Outline

Overview

How do different community groups create a sense of belonging and attachment to the historical and archaeological sites, memorials, protected areas, and landscapes they live in and around? How do communities create meaning and maintain identities through heritage places? What research methods and approaches are used in heritage studies to investigate these connections? In this unit of study students will be introduced to the research methods used to identify, document and assess social significance, intangible heritage, attachment and belonging.

Unit details and rules

Unit code	MHST6915
Academic unit	Archaeology
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	James Flexner, james.flexner@sydney.edu.au
Tutor(s)	Charlotte Feakins, charlotte.feakins@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Essay Essay	45%	- Due date: 08 May 2020 at 23:59	3500 words
Outcomes assessed:
Presentation	Presentation Online submission	10%	Ongoing	500 words
Outcomes assessed:
Assignment	Photo essay Photo essay	35%	Week 13 Due date: 29 May 2020 at 23:59	1500 words
Outcomes assessed:
Assignment	Participation Online submission	10%	Week 14 (STUVAC) Due date: 05 Jun 2020 at 12:05	500 words
Outcomes assessed:

Assessment summary

Presentation: Prepare a seven-minute talk on a community you belong to. Maximum 5 slides.Presentations will be submitted online in the sessions after the mid-semester break.
Particpation: Class participation will be assessed by 1 blog post of no more than 500 words. For your post you need to find, read and discuss news items about heritage and community sourced from newspapers, websites, or television programs. You must cite the source and include at least one image. If you choose, use screen grabs and/or links to other internet sources.
Photo essay: A picture is worth a thousand words … however, for this photo essay each photograph will be accompanied by 100 words! Your task in this assessment is to take a series or sequence of 10 photographs that illustrate for you some aspect of community and heritage. It might be the street you live in, a festival, your house, a family gathering, a garden, a shared meal, an open day at a house museum: something that is relevant to your own sense of heritage. You get to choose a place or event. Get creative, get thinking!
Essay: Write a essay on one of the following topics posted on Canvas.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (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	Work whose quality exceeds normal expectations for outstanding work at the student’s present level of enrolment. Written work more than meets the criteria for a High Distinction, displaying a marked degree of originality and/or scholarly professionalism. Depending on the task assigned, the exceptional qualities might include suggestion of a new perspective from which to view a problem, identification of a problem not adequately recognised in the standard literature,
Distinction	75 - 84	Work of a superior standard. Written work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context, both empirical and theoretical; makes a good attempt to ‘get behind’ the evidence and engage with its underlying assumptions, takes a critical, interrogative stance in relation to historical argument and interpretation, shows critical understanding of the principles and values underlying the unit. Properly documented; writing characterised by style, clarity, and some creativity.
Credit	65 - 74	Competent work, although further development is needed. Written work contains evidence of comprehensive reading, offers synthesis and critical evaluation of material on its own terms, takes a position in relation to various interpretations. In addition, it shows some extra spark of insight or analysis. Demonstrates good selection of evidence, coherent and sustainable argument, some evidence of independent thought, grasp of relevant museology or studies in cultural heritage.
Pass	50 - 64	Work of an acceptable standard. Written work meets basic requirements in terms of reading and research, and demonstrates a reasonable understanding of subject matter. Offers descriptive summary of material relevant to the question, but may have a tendency to paraphrase; makes a reasonable attempt to organise material logically and comprehensibly and to provide scholarly documentation. There may be gaps in any or all of these areas.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

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:

Work not submitted on or before the due date is subject to a penalty of 5% per calendar day late. If work is submitted more than 10 days after the due date, or is submitted after the return date, the mark will be 0.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction 'Our Community' A documentary about belonging and attachment	Seminar (2 hr)
Week 02	Ideas about communities Discussion: are digital communities real communities?	Seminar (2 hr)
Week 03	Concepts of attachment and belonging. 'A sense of place' documentary about how people express their sense of place	Seminar (2 hr)
Week 04	Working with Community: Buffalo Hunting in Kakadu. Discussion: How are communities involved in Park Management?	Seminar (2 hr)
Week 05	Intangible heritage, memory, and cultural practice	Seminar (2 hr)
Week 06	Community-based heritage and archaeology Guest Lecture: Professor Annie Clarke 'Community Archaeology and Heritage on Groote Eylandt'	Seminar (2 hr)
Week 07	Field Trip tba	Seminar (2 hr)
Week 08	Methodology1: Assessment of Social Significance and Methodology 2: Participatory Planning	Field trip (2 hr)
Week 09	Methodology 3: designing interviews. Student Presentations	Seminar (2 hr)
Week 10	Co-management in protected areas. Student presentations	Seminar (2 hr)
Week 11	World heritage and communities. Student Presentations	Seminar (2 hr)
Week 12	Student presentations	Seminar (2 hr)
Week 13	Student presentations	Seminar (2 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

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

Reading Requirements: MHST6915 Heritage and Communities Semester 1, 2020

Week 1 (Monday 24 February): Introduction

Set Reading

Colwell, C 2016, “How the archaeological review behind the Dakota Access Pipeline went wrong” The Conversation, Nov. 21, 2016, access online: https://theconversation.com/how-the-archaeological-review-behind-the-dakota-access-pipeline-went-wrong-67815

Standing Rock Sioux. “History”, access online: https://www.standingrock.org/content/history

Power, A & Smyth, K 2016, ‘Heritage, health and place: the legacies of local community-based heritage conservation on social wellbeing’, Health & Place, vol. 39, pp. 160–167.

Further Reading

Vergunst, Jo Lee, and Graham, Helen. 2019, Heritage as Community Research : Legacies of Co-Production . Bristol: Policy Press.

Week 2 (Monday 2 March): Ideas about Communities

Set Reading

Berger, S, Dicks, B & Fontaine, M 2019, ‘“Community”: a useful concept in heritage studies? International Journal of Heritage Studies, DOI: 10.1080/13527258.

Waterton, E & Smith, L 2010, ‘The recognition and misrecognition of community heritage’, International Journal of Heritage Studies, vol. 16, nos. 1-2, pp. 4-15.

Mulligan, M 2018, ‘On the need for a nuanced understanding of “Community in Heritage Policy and Practice”’, in AM Labrador & NA Silberman (eds), The Oxford Handbook of Public Heritage Theory and Practice. OUP.

Rautenberg, M & Rojon, S 2014, ‘Hedonistic heritage: digital culture and living environment’, Cultura: International Journal of Philosophy of Culture & Axiology (De Gruyter Open), vol. 11, no. 2, p. 59–81.

Further reading

Alleyne, B. 2002, ‘An idea of community and its discontents: towards a more reflexive sense of belonging in multicultural Britain’, Ethnic and Racial Studies, vol. 25, no. 4, pp. 607-27.

Mydland, L & Grahn, W 2012, ‘Identifying heritage values in local communities’, International Journal of Heritage Studies, vol. 18, no. 6, pp. 564-587.

Read, P 1996, Return to Nothing: The Meaning of Lost Places, Cambridge University Press, Melbourne.

Week 3 (Monday 9 March): Concepts of Attachment and Belonging

Set Reading

Scannell, L & Gifford, R 2010, ‘Defining place attachment: a tripartite organizing framework’, Journal of Environmental Psychology, vol. 30, no. 1, pp. 1-10.

Rishbeth, C & Powell, M 2013, ‘Place attachment and memory: landscapes of belonging as experienced post-migration’, Landscape Research, vol. 38, no. 2, pp. 160-178.

Mulcock, J 2008, ‘Planting natives: gardening and belonging to place in Perth, Western Australia’, in F Varclay, M Higgins & A Blackshaw (eds), Making Sense of Place: Exploring Concepts and Expressions of Place through Different Senses and Lenses, pp. 183-189, National Museum of Australia Press Canberra.

Further reading

Hernández, B, Hidalgo, MC & Ruiz, C 2014, ‘Theoretical and methodological aspects of research on place-attachment’, in LC Manzo and P Devine-Wright (eds), Place Attachment: Advances in Theory, Methods and Applications, Routledge, London and New York.

Lewicka, M 2011, ‘Place attachment: how far have we come in the last 40 years?’, Journal of Environmental Psychology, vol. 31, no. 3, pp. 207-230.

Morgan, P 2010, ‘Towards a developmental theory of place attachment. Journal of Environmental Psychology 30(1): 11-22.

Week 4 (Monday 16 March): Working with Community: Buffalo Hunting in Kakadu

Set Reading

Feakins, C 2019, ‘Buffalo shooting in the ‘wild’ north: the forgotten heritage of Kakadu National Park’, Historic Environment, vol. 31, no. 1, pp. 10-26.

Parks Australia 2019, World heritage, Kakadu National Park, Australian Government Parks Australia, access online, < https://parksaustralia.gov.au/kakadu/ >.

Robinson, CJ 2005, ‘Buffalo hunting and the feral frontier of Australia’s Northern Territory’, Social & Cultural Geography, vol. 6, pp. 885-901.

Further Reading

Mulvaney, J 2004, Paddy Cahill of Oenpelli, Aboriginal Studies Press, Canberra.

Bowman, DMJ & Robinson, CJ 2002, ‘The getting of Nganabbaru: Observations and reflections on Aboriginal buffalo hunting in northern Australia, Australian Geographer, vol. 33, pp. 12-206.

Mackey, R 1995, “‘Sensory perceptions”: editing the final chapter of Kakadu History’, Historic Environment, vol. 11, nos. 2 & 3, pp. 27-33.

Paterson, AB 1899, ‘Buffalo shooting in Australia’, Sydney Mail and New South Wales Advertiser, 7 January 1899, pp. 22-24, access online, <http://nla.gov.au/nla.news-article165231451

Week 5 (Monday 23 March): Intangible Heritage, Memory, and Cultural Practice

Set Reading

Sidi, AO 2012, ‘Maintaining Timbuktu’s unique tangible and intangible heritage’, International Journal of Heritage Studies, vol. 18, no. 3, pp. 324-331.

Whitridge, P 2004, ‘Landscapes, houses, bodies, things: "place" and the archaeology of Inuit imaginaries, Journal of Archaeological Method and Theory, vol. 11, no. 2, pp. 213-250.

Further reading

Shahzad, F 2012, ‘Collective memory: a complex construction’, Memory Studies, vol. 5, no. 4, pp. 378-391.

Benton, T (ed) 2012, Understanding heritage and memory, Manchester University Press, Manchester.

Gentry, K 2013, ‘History, heritage and localism’, Policy Studies, vol. 34, nos. 5-6, pp. 508-522.

Rishbeth, C & Powell, M 2013, ‘Place attachment and memory: landscapes of belonging as experienced post-migration, Landscape Research, vol. 38, no. 2, pp. 160-178.

Smith, L & Akagawa, N (eds) 2009, Intangible Heritage, Routledge, London & New York.

Wilson, R 2009, ‘History, memory and heritage’, International Journal of Heritage Studies, vol. 15, no. 4, pp. 374-378.

Week 6 (Monday 30 March) World Heritage and Communities

Set Reading

Buergin, Reiner 2015, “Contested Right of Local Communities and Indigenous Peoples in Conflicts over Biocultural Diversity: The case of the Karen Communities in Thung Yai, a World Heritage sites in Thailand.Modern Asian Studies49,6(2015) pp.2022–2062.

Harriet Deacon & Rieks Smeets (2013) Authenticity, Value and Community Involvement in Heritage Management under the World Heritage and Intangible Heritage Conventions, Heritage & Society, 6:2, 129-143,

Further Readings

Jimura, Takamitsu. 2019, World Heritage Sites : Tourism, Local Communities and Conservation Activities . Wallingford , Oxfordshire ;: CAB International.

Week 7 (Monday 6 April) Field Trip to Coal Loader

Week 8 (20 April): Methodology 1: Assessment of Social Significance and Methodology 2: Participatory Planning

Set Reading

GML 2005, Koscuisko National Park Huts Conservation Strategy. Appendix B Social Significance Assessment Methods and Participation. Download from: http://www.environment.nsw.gov.au/resources/parks/050404KNPHutsConservationStrategyFinal.pdf

Siân Jones (2017) Wrestling with the Social Value of Heritage: Problems, Dilemmas and Opportunities, Journal of Community Archaeology & Heritage, 4:1, 21-37,

Randall Mason 2002. Assessing values in conservation planning: methodological issues and choices. In: M. de la Torre, ed. Assessing the values of cultural heritage. Los Angeles, CA: The Getty Conservation Institute, 5–30.

Tovi Fenster & Chen Misgav (2014) Memory and place in participatory planning, Planning Theory & Practice, 15:3, 349-369.

Norman, Kirsty. “The Hadrian’s Wall Major Study: a Test for Participatory Planning in the Management of a World Heritage Site.” Conservation and management of archaeological sites 9.3 (2007): 140–173.

Further Reading

Walsh, F. & Mitchell, P (eds) 2002, Planning for country, Jukurrpa, Alice Springs, N.T.

Lawrence, A. (ed.) 2010, Taking stock of nature: participatory biodiversity assessment for policy, planning and practice. Cambridge University Press, Cambridge and New York.

GML Heritage (2005) Koscuisko National Park Huts Conservation Strategy. 4.0 Social Significance Assessment pp.57-84. Download from: http://www.environment.nsw.gov.au/resources/parks/050404KNPHutsConservationStrategyFinal.pdf

Denis Byrne, Helen Brayshaw and Tracy Ireland 2001. Social Significance: A Discussion Paper. Sydney: NSW National Parks and Wildlife Service.

Mandy Thomas 2002. Moving Landscapes: National Parks and the Vietnamese Experience. Sydney: NSW National Parks and Wildlife Service.

Online Resources

Australia ICOMOS 2013 [1979]. The Burra Charter: The Australia ICOMOS Charter for the Conservation of Places of Cultural Significance. Available at: Adopted-31.10.2013.pdf>

Australia ICOMOS 2013. Practice Note: Understanding and Assessing Cultural Significance. Available at:

Week 9 (27 April): Methodology 3: Designing Interviews

Set Reading

Veale, S & Shilling, K 2004, Talking History. Oral History Guidelines, Department of Conservation and Environment, NSW. Chapter 4 Interviewing People, pp.24-28, access online: https://www.environment.nsw.gov.au/research-and-publications/publications-search/talking-history-oral-history-guidelines

Ritchie, Donald A. Chapter 3. Doing Oral History 3rd ed. . pp.73-102. New York, New York: Oxford University Press.

Further Reading

Bergen, Teresa. 2019 Transcribing Oral History . New York, NY: Routledge.

Week 10 (Monday 4 May) Community-based Heritage and Archaeology

Set Reading

Marshall, Y 2002, ‘What is community archaeology?’, World Archaeology, vol. 34, no. 2, pp. 211-219.

Greer, S 2010, ‘Heritage and empowerment: community-based Indigenous cultural heritage in northern Australia’, International Journal of Heritage Studies, vol. 16, no. 1-2, pp. 45-58.

Atalay, SL (Ojibwe) 2007, ‘Global application of Indigenous archaeology: community based participatory research in Turkey’, Archaeologies: Journal of the World Archaeological Congress, vol. 3, no. 3, pp. 249-270.

Further reading

Clarke, A 2002, ‘The ideal and the real: cultural and personal transformations of archaeological research on Groote Eylandt, Northern Australia’, World Archaeology, vol. 34, no. 2, pp. 249-264.

Smith, L & Waterton, E 2009, Heritage, Communities and Archaeology, Bristol Classical Press, London.

Neal, C 2015, ‘Heritage and participation’, in E Waterton & S Watson (eds), The Palgrave Handbook of Contemporary Heritage Research, Palgrave MacMillan, London.

McDonald, J & Veth, P 2013, ‘The archaeology of memory: the recursive relationship of Martu rock art and place’, Anthropological Forum, vol. 23, no. 4, pp. 367-386.

Chirikure, S & Pwiti, G 2008, ‘Community involvement in archaeology and cultural heritage management: an assessment from case studies in southern Africa and elsewhere’, Current Anthropology, vol. 49, no. 3, pp. 467-485.

Fan, L 2014, ‘International influence and local response: understanding community involvement in urban heritage conservation in China’, International Journal of Heritage Studies, vol. 20, no. 6, pp. 651-662.

Hodges, A & Watson, S 2000, ‘Community-based heritage management: a case study and agenda for research, International Journal of Heritage Studies, vol. 6, no. 3, pp. 231-243.

Perkin, C 2010, ‘Beyond the rhetoric: negotiating the politics and realising the potential of community‐driven heritage engagement, International Journal of Heritage Studies, vol. 16, nos. 1-2, pp. 107-122.

Smith, L. Morgan, A & van der Meer, A 2003, ‘Community-driven research in cultural heritage management: the Waanyi women's history project, International Journal of Heritage Studies, vol. 9, no. 1, pp. 65-8.

Other Resources

Manzo, LC. and Perkins, DD 2006, ‘Finding common grounds: the importance of place attachment to community participation and planning’, Journal of Planning Literature, vol. 20, no. 4, pp. 335-350.

Pink, S 2008, ‘An urban tour: the sensory sociality of ethnographic place-making’, Ethnography, vol. 9, no. 2, pp. 175-196.

Gosling, E and Williams, KJH 2010, ‘Connectedness to nature, place attachment and conservation behaviour: testing connectedness theory among farmers’, Journal of Environmental Psychology, vol. 30, no. 3, pp. 298-304.

Graham, S & Connell, J 2006, ‘Nurturing relationships: the gardens of Greek and Vietnamese migrants in Marrickville, Sydney’, Australian Geographer, vol. 37, no. 3, pp. 375-393.

Brown, S 2015, ‘Earthwork as a metaphor for belonging: implications for heritage practice’, Historic Environment, vol. 27, no. 2, pp. 58-69.

Brehm, JM., Eisenhauer, BW & Stedman, RC 2013, ‘Environmental concern: examining the role of place meaning and place attachment’, Society and Natural Resources: An International Journal, vol. 26, no. 5, pp. 522-538.

Carrus, G, Massimiliano, S, Fornara, F, Bonnes, M & Bonaiuto, M 2014, ‘Place attachment, community identification, and pro- environmental engagement’, in LC Manzo & P Devine-Wright (eds), Place Attachment: Advances in Theory, Methods and Applications, Routledge, Abington and New York.

Clifton, J 2011, The address book. Penguin Group, Camberwell, Victoria.

Freeman, C, Dickinson, KJM, Porter, S and van-Heezik, Y 2012, ‘“My garden is an expression of me”: exploring householders’ relationships with their gardens’, Journal of Environmental Psychology, vol. 32, no. 2, pp. 135-143.

Mechtild Rössler 2012. Partners in site management - a shift in focus: heritage and community involvement. In Marie-Theres Albert, Marielle Richon, Marie José Viñals and Andrea Witcomb (eds), Community Development Through World Heritage, pp. 321-35.

UNESCO World Heritage Centre (World Heritage Papers 31), Available at: http://whc.unesco.org/documents/publi_wh_papers_31_en.pdf

Gonzalo Oviedo and Tatjana Puschkarsky 2012. World Heritage and rights-based approaches to nature conservation. International Journal of Heritage Studies 18(3): 285-296.

Jessica Brown and Terence Hay-Eddie 2014. Engaging Local Communities in Stewardship of World Heritage: A Methodology Based on the Compact Experience. World Heritage Papers 40. UNESCO. Available at: http://whc.unesco.org/en/series/40/

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.

Outcomes
Graduate qualities

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

LO1. familiarize with the literature and current debates surrounding the role of community groups in heritage conservation and management
LO2. understand the concepts of belonging and attachment as used in heritage studies
LO3. appreciate and understand the contested and cross-cultural nature of heritage places
LO4. familiarize with and evaluate the methodologies used in heritage studies to identify community connections and meaning making
LO5. understand how identity, memory and intangible heritage are recognised and analysed in heritage studies.

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

Responding to student feedback

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

No changes have been made since this unit was last offered'.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

MHST6915: Heritage Studies and Communities

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect