Document Feedback - Review and Comment
Step 1 of 4: Comment on Document
How to make a comment?
1. Use this 
to open a comment box for your chosen Section, Part, Heading or clause.
2. Type your feedback into the comments box and then click "save comment" button located in the lower-right of the comment box.
3. Do not open more than one comment box at the same time.
4. When you have finished making comments proceed to the next stage by clicking on the "Continue to Step 2" button at the very bottom of this page.
Important Information
During the comment process you are connected to a database. Like internet banking, the session that connects you to the database may time-out due to inactivity. If you do not have JavaScript running you will receive a message to advise you of the length of time before the time-out. If you have JavaScript enabled, the time-out is lengthy and should not cause difficulty, however you should note the following tips to avoid losing your comments or corrupting your entries:
-
DO NOT jump between web pages/applications while logging comments.
-
DO NOT log comments for more than one document at a time. Complete and submit all comments for one document before commenting on another.
-
DO NOT leave your submission half way through. If you need to take a break, submit your current set of comments. The system will email you a copy of your comments so you can identify where you were up to and add to them later.
-
DO NOT exit from the interface until you have completed all three stages of the submission process.
(1) The Student Rights and Responsibilities Charter upholds the fundamental rights and outlines the responsibilities of students who undertake their education through Southern Cross University. The Charter recognises the University will abide by these rights and expects that students will abide by the responsibilities. It maintains that students need to be made aware of the Charter. (2) The Charter assumes that these broader issues of rights and responsibilities will be taken into consideration when drafting and approving new Rules and policies. (3) For the purpose of this Policy refer to the Definitions (Academic) Policy. (4) The Student Rights and Responsibilities Charter: (5) Every student has every right given by State and national legislation, by the University statutes, bylaws, regulations and policies, and by the United Nations Declaration of Human Rights. Everything in this Charter is limited by anything to the contrary in relevant State and national legislation, and the University's statutes, by-laws and regulations. (6) In reading or acting upon these rights every student is expected to recognise that the granting of rights carries certain responsibilities. Primary amongst these is the responsibility to recognise the rights of others, including the rights of every other student covered by this Charter, the rights of staff and the rights of the University. Where the individual student's rights referred to in this Charter are in tension with the rights of others, then the Rules and procedures for representation and grievance referenced within the Charter provide means of resolving such tensions. (7) Students also have the right to seek advice from any source.Student Rights and Responsibilities Charter
Section 1 - Preamble
Section 2 - Definitions
Section 3 - Objectives
Section 4 - Content and Implementation
Rights – Every student has the right ...
Responsibilities – Every student has the responsibility ...
1
General and Fundamental Rights and Responsibilities
1.1
to expect that the university will make rules, statutes and regulations pertaining to their rights and responsibilities as students readily available to them to access and, where appropriate, to acquire.
to make themselves aware of all university rules, statutes and regulations pertaining to their rights and responsibilities as students.
1.2
to be recognised as an individual member of the University community, with all appropriate rights of access to University services and facilities.
to recognise others as individual members of the university community, with all appropriate rights of access to university services and facilities.
1.3
to be treated fairly and ethically, with respect and dignity, and with respect for cultural diversity.
to treat others fairly and ethically, with respect and dignity. to be aware of, and sensitive to cultures other than their own, and be sensitive and tolerant of these cultural diversities.
1.4
to study in a supportive and encouraging learning environment.
to help create and maintain a supportive and encouraging learning environment.
1.5
to peaceful assembly in the university.
to participate and to assemble in a peaceful manner not to impede the peaceful assembly of others.
1.6
to communicate freely, the right to voice alternative points of view in rational debate, and the overarching protection by the University of their academic freedom.
to observe community standards of behaviour with respect and civility to respect academic freedom and alternative points of view when participating in debate.
1.7
to be free of University censorship of material they publish for academic purposes, whether for distribution within the university or elsewhere.
to respect the intellectual property and copyright of others, and refrain from creating illegal and defamatory material.
1.8
to expect that the University will endeavour to provide a range of learning and support services.
to utilise University services with all due consideration and respect towards all members of the University.
1.9
to access a range of resources related to their studies in compliance with relevant legislation.
to use these resources appropriately.
1.10
to access their records as per existing practice of the University.
to contribute to the maintenance of university records by supplying correct and relevant information in a timely manner.
1.11
to have the University's records concerning them dealt with in ways that are secure, with access limited to designated persons, and with content restricted to material defined as relevant by University chapter or legislation.
to respect others' privacy and confidentiality of records to comply with the University's regulations regarding access to records
1.12
to normally expect to complete a course in which they are enrolled in the structure as described in official university publications, providing they make satisfactory progress and comply with University Rules. Where changes are made during the normal period of candidacy, these should not unduly disadvantage students.
to endeavour to complete the award within the agreed time frame set for that award with due consideration to equity guidelines.
2
Equal Opportunity and Non-Discrimination
2.1
to study in an environment committed to the principles of equity, equality of opportunity and affirmative action.
to support and abide by the principles of equity, equality of opportunity, and affirmative action.
2.2
to access education, learning services and representation without limitation based on: gender, sexual orientation, race, relationship status, pregnancy, political conviction, religious conviction, impairment, family responsibilities or family status, age, language, ethnicity or socio-economic status.
to participate in university life in a way that does not deny the rights of others to education, learning services and representation regardless of gender, sexual orientation, race, relationship status, pregnancy, political conviction, religious conviction, impairment, family responsibilities or family status, age, language, ethnicity or socio-economic status.
2.3
to expect the University to ensure the provision of a safe environment, including facilities, equipment and grounds.
to care for and respect University property and the property of others to act in a way that supports your own safety and the safety of others.
2.4
to be free from all harassment.
to refrain from harassing others.
2.5
to have consideration given to the making of alternative arrangements for academic commitments to allow for religious or other cultural observance, or family responsibilities.
to be aware of the impact that family, sporting, religious and work responsibilities will have on full or part-time study.
2.6
to have consideration given to the making of alternative arrangements for academic commitments in the case of a disability or special need.
to inform the university if a disability or special need exists or presents itself and will require access to alternative arrangements and will impact on their ability to meet academic commitments or inherent requirements.
2.7
to be considered for selection into courses or units only on the basis of criteria that are legitimate, explicit and fair.
to provide information and credentials in a timely manner that are legitimate, sufficiently detailed, accurate and informative.
3
Quality of Education
3.1
to the provision of a high quality of education; including a high quality of teaching, supervision, curriculum and unit content, a commitment to inclusivity, and reasonable and appropriate access to staff.
to maintain a proactive attitude towards learning and actively engage in learning to consult with staff in a respectful and appropriate manner.
3.2
to access accurate, timely and sufficient information concerning each unit in which they might enrol, including timetabling, assessment details, fees and attendance requirements.
to proactively develop the skills to seek out information concerning each unit in which they might enrol, including timetabling, assessment details, fees and attendance requirements, and demonstrate adequate preparation pertaining to planning their course of study.
3.3
to assessment that is valid, formative and summative, and is explicit, fair and transparent.
to put their best effort into assessment and behave with academic integrity to produce honest work at all levels to be aware of their individual rights and responsibilities regarding the proper use of copyright material.
3.4
to continuous improvement of courses and units to the opportunity to contribute feedback on the teaching and supervision they experience to make suggestions for future course and unit planning.
to provide feedback on the teaching and unit experience that is fair, appropriate and constructive.
3.5
to access relevant information and rules provided by the University concerning financial assistance provided or promoted by the University, such as grants, scholarships or loans.
to make themselves aware of relevant information and rules concerning financial assistance provided or promoted by the University, such as grants, scholarships or loans to demonstrate adequate preparation pertaining to planning their course of study.
3.6
to apply for relevant grants or scholarships.
to, if successful, utilise the grant or scholarship according to the terms and conditions of the award.
3.7
to receive, at the beginning of each teaching period from the unit assessor, a Unit Outline which includes the objectives or goals of the unit; how performance in the unit will be assessed (including information on individual items of assessment and their relative importance) and other general assessment expectations and penalties.
to the best of their ability fulfil all the stated requirements for each unit in which they are enrolled.
3.8
to be marked against clear and set criteria, and provided with appropriate feedback
to make themselves aware of marking criteria, and access the feedback in an appropriate manner.
3.9
to have their intellectual property and copyright recognised
to recognise the intellectual property and copyright of others to cite sources and maintain academic integrity.
4
Student Representation
4.1
to be consulted and to have their opinion represented, predominantly through the relevant student representative association, on matters affecting students.
to participate in the functioning of the University through membership of its relevant boards and committees to provide relevant information to their representative.
4.2
to representation on and participation in appropriate decision-making bodies of the University either through direct election or by nomination through a recognised student body.
to be active and responsible members of the University to provide useful perspectives on matters affecting students.
4.3
notwithstanding the existence of formal representation, to convey personal or collective opinion to the relevant representatives of the University where appropriate.
to ensure proper avenues are utilised when conveying an opinion.
4.4
to expect the University to support such student organisations as the university deems appropriate, within the legislative framework applying to the University and its administration.
to ensure that such student organisations will continue to act responsibly and in the best interests of all students attending the University within the legislative framework applying to the University and its administration.
5
Procedures for Grievances, Appeals and Complaints
5.1
to appeal or register a complaint or grievance against any academic assessment, academic procedure, administrative procedure, service provided, other student, perceived discrimination or harassment, or the abrogation of any right stated in the Charter.
to act according to formal procedures of the University to refrain from launching grievances or complaints that are frivolous, vexatious or malicious.
5.2
to a clearly-documented process for dealing with an appeal, complaint or grievance which is confidential, non-discriminatory, fairly investigated,unbiased and accountable and leads to resolution within a reasonable time.
to act according to formal procedures of the University to provide accurate, honest information in a timely manner, and act with academic and ethical integrity.
5.3
in respect to an appeal, complaint or grievance, to receive reasons for resulting decisions; to be advised of opportunity for further appeal; and not be subject to repercussions outside the decision of the committee as a result of participation in the process.
to act according to formal procedures of the university to be aware of, and comply with, the policies and procedures pertaining to lodging appeals, complaints or grievances