvas  (Module 1).

    Specific Course Requirements
    Students must achieve a minimum of 40% for Assignment 3 to Pass the course. In addition, students must present their work in person (Assignment 3 Soundscape) in Week 13 to Pass the course; a schedule will be provided on MyUni. Students are expected to listen to the presentations by all their peers.

    Failure to attend scheduled teaching or to submit work due to medical, compassionate or extenuating circumstances is dealt with the School Policy, administered by the School Office. Submit the appropriate application for consideration for an extension with the original signed medical or other relevant officer, to the School Office. If you foresee a problem contact the Course Coordinator BEFORE the problem actually occurs. Otherwise, contact the Course Coordinator as soon as possible and submit the appropriate application for supplementary consideration.

    If you choose to visit other specific sites (buildings and landscapes) on campus or around Adelaide, ensure that you exercise respect for the owners and patrons, obtain permission to enter the building if required, and observe an appropriate duty of care during your visit.

    Students who miss more than 25% of the scheduled teaching (lectures, studios, field trip) and whose overall mark is below 45 will not automatically be granted extensions and/or replacement examinations, even if the application is submitted.

    Small Group Discovery Experience
    Assignment 1 requires students to collaborate in small groups. 

    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
    Assignment 1 DesignDNA 30%, Group (within Studio Group). 

    Assignment 2 Shelter 30%, Individual. 

    Assignment 3 Soundscape 40%, Individual.  Oral Presentations during your scheduled Studio during Week 13.

    Refer to MyUni for specific submission dates and details of all your assignments.

    Please advise your Course Coordinator of any clashes - in the case of major submissions - by Week 2, for consideration.
    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 (Armin Mehdipour), 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.

    All details about the assignment submissions will be provided on MyUni / Canvas.

    Please note the following general points about Submissions:          

    - All submissions must include Student Name and Student ID Number. Submissions without Student Name or ID Number will not be considered for marking, and will receive zero marks in accordance with the guidelines.
    - Please adhere to submission deadlines and follow instructions provided.
    - Students must not submit work for an assignment that has previously been submitted for this course or any other course without prior approval from the Course Coordinator.
    - On occasion, the lecturer/tutor may wish to retain students’ work for future reference and the relevant student will be informed at such a time.

    Early Submission: 
    - Submissions can be uploaded on MyUni prior to the submission deadline.
    - Models for in-class presentation cannot be handed in early.

    Late Submission:  
    - The school will NOT accept late submissions and any such assignment will receive zero marks. This also applies to electronic submissions.
    - Printing delays & hard disk crashes will not be entertained as legitimate causes for delay, so please ensure that the work is finished in advance.

    - The school has a resubmission policy whereby students can redeem failed work by submitting additional work for a maximum of 50%. 

    Good practice:       
    - Students should ensure that they regularly backup their work on multiple locations as hard-disk crashes are an unfortunate reality.
    - When relying on community printing facilities, students should attempt to finish their work in advance to avoid unnecessary delays.
    - Students must retain a copy of all assignments submitted (digital or hardcopy), as originals may be lost during the submission process.

    For modified arrangements of submission and assessment due to special circumstances see the following Assessment Task Extension(s) & Additional Assessment guidelines.

    Modified Arrangements (General)  and Student Support Services (Links to further support services are also provided at the bottom of this Course Outline

    -  Students can apply for extensions or modified arrangements based on Medical conditions or other Extenuating circumstances. However, students need to submit their application along with supporting documents within 5 business days of the condition becoming applicable.

    -  Applications for extension should be submitted to the Course Coordinator.

    -   Please note that submitting an application does not guarantee acceptance and the Course Coordinator will inform the applicant if the application is accepted. Please DO NOT contact the Course Coordinator directly.

    Medical Reasons:

    -   In case of an extended medical condition which makes it impossible for the student to submit the work on time, an Application for Assessment Task Extension due to Medical Circumstances may be lodged with the Course Coordinator along with a doctor’s certificate within 5 business days.

    Extenuating Circumstances:

    -   If the student is unable to submit the work on time due to extenuating circumstances an Application for Assessment Task Extension due to Extenuating Circumstances may be lodged with the Course Coordinator.

    -   Please note that this is only available for certain military, religious, or legal obligations and does not extend to minor personal problems. 

    Compassionate Grounds:

    -   In case of certain extraordinary personal problems students can apply for extensions based on compassionate grounds. However, these must first be discussed with the Course Coordinator in person through appointment during the assigned office hours.

    -   To maintain privacy relating to personal issues students can contact the helpful University of Adelaide Student Support Staff at

    Additional Assessment:

    -   If a student receives a Fail grade for the course with an overall mark between 45 and 49, they may be eligible for an Additional Assessment which would allow them to get a maximum of 50 Pass for the Course.

    -   Additional Assessment offers are made by the School and the student will be informed directly once these are made available.


    -   Students who have a disability and wish to seek modified submission or assessment arrangements need to contact the
    University Disability Services at for supporting documentation and then communicate these to the Course Coordinator in person through appointment during the assigned office hours.

    Elite Athlete:

    -   Students who have national/international sporting commitments and wish to seek modified submission or assessment
    arrangements need to register with the University Elite Athlete Support Scheme at and then communicate this to the Course Coordinator in person through appointment during the assigned office hours.
    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 ( 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.