Course coordinator
Dr Janette McWilliam
Please contact Dr McWilliam for information about the course or an appointment in person or via zoom.
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
ANCH3570 explores the societies of several Ancient Mediterranean communities during the early Imperial period (e.g., Italy (Rome, Cisapline Gaul and Etruria, Ostia and Pompeii), Greece (Athens) and Asia Minor (Ephesus and Aphrodisas), Roman Africa, Roman Syria (Palmyra), and the influence of Egypt). By using diverse forms of ancient evidence, it explores the ways in which culture and identity were used to create different forms of political, social and cultural power. The course is designed to give students a 'capstone' experience by facilitating the development of advanced discipline specific skills, and by providing scaffolded and supported work integrated learning and authentic assessment tasks designed to showcase employability skills that are transferable to many diverse careers.
By using ancient forms of written evidence and material culture, including ancient literature, inscriptions, coins, architecture, sculpture, painting and mosaics, ANCH3570 investigates many of the ways in which culture, identity and power interacted to shape the lives of both individuals and the various political, social and cultural groups who lived in the Ancient Mediterranean world from 31 BCE to roughly the third century CE. The course will focus on particular areas of Italy (e.g. Rome, Cisalpine Gaul and Etruria, Ostia and Pompeii), Greece (Athens and Corinth), Asia Minor (Ephesus and Aphrodisias), North Africa, Syria (Palmyra), and also consider the influence of Egypt on these cultures. Although each area is important because the interaction(s) of culture, identity and power were in many ways unique, when considered together they also illustrate some of the ways in which cultural experiences were shared throughout the Mediterranean world during this period.
Course requirements
Assumed background
ANCH3570 is a third year Ancient History course. Although the course has been designed for students enrolled in the Ancient History Major and Extended Major, it is also open to students who are doing Ancient History as an elective, and who have completed ANCH1240, ANCH1250 and some 2000 level ANCH courses.
If you have any questions about the course at all, please contact Dr Janette McWilliam, the course coordinator
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
ANCH1240, ANCH1250
Course contact
Course staff
Lecturer
Dr Janette McWilliam
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Please make sure that you have familiarised yourself with the Information on the Blackboard Site for ANCH3570 in Orientation Week, before the start of the course.
Classes are in person, and attendance is important as this course has been designed as an interactive capstone experience. Rather than following the traditional format, there will be some preparatory work before the classes for each week. Classes will involve an interactive class sessions on the cultures of the Mediterranean world during the first to third centuries CE. You will be guided through the assessment for this course, which has been designed to give you work integrated learning opportunities and authentic assessment tasks based around the course content and transferable workplace skills in accordance with UQ's required Graduate Attributes. By the end of semester, you will have created your own e-portfolio which you will be able to use after the course to showcase your work and highlight both your discipline specific and more generic but transferable workplace skills. These activities are fully supported by online resources available on Blackboard, and course staff are available in class each week for consultation.
Aims and outcomes
ANCH3570 combines collaborative, active and work-integrated learning activities and authentic assessment tasks in order to encourage students to develop a deeper understanding of the relationship between styles of writing and presentation, choice of digital technologies, and intended audience(s). The course also encourages students to demonstrate their ability to think innovatively, troubleshoot, and form evidence-based persuasive arguments, to research to a high level, manage large amounts of data, apply critical reasoning to interpret and assess this data, evaluate opinions, solve both simple and complex problems, and to develop advanced written and oral communication skills.
Students in ANCH3570 will develop discipline specific skills through the study of diverse forms of ancient evidence produced by several different Mediterranean cultures which flourished during the Early Imperial period. In doing so, they will be asked not only to consider the various ways in which culture, identity and power were shaped by biology, gender, race, age, social status, occupation and religion, but also to think about the implications of modern theories such as cultural memory, globalisation, acculturation, hybridity, urbanisation and space. They will be encouraged to reflect on issues which are still important in the modern world, including ethical and responsible behaviour, personal bias, and equity and diversity.
ANCH3570 will to help to transform Ancient History students in their third year of study at UQ into globally aware game-changing graduates who are able to articulate with confidence, especially to future employers, the transferrable workplace skills, literacies and competencies achieved as a result of studying the ancient world and completing an Ancient History Major/Extended Major.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Work critically and comprehensively with diverse types of ancient evidence, theoretical models, and ideas to develop advanced discipline skills.
LO2.
Demonstrate comprehensive knowledge and understanding of complex societal issues in the ancient world and how these issues were exploited for both empowerment and disenfranchisement.
LO3.
Demonstrate the achievement of discipline specific competencies in the use, deep understanding and critical evaluation of diverse types of evidence, theoretical models and ideas, and the influences of Greco-Roman and wider Mediterranean cultures on both the ancient and modern world.
LO4.
Demonstrate advanced-level research, thinking, data management and analysis, and problem-solving skills to produce high quality oral and written work for different audiences using evidence-based forms of persuasion.
LO5.
Work collaboratively and independently on a variety of research, learning and assessment tasks to develop transferrable workplace skills.
LO6.
Develop advanced skills in digital technologies and reflect upon the implications of applying different methods for communicating the outcomes of historical research to different audiences.
LO7.
Demonstrate and showcase professional development skills, literacies and achievements.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution, Tutorial/ Problem Set |
Tutorial Workshop
|
15% | |
| Essay/ Critique, Portfolio, Poster, Reflection |
Professional Eportfolio Part 1: Writing For Different Audiences
|
70% | |
| Portfolio |
Professional eportfolio Part 2: WordPress Showcase
|
15% |
6/11/2024 2:00 pm |
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 Workshop
- Hurdle
- In-person
- Mode
- Oral, Written
- Category
- Participation/ Student contribution, Tutorial/ Problem Set
- Weight
- 15%
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
In-Person Tutorials (Tutorial Participation 15% )
Further information on Tutorial Activities will be available on Blackboard under the Assessment Tab
Students are assessed on participation in tutorial workshops by completing the readings, contributing to, and helping to foster discussion based on these readings and the evidence discussed in class, and by participating in skill building tasks.
This assessment task evaluates a student's abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
Please note that it is a School of Historical and Philosophical Inquiry requires that all assessment worth 15% or more must be completed, otherwise a grade of 2 is awarded. Therefore, failure to submit both critical reflections and participate in a minimum of 11 Tutorial Workshops will result in a grade of 2 for this course, as tutorial participation accounts for 15% of your final grade.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Please consult with the course coordinator if you are ill, and unable to attend the minimum number of tutorials
Professional Eportfolio Part 1: Writing For Different Audiences
- Hurdle
- Mode
- Written
- Category
- Essay/ Critique, Portfolio, Poster, Reflection
- Weight
- 70%
- Other conditions
- Work integrated learning.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
Writing for different audiences is an important, transferable workplace skill that is important outside the University, and in academia, where you are often asked both to prepare for and participate in meetings, workshops, seminars, conferences etc., and write reflective reports on content or about how the experience has helped you build skills or look towards future development.
Further details will be available on Blackboard, and require students to disseminate their research knowledge (research essay & poster), ancient history skills (critical evaluation & reflections), and employability skills (critical evaluation & reflections) to different audiences using a variety of different writing styles and media.
After receiving feedback, students will include these assessment items in their eportfolio WordPress Showcase.
Students are not required to rewrite these assessment items, but should correct any spelling, grammar, and factual errors if necessary after they are marked.
Hurdle requirements
Please note that it is a School of Historical and Philosophical Inquiry requires that all assessment worth 15% or more must be completed, otherwise a grade of 2 is awarded. Therefore, failure to submit all Eportfilio writing for different audiences assessment items will result in the award of a grade of 2.Submission guidelines
All Writing for Different Audience Assessment Tasks are to be submitted on Blackboard as Instructed.
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.
Late submission of assessment 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.
Professional eportfolio Part 2: WordPress Showcase
- Hurdle
- Online
- Mode
- Oral, Product/ Artefact/ Multimedia, Written
- Category
- Portfolio
- Weight
- 15%
- Due date
6/11/2024 2:00 pm
- Other conditions
- Work integrated learning.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
Details of all requirements will be provided on Blackboard
Your Professional eportfolio Showcase must include your Writing For Different Audiences Assessment Tasks (Professional eportfolio Part 1).
It must also include and Introduction, 'About Me' and 'My Goals' Sections, and a CV (CV's are not assessed)
Please note a step-by-step Learning Module about how to set up an eportfolio in WordPress will also be provided on Blackboard.
You will be required to provide the url link you your WordPress Portfolio in order for it to be marked for assessment.
Hurdle requirements
Please note that it is a School of Historical and Philosophical Inquiry requires that all assessment worth 15% or more must be completed, otherwise a grade of 2 is awarded. Therefore, failure complete and submit your WordPress eportfiolio will result in a grade of 2 for this course, as the WordPress eportfolio counts for 15% of your final grade.Submission guidelines
You will be required to provide the url link you your WordPress Portfolio in order for it to be marked for assessment.
A submission template will be provided on Blackboard via the Blackboard Assignments Link
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.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. |
Additional course grading information
Criteria & Marking:
Tutorial Participation Assessment Criteria
Your tutorial workshop participation will be assessed according to the following criteria:
- Evidence of participation in discussions.
- Evidence of preparation for the tutorial workshops, most notably through completing the set readings.
- Quality of contributions to discussions.
- Fostering of group discussions, through courteous and respectful interactions with staff and students.
- 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%), your attendance will be flawless and your participation exceptional. This grade reflects 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) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of 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%), your attendance and participation will be good. This grade reflects 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%) your attendance and participation will be satisfactory. 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%) your attendance and participation will be unsatisfactory. 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%), your attendance and participation will be very unsatisfactory. 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%), your attendance and participation will be unsatisfactory. 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.
Critical Reflections and Feedback Tasks
- Completion of Critical reflections based on the seminars, tutorial workshop readings and tasks and and answers to the associated questions
- Completion of reflection tasks based on the interviews about discipline specific and generic skills filmed for the course.
- Completion of the task to provide feedback to another student enrolled in the course
To achieve a grade of 7 (High Distinction, 85-100%) your mastery and execution of the reflection and feedback tasks will be exceptional. This grade reflects exceptional levels of preparation, excellent mastery of ancient evidence, set readings, understandings of issues and course themes, and also an exceptional ability to self-reflect and give quality feedback. You should be able to engage with your peers very effectively. Reflections will be extremely well written and demonstrate your ability to interpret ancient evidence, theoretical concepts and interviews critically and with a very high degree of originality and sophistication, and/or interviews with an exceptional degree of insight and understanding.
To achieve a grade of 6 (Distinction, 75-84) your mastery and execution of the reflection and feedback tasks will be excellent. This grade reflects excellent levels of preparation, very good mastery of ancient evidence, set readings, understandings of issues and course themes, and also a very good ability to self-reflect and give quality feedback. You should be able to engage with your peers very effectively. Reflections will be very well written and demonstrate your ability to interpret ancient evidence, theoretical concepts and interviews critically and with a high degree of originality and sophistication, and/or interviews with an excellent degree of insight and understanding.
To achieve a grade of 5 (Credit, 65 – 74%) your mastery and execution of the reflection and feedback tasks will be good. This grade reflects proficient levels of preparation, good mastery of ancient evidence, set readings, understandings of issues and course themes, and also a proficient ability to self-reflect and give quality feedback. You should be able to engage with your peers effectively. Reflections will be proficiently written and demonstrate your ability to interpret ancient evidence, theoretical concepts and interviews critically and with some originality and sophistication, and/or interviews with a proficient degree of insight and understanding.
To achieve a grade of 4 (Pass, 50 – 64%) your mastery and execution of the reflection and feedback tasks will be satisfactory. This grade reflects adequate levels of preparation, adequate mastery of ancient evidence, set readings, understandings of issues and course themes, and also an adequate ability to self-reflect and give quality feedback. You should be able to engage with your peers proficiently. Reflections will be satisfactorily written and reflect your ability to interpret ancient evidence, theoretical concepts and interviews, and/or interviews with an adequate degree of insight and understanding.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your mastery and execution of the reflection and feedback tasks will be unsatisfactory. This grade reflects unsatisfactory levels of preparation, mastery of ancient evidence, set readings, understandings of issues and course themes, and also an unsatisfactory ability to self-reflect and give quality feedback. However, your work will demonstrate developing skills in interacting with your peers proficiently. Reflections will also demonstrate that you are developing written and reflective skills, that you are developing in your capacity to interpret ancient evidence, theoretical concepts and interviews with an emerging degree of insight and understanding.
To achieve a grade of 2 (Fail, 25-44%) your mastery and execution of the reflection and feedback tasks will be very unsatisfactory. This grade reflects minimal levels of preparation, mastery of ancient evidence, set readings, understandings of issues and course themes, and also an unsatisfactory ability to self-reflect and give quality feedback. Reflections will demonstrate a poor ability or failure to interpret ancient evidence and theoretical concepts, and/or interviews with a poor degree of insight and understanding.
To achieve a grade of 1 (Low Fail, 0-24%) your mastery and execution of the reflection tasks will be very unsatisfactory. This grade reflects no evidence of preparation, mastery of ancient evidence, set readings, understandings of issues and course themes, and also no evidence of your ability to self-reflect or give quality feedback. Reflections will fail to or make no attempt to interpret ancient evidence and theoretical concepts satisfactorily, and/or no attempt to write reflections on interviews.
Research Essay
Your Research Essay will be assessed according to the following criteria:
- Ability to construct a well-reasoned argument, identifiable both in the introduction and throughout the essay.
- Depth and breadth of knowledge and understanding of central issues.
- Ability to form a well-structured argument supported by ancient evidence and critical analysis.
- Critical Engagement with ancient evidence, and where appropriate, modern theories and/or analysis.
- Insight and/or creativity in interpreting evidence or constructing a point of view or argument.
- Capacity to produce a coherent and well-written essay using correct grammar and syntax.
- Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%) your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your ability to use ancient evidence critically must be thoroughly demonstrated throughout the body of the essay. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%) your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your ability to use ancient evidence critically must be very well demonstrated throughout the body of the essay. Your essay should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. Your ability to use ancient evidence critically must be proficiently demonstrated throughout the body of the essay. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your ability to use ancient evidence critically must evident. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. You must demonstrate that you have attempted to use ancient evidence critically. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately, or to use ancient sources critically. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%) your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and ancient evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate.
Poster
Your Poster will be assessed according to the following criteria:
- Clarity and coherence of the information supplied as a response to the topic question.
- The insight and creativity of your approach to the topic and poster design.
- The visual appeal of the finished poster.
- Care and clarity in the presentation of your poster content.
- Successful creation and inclusion of a QR code
- Ability to write clearly and coherently for your chosen non-academic audience
To achieve a grade of 7 (High Distinction, 85-100%) you will have presented an exceptional poster. It will show and convey information in an extremely effective and very well-structured manner. It will demonstrate an exceptional level of creativity and visual interest. It will be extremely successful in the choice of style and level of writing for your chosen non-academic audience.
To achieve a grade of 6 (Distinction, 75-84%), you will have presented an excellent poster. It will show and convey information in a very advanced, effective and well-structured manner. It will demonstrate a very high level of creativity and visual interest. It will be very successful in the choice of style and level of writing for your chosen non-academic audience.
To achieve a grade of 5 (Credit, 65 – 74%) you will have presented a very good poster. It will show and convey information in a proficient manner. It will demonstrate a high level of creativity and visual interest, and be proficient in in choice of style and level of writing for your chosen non-academic audience.
To achieve a grade of 4 (Pass, 50 – 64%) you will have presented a basic poster. It will show and convey information in a functional manner. It will demonstrate an adequate level of creativity and visual interest, but may have flaws in approach, structure and/or presentation. It will have made a good attempt at writing for a non-academic audience, and the choice of style will be appropriate.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), you will have presented a poster that while flawed, shows your emerging ability to apply basic knowledge and skills. It will show and convey information in a superficial manner and demonstrate a basic level of creativity and visual interest, but will have flaws in approach, structure and/or presentation. It will demonstrate an emerging ability both to choose an appropriate style for a non-academic audience, and to write for this audience.
To achieve a grade of 2 (Fail, 25-44%), you will have presented a poster that has not been adequately prepared or presented. It will demonstrate that your research is inadequate, and it may fail to address and/or clarify aspects of your topic, and/or lack an effective structure. It will not have been written, for or no attempt will have been made, to write for a non-academic audience.
To achieve a grade of 1 (Low Fail, 0-24%), you will have presented a poster that has not been adequately researched, prepared or presented, and thus fails to meet the minimum learning requirements and skill acquisition for this assessment task. It will demonstrate that your research is inadequate, flawed or absent, and will fail to address and/or clarify your topic. Your poster will also lack an effective structure, and will not demonstrate any attempt to write for a non-academic audience.
E-portfolio
Your e-portfolio will be assessed according to the following criteria:
- Completion of all development activities and reflections
- Arrangement and ease of navigation
- Design and visual appeal
- Clarity of expression
- Quality of reflections and assessment items
To achieve a grade of 7 (High Distinction, 85-100%), you will have presented an exceptional e-portfolio. It will show and convey information in an extremely effective and very well-structured manner, be extremely well-written, and have a very professional and clearly articulated purpose. It will demonstrate an exceptional level of creativity and visual interest, be very easy to navigate, and contain final versions of all assessment pieces.
To achieve a grade of 6 (Distinction, 75-84%), you will have presented an excellent e-portfolio. It will show and convey information in an advanced and very well-structured manner, be very well-written, and have a professional and clearly articulated purpose. It will demonstrate a very high level of creativity and visual interest, be easy to navigate, and contain final versions of all assessment pieces.
To achieve a grade of 5 (Credit, 65 – 74%), you will have presented a good e Portfolio. It will show and convey information in proficient and well-structured manner, be proficiently written, and have a proficiently articulated purpose. It will demonstrate a proficient level of creativity and visual interest, be relatively easy to navigate, and contain final versions of all assessment pieces.
To achieve a grade of 4 (Pass, 50 – 64%), you will have presented a basic e-portfolio. It will show and convey information in a functional manner, be adequately written, and have an adequately articulated purpose. It will demonstrate an adequate level of creativity and visual interest, navigation will be functional, and your e portfolio will contain final versions of all assessment pieces.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), you will have presented an e-portfolio that while flawed, shows your emerging ability to apply basic knowledge and skills. It will show and convey information in a superficial manner and demonstrate a basic level of creativity and visual interest, but will have flaws in approach, structure, navigation and/or presentation. Your e portfolio will contain final versions of all assessment pieces.
To achieve a grade of 2 (Fail, 25-44%), you will have presented an e-portfolio that has not been adequately designed or presented. It will lack and effective structure and/or purpose, and be difficult to navigate, and/or not include final versions of all assessment items.
To achieve a grade of 1 (Low Fail, 0-24%), you will have presented an e portfolio that has not been adequately considered, designed or presented, and thus fails to meet the minimum learning requirements and skill acquisition for this assessment task. It will fail to address and/or clarify your purpose, and/or be difficult to navigate, and/or not include final versions of all assessment items.
Your eportfolio critical reflections will be assessed according to the following criteria:
- Completion of reflection tasks in your e portfolio based on the lectures, learning modules and Ancient Evidence Spotlight/Skills based on the preparation and discussion questions
- Completion of reflection tasks in your e portfolio based on the interviews about discipline specific and generic skills filmed for the course.
- Completion of the reflection task on the group project
To achieve a grade of 7 (High Distinction, 85-100%) your mastery and execution of the reflection tasks will be exceptional. This grade reflects exceptional levels of preparation, excellent mastery of ancient evidence, set readings, understandings of issues and course themes, and also an exceptional ability to self-reflect and give quality feedback. You should be able to engage with your peers very effectively. e portfolio reflections will be extremely well written and reflect your ability to interpret ancient evidence, theoretical concepts and interviews critically and with a very high degree of originality and sophistication, and/or interviews with an exceptional degree of insight and understanding.
To achieve a grade of 6 (Distinction, 75-84) your mastery and execution of the reflection tasks will be excellent. This grade reflects excellent levels of preparation, very good mastery of ancient evidence, set readings, understandings of issues and course themes, and also a very good ability to self-reflect and give quality feedback. You should be able to engage with your peers very effectively. e portfolio reflections will be very well written and reflect your ability to interpret ancient evidence, theoretical concepts and interviews critically and with a high degree of originality and sophistication, and/or interviews with an excellent degree of insight and understanding.
To achieve a grade of 5 (Credit, 65 – 74%) your mastery and execution of the reflection tasks will be good. This grade reflects proficient levels of preparation, good mastery of ancient evidence, set readings, understandings of issues and course themes, and also a proficient ability to self-reflect and give quality feedback. You should be able to engage with your peers effectively. e portfolio reflections will be proficiently written and reflect your ability to interpret ancient evidence, theoretical concepts and interviews critically and with some originality and sophistication, and/or interviews with a proficient degree of insight and understanding.
To achieve a grade of 4 (Pass, 50 – 64%) your mastery and execution of the reflection tasks will be satisfactory. This grade reflects adequate levels of preparation, adequate mastery of ancient evidence, set readings, understandings of issues and course themes, and also an adequate ability to self-reflect and give quality feedback. You should be able to engage with your peers proficiently. e portfolio reflections will be satisfactorily written and reflect your ability to interpret ancient evidence, theoretical concepts and interviews, and/or interviews with an adequate degree of insight and understanding.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your mastery and execution of the reflection tasks will be unsatisfactory. This grade reflects unsatisfactory levels of preparation, mastery of ancient evidence, set readings, understandings of issues and course themes, and also an unsatisfactory ability to self-reflect and give quality feedback. However, your work will demonstrate developing skills in interacting with your peers proficiently. e portfolio reflections will also demonstrate that you are developing written and reflective skills, that you are developing in your capacity to interpret ancient evidence, theoretical concepts and interviews with an emerging degree of insight and understanding.
To achieve a grade of 2 (Fail, 25-44%) your mastery and execution of the reflection tasks will be very unsatisfactory. This grade reflects minimal levels of preparation, mastery of ancient evidence, set readings, understandings of issues and course themes, and also an unsatisfactory ability to self-reflect and give quality feedback. e portfolio reflections will demonstrate a poor ability or failure to interpret ancient evidence and theoretical concepts, and/or interviews with a poor degree of insight and understanding.
To achieve a grade of 1 (Low Fail, 0-24%) your mastery and execution of the reflection tasks will be very unsatisfactory. This grade reflects no evidence of preparation, mastery of ancient evidence, set readings, understandings of issues and course themes, and also no evidence of your ability to self-reflect or give quality feedback. e portfolio reflections will fail to or make no attempt to interpret ancient evidence and theoretical concepts satisfactorily, and/or no attempt to write reflections on interviews.
Your e portfolio will be assessed according to the following criteria:
- Completion of all development activities and reflections
- Arrangement and ease of navigation
- Design and visual appeal
- Clarity of expression
- Quality of reflections and assessment items
To achieve a grade of 7 (High Distinction, 85-100%), you will have presented an exceptional e Portfolio. It will show and convey information in an extremely effective and very well-structured manner, be extremely well-written, and have a very professional and clearly articulated purpose. It will demonstrate an exceptional level of creativity and visual interest, be very easy to navigate, and contain final versions of all assessment pieces.
To achieve a grade of 6 (Distinction, 75-84%), you will have presented an excellent e Portfolio. It will show and convey information in an advanced and very well-structured manner, be very well-written, and have a professional and clearly articulated purpose. It will demonstrate a very high level of creativity and visual interest, be easy to navigate, and contain final versions of all assessment pieces.
To achieve a grade of 5 (Credit, 65 – 74%), you will have presented a good e Portfolio. It will show and convey information in proficient and well-structured manner, be proficiently written, and have a proficiently articulated purpose. It will demonstrate a proficient level of creativity and visual interest, be relatively easy to navigate, and contain final versions of all assessment pieces.
To achieve a grade of 4 (Pass, 50 – 64%), you will have presented a basic e Portfolio. It will show and convey information in a functional manner, be adequately written, and have an adequately articulated purpose. It will demonstrate an adequate level of creativity and visual interest, navigation will be functional, and your e portfolio will contain final versions of all assessment pieces.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), you will have presented an e portfolio that while flawed, shows your emerging ability to apply basic knowledge and skills. It will show and convey information in a superficial manner and demonstrate a basic level of creativity and visual interest, but will have flaws in approach, structure, navigation and/or presentation. Your e portfolio will contain final versions of all assessment pieces.
To achieve a grade of 2 (Fail, 25-44%), you will have presented an e portfolio that has not been adequately designed or presented. It will lack and effective structure and/or purpose, and be difficult to navigate, and/or not include final versions of all assessment items
To achieve a grade of 1 (Low Fail, 0-24%), you will have presented an e portfolio that has not been adequately considered, designed or presented, and thus fails to meet the minimum learning requirements and skill acquisition for this assessment task. It will fail to address and/or clarify your purpose, and/or be difficult to navigate, and/or not include final versions of all assessment items.
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 7 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
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
A comprehensive set of learning resources are available on Blackboard to support all aspects of this course, including assessment tasks.
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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.
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| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
General contact hours |
Understanding Culture, Identity and Power in the Ancient Mediterranean Interactive Lecture: Ancient Culture and Cultural Diversity Tutorial Workshop: Understanding Assessment and Project Requirements, Choosing Project Topics, e-Portfolio Introduction Learning outcomes: L01, L02, L03, L04 |
Week 2 (29 Jul - 04 Aug) |
General contact hours |
Communicating Culture, Identity and Power in the Ancient Mediterranean Interactive Lecture: The Emperor, the City of Rome and the Culture of Empire Images of Power and Imperial Rule Tutorial Workshop: Nero and the city of Rome Learning outcomes: L01, L02, L03, L04 |
Week 3 (05 Aug - 11 Aug) |
General contact hours |
Northern Italy: Conquest, Colonisation, Culture and Identity Interactive Lecture: Cisalpine Gaul: Romanisation and the Limits of Roman Italy Tutorial Workshop: Status and Identity in Cisalpine and Transapline Gaul Learning outcomes: L01, L02, L03, L04 |
Week 4 (12 Aug - 18 Aug) |
Not Timetabled |
Assessment Planning Week There are no in-person classes this week due to the Royal Brisbane Show/Ekka Public Holiday Please use this week to go through all the Assessment Booklet & learning modules, and bring to class any questions that you have. We will devote class time in Week 10 to assessment. Details will be provided on Blackboard and in class. Learning outcomes: L04, L05, L06, L07 |
Week 5 (19 Aug - 25 Aug) |
General contact hours |
Roman Ostia: Expressions of Culture, Identity, and Power Interactive Lecture: Ostia, Portus, and Rome: Expressions of Culture, Identity and Power Tutorial Workshop: Ostia: Status and Identity Learning outcomes: L01, L02, L03 |
Week 6 (26 Aug - 01 Sep) |
General contact hours |
Pompeii: Expressions of Culture, Identity, and Power Interactive Lecture: Cultural Diversity, Colonization and Citizenship Tutorial Workshop: Ancient Graffiti Learning outcomes: L01, L02, L03, L04 |
Week 7 (02 Sep - 08 Sep) |
General contact hours |
Roman Greece and Asia Minor: Local Expressions of Culture, Identity and Power Interactive Lecture: Graecia Capta: Paideia, Power, and the Glorious Past Tutorial Workshop: Propose Me A Theme! Epideictic Oratory in the Second Sophistic Learning outcomes: L01, L02, L03, L04 |
Week 8 (09 Sep - 15 Sep) |
General contact hours |
Roman Greece: Culture and Identity as Expressions of Political Power Interactive Lecture: Using the Greek Past in the Roman Present to Create Political Power Tutorial Workshop: The Nymphaeum of Herodes Atticus and Regilla at Olympia Learning outcomes: L01, L02, L03, L04 |
Week 9 (16 Sep - 22 Sep) |
General contact hours |
Expressions of Culture, Identity and Power in Asia Minor: Ephesus Interactive Lecture: Cult in Greco-Roman Ephesus Tutorial Workshop: Minting Culture: Local and Imperial Identities on Ephesian Coins Learning outcomes: L01, L02, L03, L04 |
Mid Sem break (23 Sep - 29 Sep) |
General contact hours |
Mid-Semester Break NO CLASSES |
Week 10 (30 Sep - 06 Oct) |
General contact hours |
Eportfolio & Reflective Writing This week, we will go over eportfolio contents and giving peer feedback Information will be provided on Blackboard and in class. We will also have the opportunity to explore coins from the R.D. Milns Antiquities Museum, and put into practice our skills from Week 9's Tutorial Workshop on Ephesian Coins. Learning outcomes: L04, L05, L06, L07 |
Week 11 (07 Oct - 13 Oct) |
General contact hours |
Culture and the Identity of Empire: A Shared Cultural Koine? Interactive Lecture: The Houses of Pompeii, Ephesus, Bulla Regia and Thugga Tutorial Workshop: Mosaics of the Mediterranean Learning outcomes: L01, L02, L03, L04 |
Week 12 (14 Oct - 20 Oct) |
General contact hours |
Expressions of Culture, Identity and Power: Roman Africa 1 Interactive Lecture: Culture, Identity and Power in Roman Africa Tutorial Workshop: Identity in Roman Africa: African, Punic, Greek, or Roman? Heroes and Villains in Elite Literature Learning outcomes: L01, L02, L03, L04 |
Week 13 (21 Oct - 27 Oct) |
General contact hours |
Expressions of Culture, Identity and Power in Roman Africa 2: Interactive Lecture: Models of Cultural Interaction in Roman Africa: Reflections on Gender, Diversity and Concepts of Culture, Identity & Power Tutorial Workshop: Cultural Identity Learning outcomes: L01, L02, L03, L04 |
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.