Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor/lecturer
Sandie Suchet-Pearson
Contact via 9850 8393
W3A428
Lecturer
Jessica McLean
Contact via 9850 6295
W3A416
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
39cp including (GEOS265(P) or ENV267(P) or GEOS267(P))
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
ENVG603
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Unit description |
Unit description
This unit challenges students seeking careers in environmental management and planning to examine the social, political, economic and cultural consequences of resource management decisions. Using local, international and global case studies, many drawing on the experiences of Indigenous peoples, this unit offers students new ways of seeing resource management systems, new ways of thinking about the geopolitics of resources, and a range of practical skills and applied examples. It requires students to engage with ethical and practical questions, and deals with institutional decision making and social theory relevant to environmental management and planning. Students have opportunities in this unit to pursue in depth, specific interests in particular resource conflicts.
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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:
All students must submit their assignments through the appropriate Turnitin link provided on iLearn.
Late penalties
Late assignment will be accepted up to 7 days after the submission deadline. Please note that the penalty for late submission of assignments is 1 mark per day out of the total possible marks that assignment is worth (i.e. if the assignment is worth 25% you will lose 1 mark per day out of a possible 25 marks; if the assignment is worth 40% you will lose 1 mark per day out of a possible 40 marks). The late penalty will be calculated from the due date and time listed. This penalty will be applied unless you are granted an extension by Sandie and provide appropriate supporting documentation. Please talk to (or email) Sandie about any circumstances that affect your assignments before the due date.
Grading and appeal
Each assignment will be marked and commented upon before return to you. The mark will be in the form of a graded letter as shown on the table below and as consistent with University policy. If you are uncertain or unhappy with any aspect of your comments or results please contact myself or your tutor as soon as possible to discuss it. You may appeal your result in any assignment.
Graded letter Meaning % equivalent
F Fail <49
P Pass 50-64
Cr Credit 65-74
D Distinction 75-84
HD High Distinction 85-100
To successfully complete ENVG340 students must complete all the required assessment tasks and key to these tasks is effective research.
Researching in ENVG340 - what is expected?
ENVG340 is an advanced Human Geography unit. You will be required to undertake rigorous research to complete the unit. This will involve skills in identifying, accessing and critically using information, and will generally be limited to use of secondary sources. You are required to adequately identify and list all and any sources you use in your work. You are expected to demonstrate an ability to search for material systematically, for example using the Library and internet databases effectively. You are also expected to browse journals relevant to your interests and topics (some examples of good journals to browse, or subscribe to their tables of contents, include: Australian Geographer, Geographical Research, Journal of Environmental Management, GeoJournal, Society and Natural Resources). You should also browse the books in relevant parts of the Library, use the mass media, follow-up listings in other researchers’ bibliographies, and explore specialist libraries. All these strategies are part of the toolkit of a good researcher and you should develop good research habits now. Failure to demonstrate appropriate research skills in your assignments will incur its own penalty.
Referencing material in ENVG340
In ENVG340 we prefer Harvard, in-text referencing but you may use others styles as long as you are consistent. If you need to provide references to non-conventional materials (videos; radio broadcasts; ephemera; information from the Internet) please ensure you follow conventions for your referencing style. There are numerous online sites outling these conventions for you to follow.
Name | Weighting | Due |
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Professional submission | 15% | 26 March (Int); 2 Apr (Ext) |
Research essay | 40% | Monday 11 May 9am |
Review paper | 25% | Friday 12 June 9am |
Preparation and engagement | 20% | Throughout the semester |
Due: 26 March (Int); 2 Apr (Ext)
Weighting: 15%
You are required to write a public submission commenting on a particular proposal/strategy/guideline/agreement/policy etc.
Due: Monday 11 May 9am
Weighting: 40%
You will choose from 5 topic areas and research a case study of interest to you, applying that case study to broader key issues in resource management.
Due: Friday 12 June 9am
Weighting: 25%
This is a review paper of what you learnt in the unit. It is an opportunity to draw together your reflections upon the unit materials and apply this to your future practice.
Due: Throughout the semester
Weighting: 20%
Your class preparation will be assessed through completion of Readiness Assessment Tasks. Your engagement will be assessment trhough your constructive participation in class activities.
DELIVERY
ENVG340 is available in internal and external study modes.
In 2015, ENVG340 is being run as a flipped classroom – instead of a lecture-tutorial format we will run more engaged, student-directed and enquiry-based interactive sessions.
Internals: For internal students the unit will run as one 3 hour block Thursday 11am-2pm in W5C220. These will be interactive sessions and require attendance from all internal students as well as completion of all preparatory material and Readiness Assessment Tasks. Non-attendance at these sessions, poor preparation and participation will affect your overall engagement with the unit and also your grade for Assessment Task 4. You must contact Sandie (sandie.suchet@mq.edu.au) if you are unable to attend a session due to unavoidable circumstances, otherwise your grade will be affected.
Externals: Externals students must attend two compulsory on-campus sessions (March 7 and March 28; 9am-5pm), complete all preparatory material and Readiness Assessment Tasks and participate in all online activities. Non-attendance at on-campus sessions, poor preparation and participation will affect your overall engagement with the unit and also your grade for Assessment Task 4. You must contact Sandie (sandie.suchet@mq.edu.au) if you are unable to attend a session due to unavoidable circumstances, otherwise your grade will be affected. Certain aspects of the program will be completed during the on-campus sessions, the rest of the program will be covered through guided on-line activities.
Teaching and Learning Strategies and Workload Expectations
Undergraduate students are expected to commit at least 3 hours per week per credit point to their studies. Thus, in addition to attending weekly classes for 3 hours, students in ENVG340 are expected to complete appropriate preparation and Readiness Assessment tasks (3 hours per week) as well as assignment preparation (3 hours per week). The total workload for this unit is a minimum of 9 hours per week throughout the semester and we have worked hard to ensure the workload aligns with this. For external students the balance of face-to-face / preparation / assignment work per week is different due to the 2 intense on-campus sessions – however the total workload remains the same.
ENVG340 aims to be a challenging and stimulating unit that not only engages with and critiques resource management but also reflects on our role as potential environmental management ‘experts’ within that system. To achieve the unit aims of not only considering how environmental management systems have turned worlds upside down, but also to turn our own worlds upside, it is important that you open yourself up to the challenge of the unit and put the required effort and energy into it through actively doing the necessary preparation, assignments and constructively engage with the flipped classroom activities.
ENVG340 aims to offer you as many opportunities as possible to engage with your role as a student and potential professional resource manager through up-to-date material, case studies, hypotheticals, simulation exercises etc. Although ENVG340 focuses on the experiences of Indigenous people in class based activities, the unit encourages you to pursue specific personal interests – drawing these interests into class activities and importantly focusing on these topics for your assignments.
RESOURCES
All students must have access to iLearn. For classroom-based activities (3 hour internal sessions and on-campus sessions) it would be useful for student who have laptop computers to bring them to class (this will enable us to cut back on paper wastage). For those who can’t we will supply hard copies of necessary materials.
Required and recommended texts
Required textbook:
Howitt, R. 2001 Rethinking Resource Management: justice, sustainability and Indigenous peoples, Routledge, London is based on the ENVG340 teaching program and presents conceptual and case study material on unit themes from around the world. It includes detailed bibliographies and guides for discussion. (approx. $85.00).
Preparation readings:
Apart from the required text book, required readings for the unit are available through the Library’s Multisearch function - http://www.mq.edu.au/on_campus/library/. Click on the Unit Readings tab and enter ENVG340.
Recommendations for further reading: Based on your interests, you should consider some of these texts for your professional library:
Altman, J and Kerins, S 2012 People on country: vital landscapes, Indigenous futures. The Federation Press, Sydney. This fabulous collection of case studies challenges mainstream resource managers to engage with and appreciate the role that Indigenous people play in caring for Country in Australia. (approx. $38.00).
Burarrwanga, L., Ganambarr, R., Ganambarr- Stubbs, M., Ganambarr, B., Maymuru, D., Wright, S., Suchet-Pearson, S., and Lloyd, K. 2013 Welcome to My Country. Allen and Unwin, Melbourne. This book is co-authored by an Indigenous and non-Indigenous team of authors. It draws you into life at Bawaka in northeast Arnhem Land in the Northern Territory and challenges you to look below the surface beauty of the Country to appreciate the connections, relationships and obligations that enable its on-going health and vitality. It also gives you an insight into the incredible lives and histories of the amazing people who live there. Copies are available in the Co-op Bookshop (royalties from the book go directly to the lead author Laklak Burarrwanga). (approx.. $18.00).
Burarrwanga, L.L., Maymuru, D, Ganambarr, R., Ganambarr, B., Wright, S., Suchet-Pearson, S. and Lloyd, K. 2008 Weaving Lives Together at Bawaka, Northeast Arnhem Land. Centre for Urban and Regional Studies University of Newcastle, Newcastle. This book is also co-authored by 2 colleagues, 4 Indigenous women from north-east Arnhem Land and myself, and gives a small insight in the craft of weaving and the role it plays in the Yolngu cosmos. Copies are available in the Co-op Bookshop (money raised by the book goes directly to the tourism enterprise owned and run by the Burarrwanga family). (approx. $25.00).
Hay, I. 2012 Communicating in Geography and the Environmental Sciences, Oxford University Press, Melbourne (4th edition). If you are studying other Human Geography units, you should consider purchasing this book as it is a very useful manual for work in this field. Copies will be available in the Co-op Bookshop.
Rose, D.B. 1996 Nourishing Terrains: Australian Aboriginal views of landscape and wilderness, Australian Heritage Commission, Canberra. This beautiful book draws on anthropologist Debbie Rose’s deep understanding of Aboriginal cultural values and ecological vision to fashion one of the most compelling and accessible accounts of the basis for a respectful reconciliation of Australians yet published. Highly recommended as a foundation for the unit – and a wonderful present for people you want to help see things differently! This book is no longer in print but the text can be downloaded from
http://www.environment.gov.au/heritage/ahc/publications/commission/books/pubs/nourishing-terrains.pdf
Weir, J. 2009 Murray River Country: an ecological dialogue with traditional owners. Aboriginal Studies Press, Canberra. This is quite a brilliant book that explores the interplay of multiple perspectives on environmental and social change in Murray River Country. It offers a rich case study of how people, place, water and culture interact in contemporary Australia. Copies are available in the Co-op Bookshop. (approx. $23.00)
See the iLearn site.
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.
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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.
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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.
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In 2015 ENVG340 is using a very different teaching approach. Instead of a lecture-tutorial format we are utilising a more engaged, student-directed and enquiry-based learning through a flipped classroom approach. This will rely on students completing all preparation and readiness assessment tasks and then contributing in an active and constructive manner to class exercises. We hope this will enable students to more effectively engage with unit materials; and to feel more comfortable with unit concepts. We also hope through decentring teacher-as-authority positioning, we will align the pedagogy of the unit with its core objective of decentring authority and knowledge production. Implementation of this approach will be carefully evaluated through research supported by a Macquarie University Learning and Teaching Delivery grant so we can improve future unit offerings, and contribute to the literature on flipped classrooms and our colleagues who are facing similar teaching challenges.