Special Topic in Ancient History 2 (ANCH3550)

Course overview

This course will examine a special topic in Ancient History determined by the research backgrounds of the teaching staff. It affords a special opportunity to experience research topics, methods and outcomes in Ancient History at a high level. The course may not run with 15 or fewer enrolments.

In 2024, The course ‘Life, Death, and Entertainment in the Ancient World’ takes a thematic approach. It follows the ancient human life course from birth through to death and commemoration and incorporates important emerging fields of study such as sensory perception, ancient and modern cultural storytelling, and the creation of different types of identity. By focusing on stories about real people preserved in different types of ancient evidence, students are encouraged to think deeply about the role of written and visual storytelling in the creation and transmission of history. Topics such as childhood and families, gender, sexuality, bodily adornment, the social and cultural context of food and dining, lower-class occupations, slavery, intellectual and mass entertainment, physiognomy, disability, and bodily violence will be addressed. Students will also be encouraged to engage critically with ancient evidence, theories, and concepts which have helped to shape the modern world, both positively and negatively. During ANCH3550, students will develop advanced level discipline specific research and critical evaluation skills. They will work with diverse forms of ancient evidence such as Greco-Roman historical texts and letters, literature, inscriptions, papyri, coinage, art, and architecture as they study topics related to the themes of life, death, and entertainment in the ancient Mediterranean world under Roman rule from the last century BCE to the 3rd- 4th centuries CE.

Course requirements

Assumed background

This is a third-year Ancient History course which assumes that students have acquired basic skills in Ancient History source analysis and research essay writing.

Recommended prerequisites

We recommend completing the following courses before enrolling in this one:

ANCH1240, ANCH1250

Incompatible

You can't enrol in this course if you've already completed the following:

ANCH3030 (2019 only)

Restrictions

The course may not run with 15 or fewer enrolments.

Course contact

Course staff

Timetable

The timetable for this course is available on the UQ Public Timetable.

Additional timetable information

Students are requested to confirm times and venues on mySI-net.

Aims and outcomes

This course aims:

1. to introduce students to different aspects of life, death, and entertainment in the ancient Mediterranean world under Roman rule from the last century BCE to the 3rd- 4th centuries CE through the study of topics such as childhood and families, gender, sexuality, and bodily adornment, the social and cultural context of food and dining, lower-class occupations, slavery, intellectual and mass entertainment, physiognomy, disability, and bodily violence.
2. to provide students with the opportunity to develop advanced level discipline specific research and critical evaluation skills by working forms of ancient evidence such as Greco-Roman historical texts and letters, literature, inscriptions, papyri, coinage, art, and architecture
3. to provide students with the opportunity to develop transferrable workplace skills by leading and participating in collaborative class discussion, and through the completion of authentic assessment tasks.
4. to provide students with the opportunity to communicate their research to different audiences innovatively and ethically by creating different types of appropriate digital content.
5. to provide students with the opportunity to enhance skills in digital literacy, writing persuasively and concisely for different audiences, and in simple and complex problem solving.

Learning outcomes

After successfully completing this course you should be able to:

Assessment

Assessment summary

A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.

Assessment details

Tutorial Activities

• Hurdle
• In-person

Mode

Oral, Written

Category

Essay/ Critique, Participation/ Student contribution, Reflection, Tutorial/ Problem Set

Weight

30%

Task description

Hurdle requirements

Submission guidelines

Submit each Critical Analysis Reflection on Blackboard via Turn-it-in for marking and feedback.

Both Critical Source Analyses must be included in your Project Website. You do not have to rewrite your original submissions completely, but it is important to correct any errors in content, spelling and/or grammar before including them.

Deferral or extension

You may be able to apply for an extension.

Extension applications must be via my.UQ –> Manage my program - > exams and assessment -> Applying for an extension. 

Extension applications must be submitted at least 24 hours prior to the submission date, unless the medical or other circumstances are such that the student cannot reasonably be expected to have applied by the appropriate due date.

Extension requests may take up to 48 hours to be assessed (not including weekends and public holidays).

Late submission

A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.

Without evidence, late submission of critical reflections will incur a penalty of 10% of the marks available for the assessment item, per calendar day or part-day after the due date, for a maximum of 7 days, after which a mark of zero will be recorded.

Project Pitch

• Hurdle

Mode

Written

Category

Paper/ Report/ Annotation

Weight

20%

Due date

28/08/2024 2:00 pm

Other conditions

Work integrated learning.

See the conditions definitions

Task description

Hurdle requirements

Submission guidelines

Please submit your Project Pitch via Turnitin on Blackboard for marking and feedback.

Deferral or extension

You may be able to apply for an extension.

• Extension applications must be via my.UQ –> Manage my program - > exams and assessment -> Applying for an extension. 
• Extension applications must be submitted at least 24 hours prior to the submission date, unless the medical or other circumstances are such that the student cannot reasonably be expected to have applied by the appropriate due date.
• Extension requests may take up to 48 hours to be assessed (not including weekends and public holidays).

Late submission

A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.

Without evidence, late submission of critical reflections will incur a penalty of 10% of the marks available for the assessment item, per calendar day or part-day after the due date, for a maximum of 7 days, after which a mark of zero will be recorded.

Project Website

• Hurdle
• Online

Mode

Oral, Product/ Artefact/ Multimedia, Written

Category

Project

Weight

50%

Due date

6/11/2024 2:00 pm

Further information will be available on Blackboard under the Assessment Tab.

Other conditions

Work integrated learning.

See the conditions definitions

Task description

Hurdle requirements

Submission guidelines

Please submit the completed Project Template via Turnitin on Blackboard. The Template must include your website URL.

Deferral or extension

You may be able to apply for an extension.

• Extension applications must be via my.UQ –> Manage my program - > exams and assessment -> Applying for an extension. 
• Extension applications must be submitted at least 24 hours prior to the submission date, unless the medical or other circumstances are such that the student cannot reasonably be expected to have applied by the appropriate due date.
• Extension requests may take up to 48 hours to be assessed (not including weekends and public holidays).

Late submission

A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.

Without evidence, late submission of critical reflections will incur a penalty of 10% of the marks available for the assessment item, per calendar day or part-day after the due date, for a maximum of 7 days, after which a mark of zero will be recorded.

Course grading

Full criteria for each grade is available in the Assessment Procedure.

Additional course grading information

A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnote references; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.

Tutorial Workshops

Your tutorial workshop participation will be assessed according to the following criteria:

1. Preparation for the tutorial workshops, most notably through completing the set readings.
2. Understanding of course materials through quality of contributions to group discussion/s.
3.  Participation in and fostering of group discussions, through courteous and respectful interactions with staff and students.
4. Quality of contributions to discussions.
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.

To achieve a grade of 7 (High Distinction, 85-100%) preparation and participation is exceptional. Preparation and contributions demonstrated exceptional understanding of course materials. Contributions and engagement with peers and staff is respectful, highly engaged and fosters effective discussion. This grade reflects flawless attendance, exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.

To achieve a grade of 6 (Distinction, 75-84) preparation and participation is substantial. Preparation and contributions demonstrated advanced understanding of course materials. Contributions and engagement with peers and staff is respectful, engaged and contributes to effective discussion. This grade reflects excellent levels of attendance, preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.

To achieve a grade of 5 (Credit, 65 – 74%) preparation and participation is good. Preparation and contributions demonstrated proficient understanding of course materials. Contributions and engagement with peers and staff is respectful, engaged and contributes to discussion. This grade reflects solid attendance, proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.

To achieve a grade of 4 (Pass, 50 – 64%) preparation and participation is satisfactory. Preparation and contributions demonstrated functional understanding of course materials. Contributions and engagement with peers and staff is generally respectful, and contributes to discussion. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.

To achieve a grade of 3 (Marginal Fail, 45 – 49%) preparation and participation is unsatisfactory. When present, preparation and contributions demonstrated developing understanding of course materials. Contributions and engagement with peers and staff is mostly respectful, and may effectively contribution to discussion at times, but not consistently. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.

To achieve a grade of 2 (Fail, 25-44%), preparation and participation is unsatisfactory. When present, preparation and contributions demonstrated marginal understanding of course materials. Contributions and engagement with peers and staff may not always be evident, or may not be respectful, or may not always contribute to effective discussion. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.

To achieve a grade of 1 (Low Fail, 0-24%), preparation and participation is unsatisfactory. If present, preparation and contributions are not evident or demonstrated minimal understanding of course materials. Contributions and engagement with peers and staff may not be evident or may be respectful and/or not contribute to effective discussion. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.

Tutorial Critical Analysis Reflection

Your Tutorial Critical Analysis Reflection will be assessed according to the following criteria:  

1.       Appropriate identification of the evidence according to disciplinary conventions.

2.       Analysis of the historical context and significance of the evidence.

3.       Reflection on learning - how your understanding has improved or changed.

4.       Reflection on transferrable skills gained.

5.       Clear, well-structured and concise written expression, according to disciplinary conventions.

To achieve a grade of 7 (High Distinction, 85-100%) your Tutorial Critical Analysis Reflection demonstrates exceptional understanding of the issues and themes for the chosen topic. A nuanced, thorough and critical interpretation of the ancient evidence context and significance is provided.

Reflections demonstrate an exceptional ability to self-reflect. Learnings and transferable skills are authentic, insightful, clearly outlined and professionally written. Writing, including identification of evidence, is clear and concise, follows discipline conventions and has minimal, if any errors in referencing, expression, grammar, spelling and punctuation.

To achieve a grade of 6 (Distinction, 75-84) your Tutorial Critical Analysis Reflection demonstrates advanced understanding of the issues and themes for the chosen topic. A thorough and critical interpretation of the ancient evidence and the wider context or use/s is provided.

Reflections demonstrate an advanced ability to self-reflect. Learnings and transferable skills are authentic, clearly outlined and professionally written. Writing, including identification of evidence, is clear and concise, follows discipline conventions and has few errors in referencing, expression, grammar, spelling and punctuation.

To achieve a grade of 5 (Credit, 65 – 74%) your Tutorial Critical Analysis Reflection demonstrates a proficient understanding of the issues and themes for the chosen topic. A clear interpretation of the ancient evidence context and significance is provided. Reflections demonstrate a proficient ability to self-reflect. Learnings and transferable skills are clearly outlined and mostly professionally written. Writing, including identification of evidence, is generally clear, and mostly follows the discipline conventions. There may be some errors in referencing, expression, grammar, spelling and punctuation.

To achieve a grade of 4 (Pass, 50 – 64%) your Tutorial Critical Analysis Reflection demonstrates a functional understanding of the issues and themes for the chosen topic. Some interpretation/s of the ancient evidence context and significance is provided. Reflections demonstrate a functional ability to self-reflect. Learnings and transferable skills are outlined but may need further reflection and editing. Writing, including identification of evidence, is mostly clear, and follows discipline conventions[AF1] . There are some errors in referencing, expression, grammar, spelling and punctuation.

To achieve a grade of 3 (Marginal Fail, 45 – 49%) your Tutorial Critical Analysis Reflection demonstrates a developing understanding of the issues and themes for the chosen topic. Interpretation/s of the ancient evidence context and/or significance is unclear or missing. Reflections demonstrate a developing ability to self-reflect. Some learnings and/or transferable skills are outlined but further reflection and editing is needed. Writing, including identification of evidence, may be hard to follow at times, and does not consistently follow the discipline conventions. There are errors in referencing, expression, grammar, spelling and punctuation which may interfere with meaning.

To achieve a grade of 2 (Fail, 25-44%) your Tutorial Critical Analysis Reflection demonstrates minimal understanding of the issues and themes for the chosen topic. Interpretation/s of the ancient evidence context and/or significance is inappropriate or missing. Reflections demonstrate minimal ability to self-reflect. Learnings and/or transferable skills are unclear or missing. Writing, including identification of evidence, may be hard to follow, and/or inappropriate for the discipline. There are errors in referencing, expression, grammar, spelling and punctuation which make meaning unclear.

To achieve a grade of 1 (Low Fail, 0-24%) your Tutorial Critical Analysis Reflection analysis demonstrates limited or no understanding of the issues and themes for the chosen topic. Interpretation/s of the ancient evidence context are missing or very limited. Reflections are absent or demonstrate limited ability to self-reflect. Learnings and/or transferable skills are limited or missing. Writing, including identification of evidence, is unclear and/or inappropriate for the discipline.

Project Pitch and Storyboard

Your Project Pitch and Storyboard will be assessed according to the following criteria:

1.       Appropriate choice of rationale, theme, evidence, and myth to bust

2.       Alignment of theme and concept with identified audience, purpose and digital content

3.       Project design and planning – including storyboard and timeline

To achieve a grade of 7 (High Distinction, 85-100%) your project pitch demonstrates exceptional achievement. The project design provides an extremely convincing rationale by identifying an appropriate purpose, audience, myth to bust, and digital formats for disseminating information. Extremely effective and creative alignment is achieved between the chosen theme, audience, purpose, and content. The content (evidence) is extremely carefully chosen, and a very convincing explanation is provided for its inclusion. The project storyboard is very creative, and along with the timeline have been very carefully considered and planned.  The project plan (storyboard and timeline) is very thorough and realistic, showing an exceptional understanding of project and website design. 

To achieve a grade of 6 (Distinction, 75-84%) your project pitch demonstrates advanced achievement. The project design provides a very convincing rationale by identifying an appropriate purpose, audience, myth to bust, and digital formats for disseminating information. Very effective and creative alignment is achieved between the chosen theme, audience, purpose, and content. The content (evidence) is very carefully chosen, and a very convincing explanation is provided for its inclusion. The project storyboard is very creative, and along with the timeline have been very carefully considered and planned.  The project plan (storyboard and timeline) is thorough and realistic, showing a very good understanding of project and website design. 

To achieve a grade of 5 (Credit, 65-74%) your project pitch demonstrates proficient achievement. The project design provides a convincing rationale by identifying an appropriate purpose, audience, myth to bust, and digital formats for disseminating information. Effective and creative alignment is achieved between the chosen theme, audience, purpose, and content. The content (evidence) is carefully chosen, and a convincing explanation is provided for its inclusion. The project storyboard is creative, and along with the timeline have been carefully considered and planned.  The project plan (storyboard and timeline) is thorough and realistic, showing a good understanding of project and website design. 

To achieve a grade of 4 (Pass, 50-64%) your project pitch demonstrates functional achievement. On the whole, the project design provides a satisfactory rationale by making a good attempt to identify purpose, audience, myth to bust, and digital formats for disseminating information, though in some instances, not all aspects may align or clearer explanation/s may be needed. Satisfactory alignment is achieved between the chosen theme, audience, purpose, and content. The content (evidence) is well chosen, and clear attempts have been made to explain the reason for its inclusion. The project storyboard and timelines are functional and demonstrate basic planning skills.  The project plan (storyboard and timeline) demonstrates a satisfactory understanding of project and website design.

To achieve a grade of 3 (Marginal Fail, 45-49%) %) the project pitch demonstrates developing achievement. The project design may not clearly identify a purpose or audience. A rationale may be provided, but alignment between the chosen theme, audience, purpose, and content is not appropriate or not clear. Some of content (evidence) is appropriate, but this may need further research or may need to be reconsidered. An explanation for the content’s inclusion is attempted but is unclear or lacking in detail. The project plan shows a developing understanding of project and website design. Storyboard or timeline may be missing or unclear or unrealistic. More thought and planning are needed.

To achieve a grade of 2 (Fail, 30-44%) the project pitch demonstrates minimal achievement. The project design fails to identify a purpose and/or audience.  The project rationale is missing or unclear or alignment between the chosen theme, audience, purpose, and content is not appropriate., and further research is needed. An explanation for the content’s inclusion is missing or needs explanation. The project plan shows a minimal understanding of project and website design. Storyboard or timeline is missing or unclear. More thought and planning are needed.

To achieve a grade of 1 (Low fail, 1-29%) the project pitch demonstrates limited achievement. Significant aspects of the project pitch (audience, purpose, theme, content, rational, storyboard and/or timeline) are absent or unclear.

Project Website

Your project website will be assessed according to the following criteria:

1.       Ability to design a cohesive project concept with appropriate content and language for the audience and purpose outlined.

2.       Level of research and critical evaluation of evidence, including appropriate referencing.

3.       Critique with justification, of a commonly held ‘myth’ in popular culture or perception.

4.       Ability to articulate transferrable workplace skill development through reflective statements

5.       Overall quality of website, including planning, design, navigation, appropriate choice of digital format and content, and copy editing.

To achieve a grade of 7 (High Distinction, 85-100%) your Website Project demonstrates exceptional achievement. The Website Project shows extremely thorough and careful research, planning and project design, extremely effective website design and navigation, and an extremely convincing and effective overarching theme. The theme is very well supported by carefully chosen evidence and appropriate digital content which align with the identified website audience and purpose. Writing is extremely precise, suited to the chosen audience, and error free. Explanations and justifications are very well supported by critical evaluation of ancient evidence, and where appropriate, modern scholarship, and demonstrate an exceptional understanding of the contribution ancient history studies makes to contemporary social contexts. The evidence evaluations and myth busting sections demonstrate exceptional critical thinking, justification and written communication skills. The employability skills reflections demonstrate a very good depth of awareness and authenticity and are suitable for use in professional applications.

To achieve a grade of 6 (Distinction, 75-84%) your Website Project demonstrates advanced achievement. The Website Project shows very thorough and careful research, planning and project design, very effective website design and navigation, and a very convincing and effective overarching theme. The theme is well supported by carefully chosen evidence and appropriate digital content which align with the identified website audience and purpose. Writing is very precise, suited to the chosen audience, and error free. Explanations and justifications are well supported by critical evaluation of ancient evidence, and where appropriate, modern scholarship, and demonstrate  a thorough understanding of the contribution ancient history studies makes to contemporary social contexts. The evidence evaluations and myth busting sections demonstrate very good critical thinking, justification and written communication skills. The employability skills reflections demonstrate a good depth of awareness and authenticity and are suitable for use in professional applications.

To achieve a grade of 5 (Credit, 65-74%) your Website Project demonstrates proficient achievement. The Website Project shows proficient research, planning and project design, effective website design and navigation, and a convincing and effective overarching theme. The theme is satisfactorily supported by carefully chosen evidence and appropriate digital content which align with the identified website audience and purpose. Writing is precise, suited to the chosen audience, and largely error free. Explanations and justifications are supported by critical evaluation of ancient evidence proficiently, and where appropriate, modern scholarship, and demonstrate  a good understanding of the contribution ancient history studies makes to contemporary social contexts. The evidence evaluations and myth busting sections demonstrate proficient critical thinking, justification and written communication skills. The employability skills reflections demonstrate some self-awareness and are suitable for use in professional applications with some editing.

To achieve a grade of 4 (Pass, 50-64%) your Website Project demonstrates functional achievement. The Website Project demonstrates a satisfactory level of research, planning and project design, functional website design and navigation. An overarching theme has been identified, and evidence and appropriate digital have been chosen, and attempts have been made to align this evidence and content with the chosen website audience and purpose. Writing is functional, attempts have been made to write for the chosen audience, and may be error free or need some editing. Explanations and justifications are functional, and where appropriate, supported by modern scholarship, and demonstrate an adequate understanding of the contribution ancient history studies makes to contemporary social contexts. Writing skills, evidence evaluations and myth busting sections are adequately addressed. The employability skills reflections demonstrate some self-awareness and may be suitable for use in professional applications with some editing.

To achieve a grade of 3 (Marginal Fail, 45-49%)

your Website Project demonstrates developing levels of achievement. The Website Project demonstrates a superficial level of research, and that some attempt has been made in planning and project design, functional website design and navigation, but that further work is needed to achieve a passing grade. Developing skills are evident in attempts to identify an overarching theme, but this theme is not well supported by ancient evidence and/or digital content. Although some attempt has been made  to align this evidence and content with the chosen website audience and purpose, further work is needed. Attempts have been made to write for the chosen audience, but flaws remain, and thorough proof-reading may be needed. A developing understanding of the contributions ancient history makes to contemporary social contexts is demonstrated. The evidence evaluations and myth busting sections demonstrate developing written communication skills, and appropriate justification may be absent. The employability skills reflections show developing awareness and need further editing to be suitable for use in professional applications.

To achieve a grade of 2 (Fail, 30-44%) your Website project demonstrates minimal achievement. The Website project does not show suitable project design and planning, and there are noticeable problems with the site design and navigation. The chosen theme is not clear and is not supported by appropriate evidence or multimedia content. Explanations and justifications are not appropriately evidenced. A minimal understanding of the contributions ancient history makes to contemporary social contexts is demonstrated. The evidence evaluations and myth busting sections, if present, demonstrate minimal written communication skills, and appropriate justification is absent. The employability skills reflections, if present, shows minimal awareness and needs further editing to be suitable for use in professional applications.

To achieve a grade of 1 (Low fail, 1-29%) your Website project demonstrates limited achievement. Website design and navigation is problematic demonstrating a lack of planning and project design. There is no clear theme, and inadequate evidence and multimedia content to support this. Significant sections are missing, and there is an absence of evidence to assess understanding of contributions ancient history makes to contemporary social contexts. Employability skills reflection is absent or does not demonstrate suitable awareness of learning and connection to professional contexts.

Supplementary assessment

Supplementary assessment is available for this course.

Additional assessment information

Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).

By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.

All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.

A valid Turnitin receipt will be the only evidence accepted if assessments are missing.

Without evidence, the assessment will receive the standard late penalty, or after ten calendar days, will receive zero.

In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.

It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available.

If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.

Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1

Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.

For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result

Learning resources

You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.

Library resources

Library resources are available on the UQ Library website.

Additional learning resources information

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Learning activities

The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.

Policies and procedures

University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:

• Student Code of Conduct Policy
• Student Integrity and Misconduct Policy and Procedure
• Assessment Procedure
• Examinations Procedure
• Reasonable Adjustments - Students Policy and Procedure

Learn more about UQ policies on my.UQ and the Policy and Procedure Library.