This course introduces students to fundamental aspects of Indigenous relationships to lands, waters and cultural sites. It will provide students with an overview of holistic Indigenous perspectives about the natural environment, their knowledge systems and understandings of it, as well as the legal and policy frameworks of the settler society which frame Indigenous opportunities to actively engage in cultural and natural resource management. It will explore areas of contestation and collaboration between Indigenous natural resources users and other Australians through a series of case studies of land and water management, and will include an opportunity for fieldwork to visit a jointly-managed National Park and to understand more about cultural heritage sites and their protection within the natural environment through joint-management frameworks. The course will also provide students with an opportunity to consider how to engage successfully with Indigenous peoples in many land or natural resource management issues.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Understand Indigenous perspectives and knowledge systems in relation to land, waters, natural resources and cultural heritage, and explain how these may vary from western scientific perspectives, and what is required to bring both systems into play in land, sea and natural resource management.
2. Describe the different elements of the Indigenous estate, its legal underpinnings and the opportunities it provides Indigenous people to engage in land, sea and natural resource management.
3. Analyse different approaches to engaging Indigenous people in land, sea and natural resource management, in terms of how well they meet Indigenous aspirations.
4. Identify key considerations in approaching engagement with Indigenous people in a land/sea-related or natural resource management projects.
5. Develop skills to engage effectively in cross-cultural environmental management.

Research-Led Teaching

This is a collaborative inter-cultural course taught with some of our Indigenous research partners. The course draws on our many years of research as participatory action researchers working with Indigenous peoples.

Field Trips

1. Field trip to Yuin Country - the South Coast. 2 Field trip to Cultural Heritage Site NSW. Communities have been severely impacted by fires so fieldtrips are not yet confirmed.

Additional Course Costs

1. Field trip (optional) - $210 Fieldtrip 2 $35

Examination Material or equipment

N/A

Staff Feedback

• Students will be given feedback in the following forms in this course: on assignments, and in class workshops.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	INTRODUCING COUNTRY AND ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES AND SETTLER COLONIALISM Required readings Keen, I., 2006.‘Control of the Means of Production’ (Chapter 9), in Keen, I., Aboriginal Economy and Society, Australia at the Threshold of Colonisation, Oxford University Press. Pascoe, B. 2014. ‘Agriculture’ (Chapter 1) Dark Emu Black Seeds: Agriculture or accident? Magabala Books. Supplementary readings Altman, J.C., Buchanan, G. and Larsen, L. (2007) ‘The environmental significance of the Indigenous estate: Natural resource management as economic development in remote Australia’, Discussion Paper No. 286, CAEPR, ANU, Canberra. Online resources High resolution maps from ‘The environmental significance of the Indigenous estate’
2	GARRWA PEOPLE FROM THE SOUTHWEST GULF OF CARPENTARIA REGION OF THE NT TALK ABOUT COUNTRY AND THEIR STRUGGLE TO PROTECT IT Required readings Green, J. Morrison, J. and Kerins, S. (2012), 'No more yardin' us up like cattle', in Jon Altman and Seán Kerins (eds.), People on Country: Vital Landscapes, Indigenous Futures, The Federation Press, Sydney, pp. 190—201. Roberts, T. (2009) ‘The Brutal Truth: What Happened in the Gulf Country’, The Monthly, November, No. 51. Supplementary Readings Rose, D.B., 1996. Nourishing terrains: Australian Aboriginal views of landscape and wilderness. Australian Heritage Commission
3	WILDERNESS, NATIONAL PARKS, INDIGENOUS PEOPLES AND POLITICAL ECOLOGY Required readings Langton, M. 1995 ‘Art, wilderness and terra nullius’, In Ecopolitics IX - Conference Papers and Resolutions, Northern Land Council, Darwin. Mar, T.B., 2010. ‘Carving wilderness: Queensland’s national parks and the unsettling of emptied Lands, 1890–1910’. In Making Settler Colonial Space, Palgrave Macmillan, London pp. 73-94. Supplementary readings Adams, M., 2008 ‘Foundational Myths: Country and conservation in Australia’, Transforming Cultures eJournal, Vol. 3 No 1, February 2008. Haynes, C. 2013 ‘Seeking control: Disentangling the difficult sociality of Kakadu National Park’s joint management’, Journal of Sociology, Volume 49(2-3): 194–209/ Additional Resources Bauman, T., Stacey, C. and Lauder G. 2012. Report Joint management of protected areas in Australia: native title and other pathways towards a community of practice: Workshop report, NTRU Research Report, AIATSIS, Canberra.
4	INDIGENOUS PROTECTED AREAS Required readings Davies, J., Walker, J. and Maru, Y.T., 2018. Warlpiri experiences highlight challenges and opportunities for gender equity in Indigenous conservation management in arid Australia. Journal of Arid Environments, 149, pp.40-52. Marika, B. Munyarryun, B. Munyarryun, B. Marawili, M. Marika, W. and Kerins, S. 2012, 'Ranger djama? Manymak!', in Jon Altman and Seán Kerins (eds.), People on Country: Vital Landscapes, Indigenous Futures, The Federation Press, Sydney, pp. 132—145. Supplementary readings Hancock, D. (2012) ‘Return to Country’ Australian Geographic, 110 Sep—Oct 2012, pp 58-69. May, K., 2010. Indigenous cultural and natural resource management and the emerging role of the Working on Country program. Centre for Aboriginal Economic Policy Research Working Paper 65, Australian National University. Moritz, C., Ens, E. J., Potter, S. and Catullio R. A. 2013. ‘The Australian monsoonal tropics: An opportunity to protect unique biodiversity and secure benefits for Aboriginal communities’, Pacific Conservation Biology Vol. 19: 343–355. Preuss, K and Dixon, M. (2012) ‘Looking after country two-ways’: Insights into Indigenous community-based conservation from the Southern Tanami’. Ecological Management & Restoration Vol. 13, (1). Smyth, D (2009) 'Just add water? Taking Indigenous Protected Areas into sea country', in D Smyth & G Ward (eds), Protecting Country Indigenous Governance and Management of Protected Areas, proceedings of the AIATSIS Conference 2007, Australian Institute of Aboriginal and Torres Strait Islander Studies, Canberra, 95-110.
5	MARCH MYSTERY IN THE MURRAY DARLING BASIN Required Readings Weir, J. 2016. ‘Hope and Farce: Indigenous Peoples’ Water reforms during the Millennium Drought, In Vincent, E. and Neale, T.,(eds) 2016. Unstable relations: a critical appraisal of indigeneity and environmentalism in contemporary Australia. UWA Publishing. Supplementary readings Jackson, S. and Altman, J., 2009. Indigenous rights and water policy: perspectives from tropical northern Australia. Australian Indigenous L. Rev., 13, p.27-48.
6	SUSTAINABLE USE, HUNTING AND DATA GATHERING AND COMMON POOL RESOURCES Required readings Altman, J. and Kerins, S. 2013, ‘Banning Indigenous hunting won’t help dugongs’ The Conversation, April 16. Marsh, H. 2013, ‘Dugongs are safer in Torres Strait than Townsville’, The Conversation, May 10. Thiriet, D. and Smith, R. 2013 ‘In the name of culture: dugong hunting is simply cruel’, The Conversation, 8 April. Marsh, H. 2016, 'Traditional hunting gets headlines, but is not the big threat to turtles and dugongs', The Conversation, December 6. Supplementary reading Altman, Jon. Arnhem Land Buffalo [online]. Arena Magazine (Fitzroy, Vic), No. 140, Feb/Mar 2016: 38-41. Buchanan, G. with Altman, J.C., Arthur, W.S., Oades, D. and the Bardi Jawi Rangers. 'Always Part of Us': The Socioeconomics of Indigenous Customary Use and Management of Dugong and Marine Turtles-A View from Bardi and Jaw Sea Country, Western Australia, Final Report to North Australian Indigenous Land and Sea Management Alliance, and Tropical Savannas CRC, 121pp.
7	CULTURAL HERITAGE MANAGEMENT AND CULTURAL MAPPING Required readings McLean,N. 2013, ‘Githabul approaches to mapping culture’ in, S. Brockwell, S. O’Connor & D. Byrne, Transcending the Culture–Nature Divide in Cultural Heritage, Terra Australis, 36, ANU Epress, pp 83-99. Libby Porter (2006) Rights or Containment? The politics of Aboriginal cultural heritage in Victoria, Australian Geographer, 37:3, pp 355-374 Additional Resources Dhimurru Indigenous Protected Area Cultural Heritage Management Plan 2009 to 201 Historic conviction of miner for desecrating sacred site Bootu Creek Decision Schnierer E, Ellsmore S and Schnierer S. State of Indigenous cultural heritage 2011. Report prepared for the Australian Government Department of Sustainability, Environment, Water, Population and Communities on behalf of the State of the Environment 2011 Committee. Canberra: DSEWPaC, 2011.
8	ABORIGINAL FIRE MANAGEMENT – THE CASE STUDIES FROM THE NT AND THE ACT Required readings Neale, T., Carter, R., Nelson, T. and Bourke, M., 2019. ‘Walking together: a decolonising experiment in bushfire management on Dja Dja Wurrung country’. Cultural Geographies, (2019) pp. 1-19. Williamson, B, 2017, ‘Reigniting Cultural Burning in South-Eastern Australia: The ACT Aboriginal Cultural Fire Initiative’ Native Title Newsletter, Issue 2, Australian Institute of Aboriginal and Torres Strait Islander Studies. Yibarbuk, D., Whitehead, P.J., Russell-Smith, J., Jackson, D., Godjuwa, C., Fisher, A., Cooke, P., Choquenot, D. and Bowman, D.M.J.S., 2001. Fire ecology and Aboriginal land management in central Arnhem Land, northern Australia: a tradition of ecosystem management. Journal of Biogeography, 28(3), pp.325-343.
9	WAYS OF KNOWING, INDIGENOUS ECOLOGICAL KNOWLEDGE, BUILDING BRIDGES AND COMMUNITY-BASED PLANNING Required readings Kalarriya, J., Nabarlambarl, P.B., Namunjdja, D. N. 2017. ‘Bininj Elder Jimmy Kalarrira talks about emus with Peter Biless Nabarlambarl and Don Nakadilinj Namunjdja at Manmooyi Outstation’ in Garde, M (ed.) 2017, Something About Emus, Bininj Stories from Western Arnhem Land. Aboriginal Studies Press. Walsh, F. & Mitchell, P. (2002) ‘Participatory Planning’, in Walsh, F. & Mitchell, P (eds) Planning for Country, Cross Cultural approaches to decision-making on Aboriginal Lands, Jukurrpa Books, Alice Springs. Supplementary Readings Ens, E.J., Cooke, P., Nadjamerrek, R., Namundja, S., Garlngarr, V. and Yibarbuk, D., 2010. Combining Aboriginal and non-Aboriginal knowledge to assess and manage feral water buffalo impacts on perennial freshwater springs of the Aboriginal-owned Arnhem Plateau, Australia. Environmental Management, 45(4), pp.751-758. Garde, M (ed.) 2017, Something About Emus, Bininj Stories from Western Arnhem Land. Aboriginal Studies Press. Green, D., Billy, J. and Tapim, A., 2010. Indigenous Australians’ knowledge of weather and climate. Climatic Change, 100 (2), pp.337-354. Telfer, W.R. and Garde, M.J., 2006. Indigenous knowledge of rock kangaroo ecology in western Arnhem Land, Australia. Human Ecology, 34(3), pp.379-406.
10	ENVIRONMENTAL JUSTICE, CLIMATE CHANGE AND INDIGENOUS PEOPLES IN A GLOBALISED WORLD Required readings Martinez-Alier, J., Temper, L., Del Bene, D. and Scheidel, A., 2016. Is there a global environmental justice movement? The Journal of Peasant Studies, 43(3), pp.731-755. Whyte, K.P., 2014. Indigenous women, climate change impacts, and collective action. Hypatia, 29(3), pp.599-616. Whyte, K., 2017. The Dakota access pipeline, environmental injustice, and US colonialism. International Journal of Indigenous Literature, Arts, & Humanities, Issue 19.1, Spring 2017 Supplementary Readings Bullard, R.D. and Johnson, G.S., 2000. Environmentalism and public policy: Environmental justice: Grassroots activism and its impact on public policy decision making. Journal of Social Issues, 56(3), pp.555-578. Green, D.L., 2006. Climate change and health: impacts on remote Indigenous communities in northern Australia. Aspendale: CSIRO.
11	PLANNING WORKSHOP Required readings Berkes, F., 2007. Community-based conservation in a globalized world. Proceedings of the National academy of sciences, 104(39), pp.15188-15193. Whyte, K., 2013. ‘On the role of traditional ecological knowledge as a collaborative concept: a philosophical study’ Ecological Processes, 2013, 2:7.
12	ENVIRONMENT AND DEVELOPMENT Required readings Altman, J.C. 2001. ‘Alternate Development for Indigenous Territories of Difference’ CAEPR Topical Issue No. 5/2011. Kerins, S. and Green, J. 2016, ‘Indigenous country in the southwest Gulf of Carpentaria: Territories of difference or indifference? In Sanders, W. (ed.) Engaging Indigenous Economy, Debating Diverse Approaches, CAEPR Research Monograph No. 35, ANU Press. Supplementary Reading Martinez-Alier, J., 2003. The Environmentalism of the poor: a study of ecological conflicts and valuation. Edward Elgar Publishing

Tutorial Registration

none

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Positionality Statement	20 %	20/03/2020	01/05/2020	1,2,3,4,5
Workshop Participation	20 %	24/02/2020	29/05/2020	1,2,3,4,5
Individual presentation	20 %	20/04/2020	22/05/2020	1,2,3,4,5
Individual essay	40 %	19/05/2020	19/06/2020	1,2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

It is a requirement that you attend the class (seminars and workshops). If you are unable to fulfil this requirement you will need to discuss this with a Course Convener and produce appropriate documentation (e.g. a medical certificate).

Examination(s)

n/a

Assessment Task 1

Positionality Statement

You are to write a brief positionality statement outlining your position relative to the field of Indigenous cultural and natural resource management.

The purpose of the positionality statement is to articulate your experiences and how they shape your world-view, as well as how you understand the ‘environment’ and your relationship to nature.

You will choose a field of research (Indigenous customary natural resource use, Indigenous histories, Country, water, nature, ‘wilderness’, national parks etc.) from the course to use as a means of positioning yourself. Imagine that you are one of the researchers/practitioners working with the community on Country in this field and detail your positionality in relation to this.

Some questions you could examine include:

·        What is your cultural background? Where is your family from?

·        What knowledge do you already hold about the field of research?

·        Where does this knowledge come from?

·        How might your experiences be different from your research partners?

·        What are your experiences of ethnicity, gender, geography, language and education that influence your thinking? How have these shaped your understanding of Indigenous peoples, histories, places and natural resources?

·        Do you share any commonalities with the Indigenous collaborators? If so what are these shared experiences you could draw on?

·        Has your understandings of these fields of research developed or remained the same throughout the first half of this course? If so, how have they changed?

Keep in mind that this is not a stream-of-consciousness piece of writing. It must have structure and draw on class material to help you interrogate and frame your position. The assignment is to be no more than 1000 words, excluding references.

Rubric

		P	CR	D	HD
Are you able to identify the experiences that help, or hinder, the shaping of your position/world view?
Have you articulated your own ideas?
Have you used examples from the course to demonstrate the importance of understanding positionality as a potential researcher/practitioner?
Structure of your discussion
Have you followed the instructions?

Assessment Task 2

Workshop Participation

Purpose:

In the workshops we will do the following: engage with Indigenous guests, scenario planning; cultural mapping; monitor sites of environmental contestation between Indigenous peoples and the state; develop policy ideas; and unpack complex intercultural ideas.

Requirement:

It is a requirement that you attend and participate in the workshops that follow the lectures/seminar.

Students are expected to contribute on an on-going basis throughout the semester. The date range for this task comprises the start of the semester and the last day of term.

Rubric

		P	CR	D	HD
Are you drawing on the class readings discussions to shape your thinking?
Participating in the discussions and workshop exercises
Developing skills to engage effectively in cross-cultural environmental management
Are you able to identify key issues to aid Indigenous management of Country?
Demonstrating connections between subjects discussed in class

Assessment Task 3

Individual presentation

Purpose:

The presentation will provide an opportunity for individuals to research an environmental policy area that impacts on Indigenous peoples in Australia and deliver a ‘plain English’ powerpoint presentation to an imagined Indigenous audience. Constructive feedback from the Convenor/lecturers will be given. 

Requirements:

• Individuals will research one environmental policy area of interest to them that impacts on Indigenous Australians. This assessment task is designed to introduce you to the indigenous environmental policy domain. It will allow you to consider the embedded assumptions in policy development and delivery and how to present new concepts to an English as a Second Language speaking audience.
• Individuals will prepare an oral presentation to be delivered in conjunction with a powerpoint. Please upload ALL powerpoint presentations on to Wattle prior to 5PM on Friday 24 April.
• You will also be expected to hand-in your speaking notes/script at the end of your presentation.
• Individuals will have 5 minutes for their presentation. You will be kept to time and assessed on your presentation.
• Further information will be presented in the lecture of weeks 3.

Rubric

		P	CR	D	HD
Relevance of the topic to Indigenous people
Unpacked the main issues and identified key issues
Structure of presentation
Quality of visuals
Effective use of visuals
Presentation style appropriate to audience
Interest maintained (effectiveness)

Assessment Task 4

Individual essay

Purpose:

The essay is designed to assist students learn critical thinking by drawing on examples for lectures, readings (from both the course and wider reading) and the fieldtrip to present an academic argument of their views.

Requirements:

Length and format: 2,500 words, Harvard referencing system, 1.5 spaced, size 12 font, with numbered pages and uni number on the front of the document.

Essay

Students will select one topic from the following areas (see Seán Kerins if you have other ideas you want to pursue):

sustainable use

the Indigenous estate

caring for country

joint management/protected area management

fresh water management

climate change

environmental justice

marine management (sea country) fisheries issues, or

cultural heritage

Alternate development.

And, then drawing on the readings, lectures and/or fieldtrips explore the critical issues which are causing contestation, or supporting collaboration, between Indigenous people and other Australians in this area. Then using one or more case studies relating to this aspect of land/sea and cultural and natural resource management, explore barriers Indigenous people may encounter and how Indigenous values can be best incorporated into cultural and natural resource management in this area, and what conditions would facilitate this happening?

Rubric

		P	CR	D	HD
Have you articulated your own argument?
Have you identified core issues relating to your topic?
Have you reviewed the literature?
Have you evaluated the arguments for multiple perspectives on your topic?
How you have drawn on Indigenous voices presented in lectures and/or field trips?
Have you shown evidence of wider reading (beyond set readings)?
Have you presented your prose in a clear, structured, and grammatically correct manner and referenced your material correctly?
Have you formatted the document as per instructions below and proof read it prior to submission?

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.

The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Assignments cannot be resubmitted after the submission date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students