Faculty of Arts

School of History and Classics

HTC 223/323

Greek and Roman Mythology

Distance Education

Unit Outline
Semester 1 2011

Dr Graeme Miles

CRICOS Provider Code: 00586B

Contact details
Unit coordinator/lecturer
Unit coordinator/lecturer: Dr Graeme Miles
Campus: Hobart
Email: Graeme.Miles@utas.edu.au
Phone: 6 226 2299
Fax: 6 226 2392
Room number Humanities 444
Consultation hours: 9-10 Tuesday, 9-10 Thursday

Distance education office

This office will be able to help with general inquiries about distance education (such as those
related to study schools and assignment submission).

Staff: Vicki Simm, Vivienne Condren and Julie Leeder

e-mail: DistanceEd.Arts@utas.edu.au
Phone: +61 3 6324 3663 or 1800 671 526 (toll free)
Fax: +61 3 6324 3652
Postal address: Locked Bag 1340C, Dist Ed, Faculty of Arts, TAS
7250
Location: Launceston Campus, Faculty of Arts, Room L107
(Ground Floor)
Website: http://www.utas.edu.au/arts/distance_education/

© 2010 The University of Tasmania

Filename: 54586347.doc Date: 29/03/2011
Contents
Unit description 1
This unit is a study of the role of myth in Greek and Roman culture through literary
texts and ancient art, including an exploration of the relationship between
mythological narratives and religious ritual. The unit also traces developments in the
depiction of the gods and heroes as a mirror of social and political change, and
addresses the functions of classical myth in modern society. 1
Intended learning outcomes 1
Generic graduate attributes 1
Alterations to the unit as a result of student feedback 2
Prior knowledge &/or skills 2
Learning expectations and teaching strategies 2
Learning resources and communication 3
Technical requirements 3
Details of teaching arrangements 4
Specific attendance/performance requirements 5
Study schools 5
Unit schedule 6
Assessment 11
How your final result is determined 20
Submission of assignments 20
Requests for extensions 21
Penalties 21
Review of results and appeals 21
Academic referencing 21
Academic misconduct 22
Occupational health and safety (OH&S) 23
Further information and assistance 23
Unit description
This unit is a study of the role of myth in Greek and Roman culture through literary texts and
ancient art, including an exploration of the relationship between mythological narratives
and religious ritual. The unit also traces developments in the depiction of the gods and
heroes as a mirror of social and political change, and addresses the functions of
classical myth in modern society.

Intended learning outcomes

On completion of this unit, you should be able to:

• speak with some authority on the texts and themes under study;

• think critically and analytically about cultural, literary and religious

problems and issues;

• write more effectively and critically;

• identify different interpretive approaches to myth and its relationship

to other types of traditional narrative.

These learning outcomes guide the assessment for this unit.

Generic graduate attributes

In your work for this unit you will develop knowledge and skills — or 'attributes' — applicable
in a range of different contexts. These attributes will, by the successful completion of your
course at UTAS, become your graduate attributes. In this unit, you should make progress in
developing:

Attribute-Knowledge
Describe and explain the uses of myth in various media and cultural contexts.

Attribute-Communication Skills
Engage in analytical and critical argumentation in written work.

Attribute-Problem Solving
Confront major literary and cultural problems / scholarly controversies and come to

well-reasoned conclusions about possible solutions.

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Attribute-Global Perspective
Be able to discuss and explain cultures distant in time and space from your

contemporary context; learn to appreciate the values and customs of fundamentally

different (and alien) cultures.

For more information on UTAS generic graduate attributes, see:

http://www.teaching-learning.utas.edu.au/orientation/generic

Alterations to the unit as a result of student feedback

Reading load in some tutorials changed. More guidance on essay questions.

Prior knowledge &/or skills

None.

Learning expectations and teaching strategies

Expectations
The University is committed to high standards of professional conduct in all activities, and
holds its commitment and responsibilities to its students as being of paramount importance.
Likewise, it holds expectations about the responsibilities students have as they pursue their
studies within the special environment the University offers.

The University’s Code of Conduct for Teaching and Learning states:

Students are expected to participate actively and positively in the

teaching/learning environment. They must attend classes when and as
required, strive to maintain steady progress within the subject or unit
framework, comply with workload expectations, and submit required work
on time.

Teaching and learning strategies

If you need assistance in preparing for study please refer to your lecturer. For additional
information, see:

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http://www.learningsupport.utas.edu.au/

Learning resources and communication

MyLO
Access to the online unit in MyLO is available. Log-in to MyLO at: https://mylo.utas.edu.au/
and then select Greek and Roman Mythology in the Course List.

Required texts
Fritz Graf, Greek Mythology, ISBN: 9780801853951

Hesiod, Theogony, Works and Days, trans. West, ISBN: 9780192839411

Apollodorus’ Library and Hyginus’ Fabulae, trans. Smith and Trzaskoma, ISBN:

9780872208209

Ovid, Metamorphoses, ISBN: 9780140447897

Flexible library services

The Library offers a range of services if you are unable to visit the Library in person and if you
meet certain criteria. See:

http://www.utas.edu.au/library/libserv/rls/rls.html

Technical requirements
Accessing MyLO off campus
For information and help with setting up a computer and web browser to access online
resources in MyLO when off campus, see:

https://mylo.utas.edu.au/

http://uconnect.utas.edu.au/

Note: Older computers may not have the hardware to run some of the required software
applications.

Accessing MyLO on campus

MyLO can be accessed in the Library computers and in computer labs. See:

http://www.utas.edu.au/itr/computing_labs.html

You can also access the University network and MyLO via a laptop computer. See:

http://uconnect.utas.edu.au/uana.htm

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Getting help
For technical information and help, contact the UTAS Service Desk at:

http://www.utas.edu.au/servicedesk/student/index.html

Details of teaching arrangements

Contact Times

There are two lectures each week:

Monday 11am, Arts Lecture Theatre 203.

Thursday 3:10pm, Arts Lecture Theatre 203.

All lectures will be recorded and available on Lectopia.

See details of study schools below. These study schools, held in Launceston, will

cover the same material as the tutorials in Hobart.

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Specific attendance/performance requirements
Attendance at study schools is neither compulsory nor assessed, but is strongly
recommended.

Study schools
There will be three study schools in the course of the semester, as follows:

Study School 1
[Location]

[Date]
[Room]
[Building]
Launceston Campus

Study School 2
[Location]

[Date]
[Room]
[Building]
Launceston Campus

Study School 3
[Location]

[Date]
[Room]
[Building]
Launceston Campus

5
Unit schedule
Date Topic Study Schools Activities and
Week
beginning Assignments
1 21/2 See tutorial outline below.

2 28/2

3 7/3

14/3 Launceston study

4
school, Saturday
19th March
5 21/3 Friday 25th March,
source analysis due
6 28/3

7 4/4

11/4 Launceston study

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school, Saturday
16th April
9 18/4

10 2/5

11 9/5 Essay due, Friday

13th May.
16/5 Launceston study
12
school, Saturday
21st May
13 23/5

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Tutorial Program (Hobart)

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This is the tutorial schedule which will be followed in Hobart. The same material will

be covered in the study schools in Launceston, as follows:

Study School 1: Creation and Cosmology; Being Human

Study School 2: Dionysian and Apollonian?; Journeys.

Study School 3: Remaining topics.

Students are encouraged to keep up with the reading, whether or not attendance at the

tutorials is possible. If you are unable to attend, you should feel free to contact the

lecturer by email with any thoughts or queries.

WEEK 1(Monday, 21 February)

NO TUTORIAL

WEEK 2 (Monday, 28 February)

NO TUTORIAL

WEEK 3 (Monday, 7 March)

Creation and Cosmology

Reading: Hesiod (Theogony), Fritz Graf pp. 80-100, Apollodorus pp. 1-7 (1.1-1.7).

Topics for consideration: What is important about the topic of creation? What are the

ancient sources (Hesiod and Apollodorus) trying to say? What ideas about humanity

and the gods are conveyed by a) the generations of the gods? b) the story of

Prometheus? c) the battle of the giants?

What comparisons may be drawn with other ways of describing the start of things?

WEEK 4 (Monday, 14 March)

NO TUTORIAL

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WEEK 5 (Monday, 21 March)
Being Human

Reading: Hesiod Theogony lines 507-616 (the story of Prometheus);

Ovid Metamorphoses III.143-255 (Actaeon: though feel free to skip the names of the

dogs!)

Ovid Metamorphoses I.89-416 (the great flood and Deucalion).

Topics for consideration: What image of human beings emerges from these passages,

and what corresponding image of the gods? Would you say that in examining the

nature of the gods, Greek and Roman myth is in fact examining the nature of humans?

What is the purpose of stories about earlier races or ages of humanity?

WEEK 6 (Monday, 28 March)

Dionysian and Apollonian?

Reading: Ovid Metamorphoses III.511-IV.35 (Dionysus and Pentheus); IV.389-415

(Dionysus and the Daughters of Minyas).

Ovid Metamorphoses I.452-567 (Apollo and Daphne); Apollodorus I.21-24 and

Hyginus 165 (Marsyas)

Topics for consideration: What impressions of Dionysus and Apollo emerge from

these passages? What similarities and differences are there between these two gods?

What impression emerges of divinity in general, and what relationship (if any) do you

see between divinity and morality? What role does transformation play in these

stories?

WEEK 7 (Monday, 4 April)

Journeys

Reading: Apollodorus I.80-84; I.107-147 (Jason, the Argonauts and Medea)

Apollodorus II.62-160 (Heracles).

Topics for consideration: A great many mythic stories revolve around or include a

journey narrative. How much of this is embellishment to keep the hearer interested,

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and how much is in its own way the point of the story? Where do Jason and Heracles

belong? (i.e. where is home, the centre). What might these stories tell us about

colonisation and the ‘civilising’ of the Greek world? How accurate is the geography?

What sort of images of the uncivilised appear in these stories? Is it productive to

consider tales of this type as rites of passage? When, relative to other Greek myths,

are the events associated with Heracles and Jason supposed to take place, and what

does this tell us about mythic time?

WEEK 8 (Monday, 11 April)

NO TUTORIAL

WEEK 9 (Monday, 18 April)

Myth and Religion

Reading: Fritz Graf, Greek Myth pp. 101-120

Homeric Hymn to Apollo (to be supplied as a handout and on MyLO).

Topics for consideration: What sorts of relationships can be seen between myth and

ritual? How closely do they run parallel? Why would a connection of this sort exist?

Could one ever be used to reconstruct the other (i.e. could a myth be reconstructed

from a ritual or vice versa)? Thinking back to the story of Prometheus and the

division of the sacrifice in our first tutorial, what role would this story seem to you to

play in the explanation of the institution of sacrifice?

Mid-semester break (21-27 April)

WEEK 10 (Monday, 2 May)

Organising Myth, Organising the World Through Myth

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Reading: The introductory sections of your translation of Apollodorus and Hyginus

(probably re-reading at this stage).

As much of Apollodorus as possible (of the parts which you have not yet read).

Topics for consideration: What sort of structure does Apollodorus seem to use to

structure myth? Is there an intelligible rationale? Who would use a book like the

Library? How does Apollodorus organise time? Is there a clear-cut chronology?

How important is genealogy? Can you identify different types of story or different

periods within the the overall account? What sort of world is Apollodorus

describing?

WEEK 11 (Monday, 9 May)

NO TUTORIAL

WEEK 12 (Monday, 16 May)

Myth and ‘Others’

Reading: Apollodorus II.5-21 (Io; the daughters of Danaos – again, don’t worry too

much about all those names!)

Apollodorus I.129-134. (reread this section of the story of Jason and Medeia).

Extract from Plutarch, De Iside et Osiride (to be supplied as a handout and on

MyLO).

What does the story of Io tell us about Greek perceptions of Egypt and its gods?

What does Plutarch tell us on this topic? What might be said about the geography in

the Io story?

What impressions emerge of places distant from the Greek world? What counts as the

Greek world in Apollodorus? How is Plutarch similar or different?

WEEK 13 (Monday, 23 May)

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More thinking than reading is required this week. Because the topic of myth is so

vast and multifarious, it may help to consider some very broad questions which have

recurred during the semester.

-What is myth?

-What are the strengths and weaknesses of myth compared to other ways of

understanding the world?

-What purpose does it serve to speak about gods and other mythological beings? Is it

necessary to believe in these things for such talk to be useful?

And lastly: What questions remain unanswered for you about the topics which we

have discussed?
Exam Preparation

Assessment
Assessment schedule

Assessment task Date due Percent

weighting

Assessment task 1: Source Analysis Friday 25th 30%

March

Assessment task 2: Essay Friday 13th 30%

May

Final exam 40%

Assessment details

Assessment task 1

Task description Write a 1000-word analysis of the cultural, artistic or other

significance of one passage or image from the choice of three
below.

Task length 1000 words

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Links to learning
• speak with some authority on the texts and
outcomes
themes under study;

• think critically and analytically about

cultural, literary and religious problems

and issues;

• write more effectively and critically;

• identify different interpretive approaches

to myth and its relationship to other types

of traditional narrative.

Assessment criteria / • Degree to which student has achieved relevant

guidelines learning outcomes;
• Familiarity with and understanding of the relevant
primary texts and engagement with the principal
secondary texts;
• Structure of the essay, relevance of material, depth
of treatment;
• Quality of argument and critical analysis;
• Writing style, paragraphing, grammar and
spelling;
• Quality of research, use of sources and
referencing.

Date due 25th March

Assessment task 2

Task description Write a 2000-word essay (for HTC 223) or a 2500-word essay
(HTC 323) on one of the topics below.

Task length 2000 words (for HTC 223), 2500 words (HTC 323)

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Links to learning
• speak with some authority on the texts and
outcomes
themes under study;

• think critically and analytically about

cultural, literary and religious problems

and issues;

• write more effectively and critically;

• identify different interpretive approaches

to myth and its relationship to other types

of traditional narrative.

Assessment criteria / • Degree to which student has achieved relevant

guidelines learning outcomes;
• Familiarity with and understanding of the relevant
primary texts and engagement with the principal
secondary texts;
• Structure of the essay, relevance of material, depth
of treatment;
• Quality of argument and critical analysis;
• Writing style, paragraphing, grammar and
spelling;
• Quality of research, use of sources and
referencing.

Date due 13th May

Final exam

Description / conditions 2-hour exam to be held in June.

Links to learning
• speak with some authority on the texts and

13
outcomes
themes under study;

• think critically and analytically about

cultural, literary and religious problems and

issues;

• write more effectively and critically;

• identify different interpretive approaches to

myth and its relationship to other types of

traditional narrative.

Assessment criteria / • Degree to which student has achieved relevant

guidelines learning outcomes;
• Familiarity with and understanding of the relevant
primary texts and engagement with the principal
secondary texts;
• Structure of the essay, relevance of material, depth
of treatment;
• Quality of argument and critical analysis;
• Writing style, paragraphing, grammar and spelling;
• Quality of research, use of sources and referencing.

Date The final exam is conducted by the University Registrar in the

formal examination period. See:
http://www.studentcentre.utas.edu.au/examinations_and_results/

Source Analysis

Discuss the cultural, literary, religious or other significance of one of the items below.

Some topics which you might like to consider include: how the treatment of a

particular myth differs from other known treatments, what purpose particular

14
elements of the story or picture serve, the importance of any geographical locations,

or genealogical claims. Note that these topics should not, however, limit your

discussion.

1) Homeric Hymn to Dionysus (Hymn 7 - Translation Hugh G. Evelyn-White)

[1] I will tell of Dionysus, the son of glorious Semele, how he appeared on a jutting

headland by the shore of the fruitless sea, seeming like a stripling in the first flush of

manhood: his rich, dark hair was waving about him, [5] and on his strong shoulders

he wore a purple robe. Presently there came swiftly over the sparkling sea Tyrsenian

pirates on a well-decked ship —a miserable doom led them on. When they saw him
they made signs to one another and sprang out quickly, and seizing him straightway

[10] put him on board their ship exultingly; for they thought him the son of heaven-

nurtured kings. They sought to bind him with rude bonds, but the bonds would not

hold him, and the withes fell far away from his hands and feet: and he sat with a smile

[15] in his dark eyes. Then the helmsman understood all and cried out at once to his

fellows and said:

“Madmen! what god is this whom you have taken and bind, strong that he is? Not

even the well-built ship can carry him. Surely this is either Zeus or Apollo who has

the silver bow, [20] or Poseidon, for he looks not like mortal men but like the gods

who dwell on Olympus. Come, then, let us set him free upon the dark shore at once:

do not lay hands on him, lest he grow angry and stir up dangerous winds and heavy

squalls.”

[25] So said he: but the master chid him with taunting words: “Madman, mark the

wind and help hoist sail on the ship: catch all the sheets. As for this fellow we men

will see to him: I reckon he is bound for Egypt or for Cyprus or to the Hyperboreans

15
or further still. But in the end [30] he will speak out and tell us his friends and all his

wealth and his brothers, now that providence has thrown him in our way.”

When he had said this, he had mast and sail hoisted on the ship, and the wind filled

the sail and the crew hauled taut the sheets on either side. But soon strange things

were seen among them. [35] First of all sweet, fragrant wine ran streaming throughout

all the black ship and a heavenly smell arose, so that all the seamen were seized with

amazement when they saw it. And all at once a vine spread out both ways along the

top of the sail with many clusters hanging down from it, [40] and a dark ivy-plant

twined about the mast, blossoming with flowers, and with rich berries growing on it;
and all the thole-pins were covered with garlands. When the pirates saw all this, then

at last they bade the helmsman to put the ship to land. But the god changed into a

dreadful lion there on the ship, [45] in the bows, and roared loudly: amidships also he

showed his wonders and created a shaggy bear which stood up ravening, while on the

forepeak was the lion glaring fiercely with scowling brows. And so the sailors fled

into the stern and crowded bemused about the right-minded helmsman, until suddenly

the lion sprang upon the master [50] and seized him; and when the sailors saw it they

leapt out overboard one and all into the bright sea, escaping from a miserable fate, and

were changed into dolphins. But on the helmsman Dionysus had mercy and held him

back and made him altogether happy, saying to him:

[55] “Take courage, good...; you have found favour with my heart. I am loud-crying

Dionysus whom Cadmus' daughter Semele bare of union with Zeus.”

Hail, child of fair-faced Semele! He who forgets you can in no wise order sweet song.

2) Apollodorus 1.45-48:

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45 Prometheus fashioned humans from water and earth. He also gave them fire

without Zeus’ knowledge by hiding it in a fennel stalk. When Zeus discovered this,

he ordered Hephaistos to nail his body to Mount Caucasus (this is a mountain in

Scythia). Prometheus was nailed to it and bound for many years. Each day an eagle
flew down to him and would eat the lobes of his liver, which grew back at night. 46

Prometheus paid this penalty for the stolen fire until Heracles later freed him, as I will

explain in the section on Heracles.

Prometheus had a son, Deucalion. He was king of the area around Phthia and married

Pyrrha, the daughter of Epimetheus and Pandora, whom the gods made as the first
woman. 47 When Zeus wished to wipe out the bronze race, Deucalion built an ark at

Prometheus’ direction. He put into it supplies and boarded it with Pyrrha. Zeus

poured a great rain from heaven and flooded most of Hellas so that all the people were

destroyed except a few who escaped to the nearby high mountains. At that time the

mountains in Thessaly split, and everything outside of the Isthmos and the
Peloponnesos was flooded. 48 Deucalion was carried in the ark across the sea for

nine days and an equal number of nights and landed on Mount Parnassos. There,

when the rains stopped, he disembarked and sacrified to Zeus Phyxios [‘God of

Escape’]. Zeus sent Hermes to him and bade him choose whatever he wanted.

Deucalion chose to have people. At Zeus’ direction he picked up rocks and threw

them over his head; the ones Deucalion threw became men and the ones Pyrrha threw

became women. From this they were also metaphorically called laoi [‘people’] from

the word laas, ‘stone’.

17
3) Sacrifice of Iphigenia, from Pompeii, House of the Tragic Poet (National

Archeological Museum of Naples)

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Essay Topics

Note: You are also welcome to devise an essay topic of your own, so long as you

discuss it with me first.

1) Take two modern approaches to myth (e.g. structuralism and psychoanalysis) and

apply them to a mythic narrative of your choice. Discuss the relative merits of the

two methods and demonstrate the types of readings which they produce.

2) Using at least three literary or visual versions of a particular mythic narrative,

discuss the different purposes to which traditional material is put by different authors
and/or artists in different cultural contexts.

3) Women and beasts are frequently contrasted with the supposed norm of male

human in a range of mythic narratives. With reference to at least three mythic

narratives or images, explore the effects of this opposition in the representation of

both males and females.

4) Myth is often used to make a claim to power. With detailed reference to an

example or examples of this practice, examine the ways in which this is done and its

effects. How does a power-claim made through myth differ from other, similar

claims? What (if anything) can myth do that other types of discourses cannot?

19
How your final result is determined
To pass this unit you will need to achieve a pass or more (i.e. 50% of the allocated marks) on
the in-semester work.

Grades will be awarded based on University guidelines; namely:

Failure 0-49%

Pass 50-59%

Credit 60-69%

Distinction 70-79%

High distinction 80% and above

Submission of assignments
Assignments can be submitted:

• as a printout via the Faculty of Arts Distance Education office; or

• as an electronic file via the Faculty of Arts Distance Education office.

Submitting assignments as a printout

For information on submitting assignments as printouts, see the green Assignments page in
your study package.

A completed ‘Assignment Cover Sheet’ must be attached to the front of all assignments.

Coversheets and full information are available from the Distance Education Office.
http://www.utas.edu.au/arts/distance_education/assign.html

(This link also appears in General Information / Assessment in your MyLO course.)

Submitting assignments as an electronic file

By regular email to the Distance Education Office
Assignments for this unit can be submitted by regular email to the Distance Education Office.
Please follow the instructions for doing this at:
http://www.utas.edu.au/arts/distance_education/assign.html

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A completed ‘Assignment Cover Sheet for Electronic Submission’ file must be included as an
attachment when submitting assignment files.

Requests for extensions

If you are having difficulty with your assignment and cannot meet the due date, contact your
lecturer beforehand to seek advice and request an extension. Students whose assignments
are not received by the due date may be penalised.

Penalties
Should you experience difficulty in completing your assignment by the due date, please
contact the unit coordinator, prior to the submission date. A late essay without an extension
may incur a penalty: 5% penalty for first day assignment is overdue plus 1% for each day
thereafter. A medical certificate or other supporting documentation is required where
extensions are requested due to illness or bereavement.

Review of results and appeals

Academic referencing
In your written work you will need to support your ideas by referring to scholarly literature,
works of art and/or inventions. It is important that you understand how to correctly refer to the
work of others and maintain academic integrity.

Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty

(plagiarism), a matter considered by the University of Tasmania as a serious offence.

Any referencing system suitable for use in the Humanities can be used, as long as you are
consistent.

For information on presentation of assignments, including referencing methods, see:

http://utas.libguides.com/referencing

Please read the following statement on plagiarism. Should you require clarification please see
your unit coordinator or lecturer.

21
Academic misconduct
Academic misconduct includes cheating, plagiarism, allowing another student to copy work
for an assignment or an examination and any other conduct by which a student:

• Seeks to gain, for themselves or for any other person, any academic advantage or
advancement to which they or that other person are not entitled; or

• Improperly disadvantages any other student.

Stud21ents engaging in any form of academic misconduct may be dealt with under the
Ordinance of Student Discipline, and this can include imposition of penalties that range from a
deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties
that can be imposed are available in the Ordinance of Student Discipline – Part 3 Academic
Misconduct, see:

http://www.utas.edu.au/universitycouncil/legislation/

Plagiarism
Plagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or
inventions and representing them as your own; for example, using an author's words without
putting them in quotation marks and citing the source, using an author's ideas without proper
acknowledgment and citation, copying another student's work.

If you have any doubts about how to refer to the work of others in your assignments, please
consult your lecturer or tutor for relevant referencing guidelines, and the academic integrity
resources on the web at:

http://www.academicintegrity.utas.edu.au/

The intentional copying of someone else’s work as one’s own is a serious offence punishable
by penalties that may range from a fine or deduction/cancellation of marks and, in the most
serious of cases, to exclusion from a unit, a course or the University.

The University and any persons authorised by the University may submit your
assessable works to a plagiarism checking service, to obtain a report on possible
instances of plagiarism. Assessable works may also be included in a reference
database. It is a condition of this arrangement that the original author’s permission is
required before a work within the database can be viewed.

For further information on this statement and general referencing guidelines, see:
http://www.utas.edu.au/plagiarism/

Or follow the link under ‘Policy, Procedures and Feedback’ on the Current Students
homepage.

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Occupational health and safety (OH&S)
The University is committed to providing a safe and secure teaching and learning
environment. In addition to specific requirements of this unit you should refer to the
University’s policy at:

http://www.admin.utas.edu.au/hr/ohs/pol_proc/ohs.pdf

Further information and assistance

If you are experiencing difficulties with your studies or assignments, have personal or life
planning issues, or have a disability or illness that may affect your course of study, you are
advised to discuss this with your lecturer.

A Student Advisor (Transition Support Service) is available to provide you with support
and assistance if you encounter problems that may affect your studies. The Student Adviser
can also help answer your questions about university procedures, and help you access other
UTAS support services.

Student Advisors: Karen Hall and James Chester

e-mail: Karen.Hall@utas.edu.au and James.Chester@utas.edu.au
Phone: 03 6324 3665 or 03 6226 2318
The university-wide support services available to you include Teaching and Learning, Student
Services, and International Services. Please refer to the Current Students homepage at:

http://www.utas.edu.au/students/

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