Outline

Overview

Students learn about phonetics, phonology, morphology, syntax. This knowledge is applied to developing transcription and analysis skills foundational to speech pathology practice. Within this unit, students develop an understanding of speech perception, its relationship to speech production, and how these impact linguistic and phonetic development.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Students are expected to have a good understanding of spoken Australian English to support their learning and to complete the transcription assessment tasks for this unit of study
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Kirrie Ballard, kirrie.ballard@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam	Final Exam Short answer on all topics covered	40%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
Out-of-class quiz	Early Feedback task: Phonetics quiz Early Feedback Task: Phonetics quiz	10%	Week 03 Due date: 19 Aug 2026 at 23:59 Closing date: 19 Aug 2026	20 minutes	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Phonemic transcription skills Phonemic transcription skills and understanding of acoustic-to-articulation mapping	25%	Week 08 Due date: 25 Sep 2026 at 11:00 Closing date: 25 Sep 2026	60 minutes	AI prohibited
Outcomes assessed:
Data analysis	Analysis of spoken communication Adult: Manual and automated transcription + CLAN analysis of a brief language sample, with critique.	25%	Week 11 Due date: 23 Oct 2026 at 23:59 Closing date: 23 Oct 2026	1500 words	AI allowed
Outcomes assessed:
= early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Students must complete all tasks to pass this unit of study. Failure to complete all assessments will result in a Fail grade, regardless of the cumulative total of marks.

Early feedback task Phonetics quiz: Students complete a short online quiz on articulatory phonetics.
Phonemic transcription: Students complete a 60‐minute test assessing phonemic transcription skills for an adult Australian English speaker in connected speech (Harrington Cox Evans IPA conventions); understanding of perception-to-acoustic-to-articulation mapping; and detection and description of phonemic variation.
Linguistic analysis of spoken communication: Complete a manual and an automated language transcription of a connected speech sample, analyse both samples at multiple levels (e.g. word, phrase, sentence), and compare/contrast output.
Final exam: Students will complete a 2-hour exam drawing from the materials and topics covered in the unit; short answer format.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: Deduction of 5% of the maximum mark for each calendar day after the due date. After ten calendar days late, a mark of zero will be awarded. This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below: Any student unable to submit by the deadline should apply for Special Consideration. Further information can be found https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Variation in Englishes (Australian / multicultural) and the concepts of broad and narrow transcription	Lecture (1 hr)
Week 01	Phonemes and allophones, language-specificity (comparing English and 2 other languages) Mini-lesson 2: broad vs narrow transcription. Ex: Focus on hearing allophonic difference in initial and final /t, l/, pre-/n/ vowels	Tutorial (2 hr)
Week 02	Vowels: binary features, mapping articulatory and basic acoustic features	Lecture (1 hr)
Week 02	Using the International Phonetic Alphabet (IPA - Harrington, Cox & Evans): articulatory and acoustic binary feature identification and vowel transcription practice	Tutorial (2 hr)
Week 03	Consonants: binary features, mapping articulatory and basic acoustic features	Lecture (1 hr)
Week 03	Using IPA (HCE): articulatory and acoustic binary feature identification and consonant transcription practice	Tutorial (2 hr)
Week 04	Suprasegmentals: coarticulation, syllabification, phonotactics, and stress	Lecture (1 hr)
Week 04	Acoustic analysis 1: Segmentation & phoneme identification; transcription practice including accent/language variation	Tutorial (2 hr)
Week 05	Articulation-Acoustic-Perception link: illusions and biases	Lecture (1 hr)
Week 05	Acoustic analysis 2: Diagnostic tools (perception and acoustic mismatch, measurements); transcription practice including accent/language variation	Tutorial (2 hr)
Week 06	The future of acoustic analysis: Privacy and efficiency	Lecture (1 hr)
Week 06	Automatic acoustic analysis and critical analysis; transcription practice	Tutorial (2 hr)
Week 07	What is functional communication?	Lecture (1 hr)
Week 07	What makes a conversation successful or unsuccessful: interactivity, context, modality; beginner language transcription	Tutorial (2 hr)
Week 08	What's in a word	Lecture (1 hr)
Week 08	Word types, word choices, semantic richness, morpheme spotting, cross-linguistic differences; transcription and analysis practice; using CLAN to help with analysis	Tutorial (2 hr)
Week 09	Words into phrases	Lecture (1 hr)
Week 09	Phrases: purpose, order and when/why it matters, and cross-linguistic variation; ; transcription and analysis practice; using CLAN to help with analysis	Tutorial (2 hr)
Week 10	Sentences	Lecture (1 hr)
Week 10	What sentences can do: ask, demand, influence, deceive, and make you laugh; transcription and analysis practice; let's GoWhisper; using CLAN to help with analysis	Tutorial (2 hr)
Week 11	Discourse	Lecture (1 hr)
Week 11	Putting it all together: back to conversations, story telling, and baseball	Tutorial (2 hr)
Week 12	Language variation and change	Lecture (1 hr)
Week 12	Language variation: across a life, a generation, and cultures	Tutorial (2 hr)
Week 13	Revision	Lecture (1 hr)
Week 13	Revision, questions, and what’s expected in classes and clinics next semester	Lecture (2 hr)

Attendance and class requirements

Classes will be conducted face-to-face and recorded with Echo360. Tutorials are not recorded. Attendance at all lectures and tutorials is strongly recommended.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Required readings for this unit can be accessed on the Library eReserve link available in the Canvas site for this unit:

Cox, F., & Fletcher, J. (2017). Australian English pronunciation and transcription. Cambridge University Press.
Fromkin, V., Rodman, R., Hyams, N., Collins, P., Amberbe, M. & Cox, F. (2015). An Introduction to Language (Australia and New Zealand 8th, 9th, or 10th edition) Cengage, Victoria.

Electronic copies of the Phonetics and Grammar Handbooks are provided for additional support and can be downloaded from the Canvas site:

Phonetics 1 Handbook
Grammar Handbook

Software required:

Students will be required to download 3 free software tools to their personal laptop - Praat, CLAN, and GoWhisper. Links are provided in the Canvas site.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate foundational knowledge of phonetics and linguistics, and an understanding of their roles in communication relevant to speech pathology practice.
LO2. Understand the relationship between speech perception and speech production, and its impact on communication across life stages.
LO3. Demonstrate competence in broad phonemic transcription of Australian English.
LO4. Demonstrate early skills in analysis for recognising variations in communication disorders.
LO5. Understand and evaluate the linguistic and phonemic variations within English dialects, including First Nations people.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Speech Pathology Australia Professional Standards (2021) - 1.1.a. We practise competently within the limits of our scope of practice. 1.1.c. We use evidence-based practice principles and processes. 1.1.f. We substantiate our decisions and take responsibility for our actions. 1.3.f. We contribute to a learning environment in which our colleagues and students feel safe and supported to develop their skills, innovate and practise new approaches. 1.3.g. We demonstrate digital literacy across practice areas and tasks. 2.5. Acquire, critique and integrate knowledge from a range of sources 3. Speech pathology practice 3.1. Develop shared understanding of speech pathology 3.2.c. We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment.
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 1.1.f. We substantiate our decisions and take responsibility for our actions. 2. Reflective practice and life-long learning 2.1.a. We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work. 2.2. Use critical reflection to inform professional development and practice 2.2.c. We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities. 2.5.a. We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements. 2.6. Engage in learning with colleagues, students and the community 3. Speech pathology practice 3.2. Assess communication and swallowing needs 3.2.c. We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment. 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 1.1. Provide ethical and evidence-based practice 1.1.a. We practise competently within the limits of our scope of practice. 1.1.d. We practise as autonomous professionals, using independent judgement in accordance with the profession’s knowledge base, Code of Ethics and our individual scope of practice. 1.1.f. We substantiate our decisions and take responsibility for our actions. 2. Reflective practice and life-long learning 2.2. Use critical reflection to inform professional development and practice 2.2.b. We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level. 2.2.c. We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities. 2.5. Acquire, critique and integrate knowledge from a range of sources 2.5.a. We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements. 2.6. Engage in learning with colleagues, students and the community 3. Speech pathology practice 3.2. Assess communication and swallowing needs 3.3.a. We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description.
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 1.1. Provide ethical and evidence-based practice 1.1.a. We practise competently within the limits of our scope of practice. 1.1.c. We use evidence-based practice principles and processes. 1.1.f. We substantiate our decisions and take responsibility for our actions. 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 1.6.b. We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities. 1.7. Advocate for optimal communication and swallowing 2. Reflective practice and life-long learning 2.1.a. We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work. 2.2. Use critical reflection to inform professional development and practice 2.2.b. We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level. 2.2.c. We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities. 2.4. Participate in professional development 2.5.a. We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements. 2.5.b. We recognise limitations in the speech pathology evidence base relevant to our areas of practice. 2.6. Engage in learning with colleagues, students and the community 3. Speech pathology practice 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs 3.2.c. We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment. 3.3. Interpret, diagnose and report on assessments 3.3.b. We use evidence to inform our understanding of why a need exists and to identify factors that may contribute to possible outcomes.
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 1.1. Provide ethical and evidence-based practice 1.1.a. We practise competently within the limits of our scope of practice. 1.1.b. We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics. 1.1.c. We use evidence-based practice principles and processes. 1.1.f. We substantiate our decisions and take responsibility for our actions. 1.2.b. We adhere to Speech Pathology Australia standards, policies and practice guidelines. 1.3.b. We identify, evaluate and manage risks that may result in damage, harm, liability or loss. 1.3.g. We demonstrate digital literacy across practice areas and tasks. 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 1.7. Advocate for optimal communication and swallowing 2. Reflective practice and life-long learning 2.1.a. We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work. 2.1.b. We demonstrate awareness of our personal and professional abilities and limitations and how they develop and change over time and across contexts. 2.2. Use critical reflection to inform professional development and practice 2.2.b. We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level. 2.2.c. We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities. 2.5. Acquire, critique and integrate knowledge from a range of sources 2.5.a. We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements. 2.5.b. We recognise limitations in the speech pathology evidence base relevant to our areas of practice. 3. Speech pathology practice 3.2. Assess communication and swallowing needs 3.2.c. We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment. 3.3. Interpret, diagnose and report on assessments 3.3.a. We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description.

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professional Conduct
1.1.a		We practise competently within the limits of our scope of practice.
1.1.b		We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics.
1.1.c		We use evidence-based practice principles and processes.
1.1.f		We substantiate our decisions and take responsibility for our actions.
1.3.g		We demonstrate digital literacy across practice areas and tasks.
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
2		Reflective practice and life-long learning
2.2		Use critical reflection to inform professional development and practice
2.2.b		We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level.
2.2.c		We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities.
2.5		Acquire, critique and integrate knowledge from a range of sources
2.5.a		We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements.
2.6		Engage in learning with colleagues, students and the community
3		Speech pathology practice
3.1		Develop shared understanding of speech pathology
3.1.a		We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual.
3.2		Assess communication and swallowing needs
3.2.c		We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment.
3.3		Interpret, diagnose and report on assessments
3.3.a		We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

At the end-of-semester, students will be encouraged to provide highly valued feedback on their experience of the unit and its teaching. No changes have been made since this unit was last offered.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

CSCD1034: Linguistics and Phonetics

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links