Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Greg Walkerden
Contact via greg.walkerden@mq.edu.au
W3A430
By appointment
Tutor
Kate McCauley
Contact via By email
W3A429
By appointment
Tutor
Rabiul Islam
Contact via By email
W3A429
By appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
39cp including (ENV267(P) or GEOS265(P) or GEOS267(P))
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit analyses the societal context in which decisions on environmental issues are made, and
scientific and technological knowledge applied. Students are required to gain an appreciation of the importance of the
economic, legal and policy aspects of environmental debate, of the role of governments and their agencies, and of the
ethical and philosophical background against which decisions are made. Specific current, and possibly highly
controversial, environmental issues are used to illustrate more general points made and to engender classroom
discussion.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Short Report | 10% | Monday 23 March |
Case Study 1 | 30% | Monday 20th April |
Case Study 2 | 40% | Monday 15 May |
Class Participation | 20% | Tutorials 2-11 |
Due: Monday 23 March
Weighting: 10%
Your first task is to write a 500 word report on something to do with environmental decision making that interests you.
Your report must be:
Topics you could write about include:
Due: Monday 20th April
Weighting: 30%
Your task is to write an 1800 word essay to analyse an existing environmental decision situation with the objective of discussing the successes and/or failures of the decision.
Choose a substantial, interesting environmental planning or environmental management decision (one that has already been made) and analyse it from the perspective of ecological sustainability, and, if you wish, also of social justice and/or economic efficiency.
Some examples of substantial environmental decisions are:
Due: Monday 15 May
Weighting: 40%
This is a combination of an individual project and a group project and you will be randomly allocated into groups of 4-5 people, in each tutorial group, to prepare this assignment. Each group will select a recent or forthcoming environmental decision that will be the focus of individuals assignments and a group poster. Groups will be selected prior to the mid-semester break. The two tasks are:
The first task of this assignment requires each student to submit a research essay that demonstrates your capacity to identify and summarise the academic literature relevant to a specific topic. Your task is to take an allocated element of the decision your team is analyzing and to undertake a library search of the academic literature and write a research report that summarises your conclusions about that aspect of the case. You will undertake a literature search on the topic area using the database resources of the Macquarie University Library, and appropriate web-based search engines and write a report that describes (i) the importance of the issue you are investigating for an evaluation the decision, (ii) your conclusions re this issue, and (iii) your reasons for reaching these conclusions.
When you are looking for relevant literature, consider:
In groups of 4 - 5 people, prepare an academic poster (specific guidelines will be provided in class) that provides a coherent analysis of a major environmental decision-making situation. Your analysis should clearly identify the decision and its context(s), establish what relevant perceived, real and ideal drivers influenced the decision-making process, and link your analysis to the relevant academic literature.
Separate detailed presentation guidelines will be provided. You may be innovative in your presentation, so long as the final product conforms to the guidelines and can be displayed on a wall or display board. It is up to each team to determine how tasks are divided or shared, and all contributors to the poster should be clearly listed below the title as joint authors.
Posters will be marked on a pass / fail basis. Individual marks will depend on the mark earned individually for task 1 (the written assignment). Thus, if the group fails the poster, each member will earn zero; if it passes, then the mark each individual receives will depend on the quality of their individual contribution, as measured by their grade for task 1.
You should ensure that communication is the key principle used in designing and developing your poster. You should use maps, tables and other illustrative material to effectively describe the scenario under consideration and to summarize key information. The text of your poster should be legible and all sources should be accurately cited and referenced. The final format of the poster is a decision for the team.
Due: Tutorials 2-11
Weighting: 20%
In ENV300, 20% of your overall grade for the unit is assigned to your participation in tutorials.
Attendance will be recorded for all tutorials and lectures. If you attend less than 80% of the tutorial sessions, or less than 80% of the lectures, marks will be deducted. (If you have special circumstances that you think warrant an exemption from the lecture attendance requirement, contact the unit convenor.)
For each week’s tutorial read the two assigned readings, and be prepared to present each of them to the class. In each week’s tutorial, two people will be selected randomly to present a brief (5 minute) summary of one of the assigned readings and to facilitate a class discussion. You will not be allowed to use Microsoft Powerpoint or any other electronic presentation tools but you will be allowed to use the whiteboard if you wish. Your performance will be assessed using a simple marking sheet that indicates the strength of your contributions. Further details on marking criteria will be provided in class.
The teaching process has four main elements:
Lectures, tutorials and assignments introduce students to:
Students are expected to:
ENV300 uses a wide variety of online resources, including an iLearn page to make slides and audio from lectures available, the Macquarie University Library for access to peer reviewed journal articles, and the web generally for news about, and discussions of, environmental decision making.
It is generally expected that students will commit 3 hours per week per credit point in their studies. Thus, in addition to attending weekly lectures and tutorials for three hours, students in ENV300 are expected to complete appropriate reading, research and other activities equivalent to at least 6 hours per week. Thus the total workload for this unit should be considered as a minimum of 9 hours per week throughout the semester. If you are unable to make this commitment to your study, then you should reconsider your decision to enrol – or reassess your priorities. For virtually each student in the class, this unit is a core element of your final year studies and you should be aiming to secure as high a grade as possible. If you consider that you may have difficulty making this commitment, please discuss your situation with the Unit Convenor.
Many specific aspects of your work are important (as identified in the following standards), but it is the overall quality of the completed work that is important. Assignments will be assessed holistically. The following bands are ‘ideal types’: lists of the features of typical examples of assignments at each level.
The standard of each assignment is obviously important - good grades demonstrate that your work is competent, proficient or excellent. But from a learning perspective, it is equally important to look at your own work developmentally: to look for gradual improvement, deepening insight, and broadening competency. Grades for assignments assess the standard of your work. Comments on assignments are intended to be helpful developmentally: indicating what you have achieved, and how you could improve your work.
For a grade of High Distinction (>= 85%)
Overall, your work demonstrates, in an interesting or challenging way, originality based on proficiency in all the learning objectives.
For a grade of Distinction (75-84%)
Overall, your work demonstrates a comprehensive awareness and understanding of the topic of the assignment.
For a grade of Credit (65-74%)
Overall, your work demonstrates the ability to use and apply fundamental concepts and skills.
For a grade of Pass (50-64%)
Overall, your work satisfies the basic learning requirements of the assignment.
For a grade of Fail (45-49%)
For a lower grade of Fail (26-44%)
For a grade of Serious Fail (< 26%)
Source: Neil DT, Wadley DA, and Phinn SR 1999, 'A generic framework for criterion-referenced assessment of undergraduate essays', Journal of Geography in Higher Education, 23(3) pp. 303-325. See also: Neil DT, Wadley DA, and Phinn SR 1998, Assessment Guidelines, School of Geography, Planning and Environmental Management, The University of Queensland. Online: http://www.gpem.uq.edu.au/assess-guidelines Used with permission. This text is a very minor adaptation of an excerpt from Neil, Wadley and Phinn (1998). See the full text in either version for further very useful background on these standards, and the criteria they reflect.
All written work should follow the conventions laid out in the GSE Writing Guide, available on iLearn. This covers details of how to reference different kinds of source, amongst other things.
Acknowledging your debts to other people's work - your use of their exact words or their ideas - is fundamental to good scholarship. We recommend reviewing Georgetown University's very helpful guide to honest, transparent acknowledgment of your sources: http://honorcouncil.georgetown.edu/whatisplagiarism.
Assignments 1, 2 and 3 are to be submitted electronically via iLearn by midnight on the due date.
Assignments 1, 2, and 3 will be reviewed by Turnitin, which helps us check whether sources are properly acknowledged, and whether assignments submitted are each student's own work.
Late submissions
Extensions must be requested by email from the unit convener, Dr Greg Walkerden, (greg.walkerden@mq.edu.au) prior to the assignment's due date (except in exceptional circumstances), and supported by appropriate documentation (e.g. a medical certificate).
An extension has only been granted if it is provided in writing (by email). Otherwise automatic penalties will apply. Assignments that are handed in late without an extension or exceptional circumstances will not be marked if they are submitted more than 7 days after the due date. If submitted within 7 days, marks will be deducted for lateness at the rate of 5% of the possible mark per day late. If you are having difficulties, please get in touch with the Unit Convenor.
The unit is available at : ilearn.mq.edu.au
Week 1 |
Reflections on environmental decision making Excerpts from Aldo Leopold 1949 A Sand County Almanac, available on iLearn. Carl Walters (n.d.) The Resilience of Systems, included in workshop materials at a 1988 AEAM workshop at Macquarie University, available on iLearn. |
Week 2 |
Global environmental history & dynamics Clark, W. C., Crutzen, P. J., & Schellnhuber, H. J. 2004. Science for global sustainability: Towards a new paradigm. In H. J. Schellnhuber, P. J. Crutzen, W. C. Clark, M. Claussen, & H. Held (Eds.), Earth system analysis for sustainability (pp.1-28). Cambridge, Mass: MIT Press. Available here: https://groups.nceas.ucsb.edu/sustainability-science/documents/sustainability-science-reader/session-2-20-sept/Clark_and_Crutzen_and_Schellnhuber_2004.pdf Steffen, W., P.J. Crutzen and J.R. McNeill 2007. 'The Anthropocene: Are Humans Now Overwhelming the Great Forces of Nature?'. Ambio 36(8):614-621. |
Week 3 |
Systems thinking Meadows, D. 1999. Leverage points: places to intervene in a system. The Sustainability Institute, Hartland, USA. http://www.fraw.org.uk/files/limits/meadows_1999.pdf Turner, G. 2008. A comparison of The Limits to Growth with 30 years of reality. Global Environmental Change 18:397–411. |
Week 4 |
Systems thinking Chapin III, F.S., S.R. Carpenter, G.P. Kofinas, C. Folke, N. Abel, W.C. Clark, P. Olsson, D.M. Stafford Smith, B. Walker, O.R. Young, F. Berkes, R. Biggs, J.M. Grove, R.L. Naylor, E. Pinkerton, W. Steffen and F.J. Swanson 2009. 'Ecosystem stewardship: sustainability strategies for a rapidly changing planet', Trends in Ecology and Evolution 25(4): 241-249 Berkes, F. 2007. “Understanding uncertainty and reducing vulnerability: lessons from resilience thinking.” Natural Hazards 41: 283-295. |
Week 5 |
Stakeholders, knowledges, power & negotiation Forester J. 2006. Making Participation Work When Interests Conflict: Moving from Facilitating Dialogue and Moderating Debate to Mediating Negotiations. Journal of the American Planning Association, 72(4):447-456. Reed M. et al 2009. Who’s in and why? A typology of stakeholder analysis methods for natural resource management. Journal of Environmental Management 90:1933–1949. |
Week 6 |
Stakeholders, knowledges, power & negotiation Sarewitz, D. 2004. “How science makes environmental controversies worse.” Environmental Science & Policy 7: 385-403. Davis, D. K. 2005. “Indigenous knowledge and the desertification debate: problematising expert knowledge in North Africa.” Geoforum 36(4): 509-524. |
Week 7 |
Environmental governance and management Bulkeley, H. 2005. “Reconfiguring environmental governance: Towards a politics of scales and networks.” Political Geography 24(8): 875-902. Scott, James C. 1998. ‘Nature and Space’, Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed. New Haven, Yale University Press, 11-33 (note this is roughly half the chapter, not the whole chapter) |
Week 8 |
Environmental governance and management Kapoor, I. 2001. “Towards participatory environmental management?” Journal of Environmental Management 63: 268-279. Natcher, D. C., S. Davis, and C.G. Hickey 2005. Co-Management: Managing Relationships, Not Resources. Human Organization 64(3): 240-250. |
Week 9 |
Integration in decision making Biggs, R., F. R. Westley, and S. R. Carpenter. 2010. Navigating the back loop: fostering social innovation and transformation in ecosystem management. Ecology and Society 15(2): 9. [online] URL: http://www.ecologyandsociety.org/vol15/iss2/art9/ Walkerden G 2005. Felt knowing: a foundation for Local Government practice. In: Keen M., Brown V. and Dyball R. 2005, Social Learning in Environmental Management, pages 170-187. Earthscan, London. Provided via email. |
Week 10 |
Professional practice Oreskes N 2004. ‘Science and public policy: what’s proof got to do with it?’. Environmental Science & Policy 7(5):369–383. Steele W 2009, ‘Australian Urban Planners: Hybrid Roles and Professional Dilemmas?’, Urban Policy and Research, 27(2):189–203. |
Week 11 |
Professional practice Brunner, RD and Clark TW 1997. A practice-based approach to ecosystem management. Conservation Biology 11(1):48-58. Hohl A and Clark SG 2010. ‘Best Practices: The Concept, An Assessment, and Recommendations’. Pp151-170 in: Large Scale Conservation - Integrating Science, Management, and Policy in the Common Interest, Clark SG, Hohl A, Picard C, and Newsome D, Eds. New Haven CT:Yale School of Forestry & Environmental Studies. online: http://environment.research.yale.edu/documents/downloads/o-u/Report-24.pdf#page=159 |
Week 12 |
Assignment 4 – poster presentation (I) |
Week 13 |
Assignment 4 – poster presentation (II) |
In addition to the required reading for ENV300, you should also be developing your program of professional reading – identifying journals that you regularly browse and may subscribe to as a professional; making a list of key authors and institutions whose work you look out for; and building up a set of key words that you regularly use for searching websites and journal databases.
Google Scholar (http://scholar.google.com.au/advanced_scholar_search) is an excellent startingpoint for finding interesting journal articles. The University Library (http://www.mq.edu.au/on_campus/library/) lets students download PDFs of a very large number of peer reviewed journal articles, and includes an excellent keyword and phrase search facility (MultiSearch).
Some recommended journals
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The following are recommended background reading:
Organisation/Subject | Web Address |
International | |
World Bank | http://www.worldbank.org/ |
US Environment Protection Agency | http://www.epa.gov/epahome/ |
IISD Linkages | http://www.iisd.ca/ |
World Resources Institute | http://www.wri.org/ |
World Business Council for Sustainable Development | http://www.wbcsd.org |
UNEP | http://www.unep.org |
Greenpeace International | http://www.greenpeace.org/ |
World Wide Fund for Nature | http://www.panda.org/ |
IUCN World Commission on Protected Areas | http://www.iucn.org/themes/wcpa/ |
Mineral Policy Institute | http://www.mpi.org.au/ |
National | |
Department of the Environment | |
Caring for our Country | http://www.nrm.gov.au/ |
Dept of Agriculture, Fisheries and Forestry | http://www.daff.gov.au/ |
Dept of Innovation, Industry, Science and Research | http://www.industry.gov.au/ |
Australian Conservation Foundation | http://www.acfonline.org.au/ |
Greenpeace Australia Pacific | http://www.greenpeace.org.au/ |
State | |
NSW Government Departments | http://www.nsw.gov.au |
NSW Legislation | http://www.austlii.edu.au/au/legis/nsw/consol_act/ |
EPA (Victoria) | http://www.epa.vic.gov.au/ |
Environment and Heritage Protection (Queensland) | http://www.ehp.qld.gov.au |
EPA (SA) | http://www.epa.sa.gov.au/ |
Department of Environment and Conservation (WA) | http://www.dec.wa.gov.au |
Nature Conservation Council of NSW | http://www.nccnsw.org.au/ |
Total Environment Centre | http://www.tec.org.au/ |
Local | |
Hornsby Shire Council | http://www.hornsby.nsw.gov.au |
Newcastle City Council | http://www.ncc.nsw.gov.au |
City of Sydney | http://www.cityofsydney.nsw.gov.au |
Local Government and Shires Association of NSW | http://www.lgsa.org.au |
Others | |
Environmental Defender’s Office Network | http://www.edo.org.au/ |
Students are expected to follow current developments with regard to environmental decision-making, environmental policy and sustainable development in the media.
The Conversation - http://theconversation.com/au/environment
Reneweconomy - http://reneweconomy.com.au
Sydney Morning Herald - http://www.smh.com.au/environment
ABC News - http://www.abc.net.au/environment/
Nature - http://www.nature.com/news/
Science - http://news.sciencemag.org
Ecos (CSIRO) - https://blogs.csiro.au/ecos
National Geographic - http://news.nationalgeographic.com/news/archives/environment/
Sustainable Business Australia - http://www.sba.asn.au/sba/
Planet Ark - http://planetark.org/enviro-news/
BBC News (UK) - http://www.bbc.co.uk/news/science_and_environment/
National Public Radio (USA) - http://www.npr.org/sections/environment/
Environment News Service - http://www.ens-newswire.com/
The Guardian (UK) - http://www.theguardian.com/environment
Salon (USA) - http://www.salon.com/category/sustainability/
Deutsch Vella (Germany) - http://www.dw.de/top-stories/environment/s-11798
13 weeks of Lectures and Tutorials. There are tutorials in week 1.
Please check the University Timetable - https://timetables.mq.edu.au - to confirm the classrooms for tutorials and lectures, as sometimes these change at the begining of Session (to adjust to numbers of students enrolling).
Week 1 - Introduction, and Global Environmental History
Week 2 - Systems Thinking I
Week 3 - Systems Thinking II
Week 4 - Stakeholders, knowledges, power & negotiation I
Week 5 - Stakeholders, knowledges, power & negotiation II
Week 6 - Environmental governance & management I
Week 7 - Environmental governance & management II
Week 8 - Integration in decision making I
Week 9 - Integration in decision making II
Week 10 - Guest workshop: putting yourself in a decision-maker's shoes I
Week 11 - Guest workshop: putting yourself in a decision-maker's shoes II
Week 12 - Guest workshop: putting yourself in a decision-maker's shoes III
Week 13 - Guest workshop: putting yourself in a decision-maker's shoes IV
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: