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Award Courses and Units Approval Policy

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Section 1 - Purpose and Context

(1) The Award Courses and Units Approval Policy is the third element in the University of Western Sydney course and unit development framework:

  1. Course Standards and Curriculum Design: the principles and pedagogies for UWS courses and units. This includes whole of course design related to course learning outcomes and the attainment of UWS graduate attributes, including the Indigenous graduate attribute; standards for course design, support and delivery; formative sequencing of units; integration of assessment across the course; opportunities for community-engaged or work-integrated learning; and international experiences.
  2. Structure and Nomenclature of Awards
    1. Bachelor Awards
    2. Honours in Bachelor Awards
    3. Postgraduate Coursework
  3. Courses and Units Approval
    1. Data collection for course and unit approval (currently templates)
    2. Delegations

(2) The award courses of the University are the primary means by which the University obtains its students and funding, and builds its reputation for the quality of its graduates. The quality of a course is critical to UWS and Academic Senate. As the key academic quality assurance agency of the University, Senate must be able to assess the quality through the approval process and by monitoring course performance.

(3) This policy facilitates the development and approval of courses, specialisations and units, taking into account the University's strategic plans for academic development, the academic quality assurance framework and the quality control delivered by the schools, research institutes, external advisory committees and supporting units across UWS.

(4) The information collected through the approval process is used for recruitment publications (UWS and UAC), the handbook, unit outlines and learning guides, the timetable, setting fees, student enrolment, acquisition of Library materials and government reporting and approval. It is critical therefore, that courses, specialisations and units are finalised by the due dates.

(5) This policy recognises that approval occurs through the relevant academic governance and management structures of the University.

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Section 2 - Definitions

(6) Award Course: a program of study consisting of at least four units or 40 credit points leading to an award of the University (Diploma, Associate Degree, Bachelor Degree, Bachelor Honours Degree, Graduate Certificate, Postgraduate Certificate, Graduate Diploma, Postgraduate Diploma or Masters Degree) which when successfully completed is conferred on the graduand by the Board of Trustees. (Also see the Structure and Nomenclature of Bachelor Awards Policy and the Postgraduate Coursework Policy).

(7) Core: a mandatory set of units to be completed by all students enrolling in the award course.

(8) Course project manager: the member of staff (usually an academic staff member) designated by the Dean to develop or modify a course.

(9) Community-engaged or work-integrated learning: A unit or component of a unit that enables a student to participate in an approved learning activity that involves an interactive learning partnership with external community organisations (business, industry, government, not-for-profit or educational sectors). The learning activity can be done individually or in groups, must provide a clear knowledge benefit to student(s) and the partner(s), and is linked to specific learning objectives including the demonstration of academic knowledge/professional skills related to the course of study.

(10) Course Design Standards: the characteristics of a course that allow students to achieve an appropriate set of course learning outcomes, including the UWS graduate attributes. These are based on the UWS course design standards (see Associated Information for details), and include active learning (including e-learning), theory-practice links, flexibility and accessibility, and appropriate assessment throughout the course. Course learning outcomes should be related to external reference points such as professional accreditation standards and other relevant external reference points (where these are applicable).

(11) Course Delivery Standards: the staff expertise and availability, and consistency and quality of delivery of support materials, which are required for successful delivery of the course. See Associated Information.

(12) Course Support Standards: the infrastructure, resources, professional and technical support that is required for successful and consistent delivery of the course. See Associated Information for details.

(13) Graduate attributes: the characteristics each UWS graduate should have developed by the time they have completed their course.

(14) Inherent Requirements: The Commonwealth "Disability Standards for Education, 2005", states:

"6.2.1 The education provider must take reasonable steps to ensure that the course or program is designed in such a way that the student is, or any student with a disability is, able to participate in the learning experiences (including the assessment and certification requirements) of the course or program, and any relevant supplementary course or program, on the same basis as a student without a disability, and without experiencing discrimination."
The Inherent Requirements are the fundamental components of a course, specialisation or unit, that are necessary to demonstrate the capabilities, knowledge and skills essential to achieve the core learning outcomes of the course, specialisation or unit, while preserving the academic integrity of the university's learning, assessment and accreditation processes. (Note: making a requirement compulsory does not necessarily make it an Inherent Requirement.)

(15) International Opportunity: an elective component of a course that can be taken for credit and enables a student to undertake a period of study (or other approved activity) in an international context, usually in another country, before completing their course.

(16) Key Program: an approved sequence of core, specified units, totalling at least 160 credit points, that is the core requirement for a student to take out a particular bachelor degree. The title of the key program may, provided it has been approved to do so at the time Academic Senate has approved the course, form part of the degree title and appear on the student's testamur.

(17) Major: an approved sequence of eight units or 80 credit points that makes up an area of special focus within the bachelor degree. Normally majors will not appear on the testamur. See the Structure and Nomenclature of Bachelor Awards Policy for the only exceptions to this provision.

(18) Postgraduate Specialisation: a grouping of at least four units or 40 credit points with a special focus in a postgraduate course.

(19) Sub-major: an approved sequence of four units or 40 credit points in a bachelor degree that makes up a shorter area of special focus within a course of study than a major.

(20) Unit: the basic element of study in which a student enrols.

(21) Specialisation: a formal grouping of units to form a postgraduate specialisation, honours specialisation, key program, major, sub-major or core (also see Structure and Nomenclature of Bachelor Awards Policy and the Postgraduate Coursework Policy).

(22) Fast-tracked approval: a process only used in exceptional and urgent circumstances to seek approval outside the standard committee meeting schedules using the Executive Committees of the relevant Standing Committees of Academic Senate. Full documentation is required for all proposals. The Executive Committees will fulfil their normal quality assurance roles and may endorse or reject proposals.

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Section 3 - Policy Statement

Part A - Courses and Specialisations

(23) The schools are the custodians of UWS courses and specialisations, and provide the content and teaching, notwithstanding that some courses and specialisations may be comprised of units offered by more than one school and that there are a small number of units not attributed to a school.

(24) UWS courses must:

  1. align with the UWS strategic and academic profile plans;
  2. recognise the variety of educational backgrounds of students and provide educational opportunities that support transition and the acquisition of skills necessary for the student's successful participation in the course;
  3. support the achievement of UWS graduate attributes, including the Indigenous graduate attribute;
  4. incorporate the UWS standards for course design, delivery and support;
  5. provide opportunities for community-engaged or work-integrated learning and international experiences; and
  6. provide quality outcomes for students.

(25) Specific features of bachelor degrees are set out in the Structure and Nomenclature of Bachelor Awards Policy and include specifications for key programs, majors and sub-majors.

(26) Specific features of bachelor honours degrees are set out in the Honours in Bachelor Awards Policy.

(27) Specific features of postgraduate coursework degrees are set out in the Postgraduate Coursework Policy.

Course Development and Approval

(28) The development of a new course is a significant project requiring: consideration of the rationale for development; the employment opportunities for graduates (including accreditation of courses by an industry or professional body); the relationship to other courses in similar disciplinary areas and potential for both synergies with and differentiation from those courses.

(29) Many courses include components taught by other schools. For any proposals for new courses, changes, discontinuation or suspension of an intake, where the course includes one or more specialisations that are the responsibility of another school or schools, the proposal must be considered by the School Academic Committees of those schools before proceeding to the relevant Curriculum Quality Committee(s).

New Courses

(30) A new course requires:

  1. a Course Concept Proposal sponsored by the Dean and developed in consultation with the relevant Associate Pro Vice-Chancellor (Education). The purpose of the Course Concept Proposal is to allow the UWS Executive to consider how well the proposal fits with the UWS strategic plans and academic profile, including an evidence-based assessment of student and employer demand for the course. The Course Concept Proposal includes the intended size of the course, the resource requirements and evidence-based "business case" (development and capital costs, income and expenditure for at least the first five years), an analysis of the expected effects on unit offerings and enrolments, significant impacts on support areas, risks associated with the initiative and how they will be addressed. The UWS Executive may be assisted by a committee that will review the documentation before an Executive meeting. A Course Concept Proposal will also be submitted to the Academic Planning and Courses Approvals Committee (APCAC) for assessment of its academic quality and compliance with the Australian Qualifications Framework. If approved by UWS Executive and APCAC for development, the Full Course Proposal can then proceed.
  2. a Full Course Proposal that includes the Course Concept Proposal as the first part of the documentation and identifies the structural elements (the specialisations) in the course, such as, core, key programs, majors, sub-majors and specialisations; admission requirements; course learning outcomes (with external reference points); any identified Inherent Requirements, and resource requirements. The full course proposal will explain how the Course Design Standards are satisfied (see Associated Information for guidance), including explanations of how the curriculum has been internationalised and how opportunities are provided for community-engaged or work-integrated learning, international experiences and attainment of the UWS graduate attributes. The course proposal will also explain how the Course Delivery and Curriculum Support Standards will be satisfied (see Associated Information for guidance). The School Academic Committee will only forward proposals to the relevant Curriculum Quality Committee after it has satisfied itself of the academic quality of the proposals. The Curriculum Quality Committee then recommends the course to Senate via the Academic Planning and Courses Approvals Committee.
  3. a Business Case that demonstrates the financial viability of the course including evidence of demand; cost of delivery; employability of graduates; details of partners and contracts approved by the UWS Executive. (Where international partners are involved approval of the Deputy Vice-Chancellor and Vice-President, Academic is required.)

New Courses taught by UWSCollege

(31) The approval process for UWS Awards to be taught by UWSCollege, such as diplomas and associate degrees, is the same as for the approval of UWS undergraduate curriculum as detailed in this Policy with the additional UWSCollege approvals required. Approval to develop new award courses to be taught by UWSCollege must be endorsed by the UWSCollege Board, as well as by the UWS Executive and Academic Senate's Academic Planning and Courses Approvals Committee (APCAC). A Course Concept Proposal and a full course proposal should be endorsed by the UWSCollege Academic Committee as well as by the relevant School Academic Committee, Curriculum Quality Committee and APCAC. Following endorsement by those academic committees, the full course proposal will be referred to Academic Senate, for final consideration and approval.

Major Changes to a Course or Specialisation

(32) Major changes to an existing course or specialisation are treated as a new course for the components being changed. Major changes include (refer to the Delegations and Impact on Coding for Courses and Specialisations document under Associated Information for further details):

  1. the introduction or discontinuation of specialisations and honours programs;
  2. a change to the campus on which a course, or specialisation is offered (this includes the addition of a campus);
  3. changes affecting external accreditation;
  4. substantial changes to the resource requirements for the course (e.g. changes to delivery mode, numbers of units);
  5. changes affecting graduation; and
  6. changes to admission requirements.

(33) Major change proposals must be accompanied by a full Course Proposal, approved by the Dean after consultation with the relevant Associate Pro Vice-Chancellor (Education), explaining the rationale for the change, an assessment of the risks of changing and not changing and an assessment of the continued financial viability of the changed course. The School Academic Committee considers the academic quality of the proposal and forwards its recommendations to Academic Senate via the relevant Curriculum Quality Committee and the APCAC. At the discretion of the Chair of Academic Planning and Courses Approvals Committee, a proposal for a major course change may be referred to the UWS Executive for consideration of its strategic and resourcing aspects.

Fast-tracked Course and Specialisation Approvals

(34) There may be exceptional and urgent circumstances where a proposal for a new course or specialisation or a major change to a course or specialisation requires a 'fast-tracked' process for approval. Normally, exceptional and urgent circumstances will be limited to:

  1. late advice of changes to accreditation requirements by registering authorities that affect the employment of graduates from the course (example: an accrediting or registering authority specifying all students must graduate with an increased amount of a particular discipline, such as Mathematics, in their degree, requiring the development of new units and specialisations just prior to the commencement of semester); and
  2. tender or contract requirements to provide a course to a government department, agency or business where a concept proposal and business case have already been approved but the full course proposal has not been approved.

(35) Where exceptional and urgent circumstances exist, the Chair of the School Academic Committee requests approval to undertake a fast-tracked process from the Chair of the Academic Planning and Courses Approvals Committee. If approved, the Executive Committee of the School Academic Committee considers full course documentation. The committee may meet at a special electronic meeting.

(36) Proposals endorsed by the relevant School Academic Committee will be considered by the Academic Planning and Courses Approvals Committee, if necessary, at a special electronic meeting (there is no Executive Committee of the Academic Planning and Courses Approvals Committee) and, if endorsed, will be recommended to Academic Senate or its Executive Committee for approval.

Course or Specialisation Discontinuation

(37) Discontinuation of a course or specialisation may have significant impact on other courses, schools and campuses as well as relationships with partners, professional associations and the community.

(38) Proposed discontinuation of a course or specialisation, in the first instance, is discussed by the Dean with the Vice-Chancellor and President, and, where there is an international partner, with the Deputy Vice-Chancellor and Vice-President, Academic, prior to notification to the School Academic Committee, Academic Planning and Courses Approvals Committee and Academic Senate.

(39) Proposals for discontinuation of a course or specialisation (and the stages leading to discontinuation) must take into account the students currently enrolled in the program and must specify arrangements for them to transfer to a new course or complete the existing course or specialisation including the time-frame for completion. The School Academic Committee should provide details of proposed transitional arrangements to the Academic Planning and Courses Approvals Committee for consideration and, if endorsed, will be recommended to Academic Senate for approval.

Suspension of Intake to a Course (this section does not apply to specialisations)

(40) A school may wish to suspend an intake of students to a course for a period of up to two years. The impact of suspending an intake is similar to course discontinuation (see above).

(41) The proposed suspension of an intake in the first instance, is discussed by the Dean with the Vice-Chancellor and President, and, where there is an international partner, with the Deputy Vice-Chancellor and Vice-President, Academic, prior to notification to the School Academic Committee, Academic Planning and Courses Approvals Committee and Academic Senate.

(42) The proposal for suspension should provide the rationale for suspension, the arrangements to accommodate students currently enrolled in the course or an approved pathway to that course as well as the effect on other courses that may share units with the course. The School Academic Committee should provide details of proposed transitional arrangements to the Academic Planning and Courses Approvals Committee for consideration and, if endorsed, will be recommended to Academic Senate for approval.

(43) Normally, a course will be retired at the end of the period of suspension. If suspension is required for a third year, a notification should be provided to the Academic Planning and Courses Approvals Committee by November of the first year of suspension.

(44) If the suspension is to be lifted, advice should be provided to the Academic Planning and Courses Approvals Committee at least six months before the planned intake. If a UAC and Handbook entry is required for courses recommencing in the Autumn Semester, notice must be provided by 1 March of the preceding year.

(Administrative note: a suspended version of a course is displayed in the online handbook as "SUSPENDED: This version of the course is under review and not available to new students.")

Retirement of a Course or Specialisation

(45) Retirement of a course or specialisation occurs where there will be no further intake of students and will no longer be available for admission:

  1. following a period of suspension in the case of a course; or
  2. when a course or specialisation is being replaced; or
  3. when a school decides it will no longer offer the course or specialisation; or
  4. when major changes to a course or specialisation result in the creation of a new course or specialisation version.

(46) Where there is no replacement course or specialisation proposed, the school will identify the arrangements and timeframe for continuing students to complete their study.

(47) Where a replacement course or specialisation is proposed, the proposal must detail the transition arrangements for continuing students for consideration by the Academic Planning and Courses Approvals Committee and, if endorsed, will be recommended to Academic Senate for approval.

(Administrative note: a retired version of a course is displayed in the online handbook as "CONTINUING: This version of the course is available only to continuing or completing students.")

Termination of a Course or Specialisation

(48) A course or specialisation will be terminated by the Academic Registrar's Office when there are no students enrolled in the retired course or specialisation. Any former student presenting for completion of the course after termination has taken effect, will be advised to seek admission to a current course and seek advanced standing for previous study.

(Administrative note: a course that has been terminated has a status of "INACTIVE" and no longer displays in the online handbook. A course that is retired has a status of "CONTINUING" and continues to display in the online handbook.)

Part B - Units

(49) Schools are responsible for the quality of unit content and delivery for the courses in which the units are located.

(50) The Unit Proposal outlines how the unit contributes to any course or specialisation in which it is offered, the learning outcomes for the unit, assessment requirements, its relationship to other units, including the contributions that it makes to the Course Design Standards, course learning outcomes and assessment schedules of the relevant courses (see Associated Information for guidance) any identified Inherent Requirements, the resources required to deliver the unit, as well as when and how it is to be taught. Unit developers must provide all the information required in the template or system as the information will generate the Unit Outline and feed to other systems supporting the scheduling of the unit and student enrolment.

(51) Unit Proposals require a detailed resource assessment, referring to the Course Support Standards, and proposers must consult with the supporting service areas (Library,Learning and Teaching Unit, Courses and Timetabling Unit for all student administration, and Information Technology and Digital Services) and include a statement from the designated officer in each of those areas that the unit can be supported or the nature of the support issues.

(52) All units must adhere to the provisions of the:

  1. Unit Outline and Learning Guides Policy; and the
  2. Assessment Policy - Criteria and Standards-Based Assessment;

New Units

(53) A new unit requires the completion of a New Unit or Variation to a Unit Form (see Associated Information).

(54) For the purposes of this policy, a new unit is a unit that:

  1. introduces curriculum content and related learning outcomes that are not currently offered by the School or Research Institute; or
  2. replaces one or more existing units and substantially changes their curriculum content and/or learning outcomes;
  3. changes the level of a unit, (depending on the implications of the change. Refer to Unit Guide - Delegations, Impact and Coding for clarification);
  4. Changes the discipline code to a new band, or
  5. Changes the credit point value. A change in unit code and/or title does not automatically constitute a new unit for the purposes of this policy, as some curriculum changes may be minor. The Chair of Academic Planning and Courses Approvals Committee will resolve any questions about whether a unit is new or not.

(55) The School Academic Committee considers the academic quality of the proposal and forwards its recommendations to Academic Planning and Courses Approvals Committee via the relevant Curriculum Quality Committee.

Changes to a Unit

(56) Proposals for changes to a unit require the resubmission of the approved proposal with changes highlighted.

(57) Minor variations to units are approved by the School Academic Committee. For a list of elements regarded as minor variations, refer to the Unit Guide - Delegations, Impact and Coding document under Associated Information.

(58) Major variations to units are considered by the School Academic Committee, which forwards its recommendation to the relevant Curriculum Quality Committee. For a list of elements regarded as major variations, refer to the Unit Guide - Delegations, Impact and Coding document under Associated Information.

Fast-Tracked Unit Approvals

(59) There may be circumstances where a unit requires a 'fast-tracked' process for approval, such as, where a new unit is required to maintain course accreditation.

(60) The Chair of the School Academic Committee requests approval to undertake a fast-tracked process from the Chair of the Academic Planning and Courses Approvals Committee. If approved, the Executive Committee of the School Academic Committee considers full unit documentation. If a proposal is endorsed, it is forwarded to the Academic Planning and Courses Approvals Committee for approval.

(61) Electronic meetings may be held.

Retirement or Deletion of a Unit

(62) Proposals to retire or replace a unit must take into consideration students in all courses where the unit is offered or is an integral part of a specialisation.

(63) Schools wishing to retire a unit should notify the School Academic Committee at least six months prior to the implementation of the decision. The notification should provide:

  1. the arrangements to accommodate students currently enrolled in the course/s or specialisations where the unit is offered as a core unit; and
  2. the effect on other courses that may include the unit as part of a pool of alternate elective units.

(64) Where a unit will be replaced by a new unit, the request for retirement will accompany the proposal documentation of the new replacement unit.

(65) Any continuing students affected by the decision to retire a core unit should be given a minimum of one semester's notice that the change will occur. Advice to affected students should include a formal letter from the Dean or Deputy Dean of the School which includes, where appropriate, the available options or alternative arrangements.

Part C - Timing of Approvals for Courses and Units

(66) Annual Curriculum Approval Calendars are set by the University to ensure that externally imposed deadlines are met and that internal processes depending on the approved course and unit data, can be completed.

(67) New courses or major changes to courses, including the introduction of new units, should complete the approval process by the March meeting of Academic Senate of the year preceding introduction. The approval of the Chair of the Academic Planning and Courses Approvals Committee must be obtained if new course proposals are to be presented to the Academic Senate after this date.

(68) New units should be approved by mid-March of the year preceding introduction to ensure alignment of unit and course versions. Major changes to units to be offered in the second half of the year should be approved by 1 March of the same year.

(69) Notification of the intention to suspend or retire courses, key programs and majors should be made to the Vice-Chancellor and President by the Dean by October of the year prior to the last offering of the course or unit, unless there are extenuating circumstances such as minimal applications received during the admission period.

Part D - Summary of Delegations

(70) Courses and Specialisations

  1. Course Concept Proposal: endorsed for development of a Full Course Proposal by UWS Executive and Academic Planning and Courses Approvals Committee
  2. Full Course Proposal: quality assurance endorsement by the School Academic Committee and Curriculum Quality Committee, with approval by Academic Senate on recommendation of Academic Planning and Courses Approvals Committee
  3. Approval of changes to courses: depends on elements changed (refer to the Delegations and Impact on Coding for Courses and Specialisations documents under Associated Information)
  4. Business Case: Approved by the Dean
  5. Director, Academic Program: Appointed by the University
  6. Discontinuation of courses:
    1. Approval by Vice-Chancellor and President following discussion with the Dean; and
    2. Academic Senate approves transition arrangements on recommendation of Academic Planning and Courses Approvals Committee.
  7. Suspension of an intake to a course:
    1. Approval by Vice-Chancellor and President following discussion with the Dean; and
    2. Academic Senate approves transition arrangements on recommendation of Academic Planning and Courses Approvals Committee.
  8. Resource requirements: designated officer of each unit for:
    1. Timetabling and Student Administration requirements: endorsement by Courses and Timetabling Manager
    2. Library resources: endorsement by University Librarian or nominee
    3. E-learning: Head, Learning and Teaching Unit if number of students >700
    4. Computing resources: Chief Information and Digital Officer.

(71) Units

  1. Approval of new units: Academic Planning and Courses Approvals Committee
  2. Approval of discontinuation of units: School Academic Committee
  3. Approval of changes to units: depends on elements changed (refer to the Unit Guide - Delegations, Impact and Coding document under Associated Information)
  4. Detailed Field of Education Code: approved by the Dean
  5. Unit Coordinator: approved by the Dean, on the recommendation of the Deputy Dean and/or the relevant Director(s) of Academic Program(s)
  6. Resource requirements: designated officer of each unit for:
    1. Timetabling and Student Administration requirements: endorsement by Courses and Timetabling Manager
    2. Library resources: endorsement by University Librarian or nominee
    3. E-learning: Head, Learning and Teaching Unit if number of students >700
    4. Computing resources: Chief Information and Digital Officer.
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Section 4 - Procedures

(72) Nil.

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Section 5 - Guidelines

(73) Advice on identifying Inherent Requirements in courses can be sought from the Disability Service for students. The following case studies are provided to assist the understanding of Inherent Requirements:

  1. A student in a Nursing unit may have to demonstrate the ability to accurately measure the blood pressure of a patient. Traditionally, this has meant the use of a stethoscope, but a student with a Hearing Impairment may use a powered stethoscope, or an electronic sphygmomanometer that does not require the use of a stethoscope, to meet this Inherent Requirement.
  2. A student in a Nursing unit who becomes a quadriplegic following a motor vehicle accident, may be able to demonstrate the necessary knowledge of how to measure blood pressure, but does not have the physical capability to conduct the diagnostic assessment, and consequently cannot meet this Inherent Requirement. However, this same student may be able to meet an Inherent Requirement of a Biology course that requires students to analyse the blood pressure readings of a number of patients, by instructing an assistant in how to measure the blood pressure of patients, then conducting an appropriate analysis of the results, using voice recognition software to dictate the analysis into a computer.
  3. A Marine Biology student was in a car accident prior to her final year of study and as a consequence, became a paraplegic, confined to a wheelchair. The major compulsory requirement for the final year course was a dive on the Great Barrier Reef, the collection of samples from the reef, the testing and analysis of those samples in the laboratory, and the submission of a major report. Because of her paraplegia, the student was unable to scuba dive, and she was informed that because she could not complete the major compulsory requirements of the course, she would not be able to progress and complete her studies. The student lodged a disability discrimination complaint with the then Human Rights & Equal Opportunities Commission (HREOC) claiming she was disadvantaged and discriminated against by this decision. It was determined that the physical act of diving was not inherent, and could be performed by someone else. The student was securely located on the deck of the dive boat, with two way audio and video communication with the diver, who followed the student's instructions on which samples to collect while the student recorded relevant information of the sample's location, etc. She was then able to conduct the laboratory testing and analysis, write a report and graduate as a Marine Biologist.
  4. A student who was blind from birth enrolled in a Novel into Film course that was 50% Film Study, including the analysis of film language (e.g. shot choice,lighting, camera angles, etc), visual communication strategies, production techniques and treatment. After discussion with the student and the lecturer, it was determined that the Inherent Requirements were the capacity to analyse the film as a constructed medium of communication, rather than the capacity to physically see the images on the screen. It was decided that if the student was able to understand and respond to visual communication techniques as an abstract theoretical concept, then the major issue was how to provide the visual information to the student. Discussion between the Lecturer, Disability Advisor and student determined that the student was able to understand and apply visual communication techniques as a theoretical concept. A practical assistant (a former successful student in the course, who knew and understood film concepts, terminology and techniques) was employed to describe screen contents, techniques and treatment to the blind student, who was able to complete the course at High Distinction level.