Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Greg Walkerden
Contact via By email
W3A 430
By appointment
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MEnv or MEnvEd or MEnvMgt or MEnvStud or MEnvPlan or MPlan or GradCertEnvPlan or MWldMgt or MPPP or MMarScMgt or MEnvLaw or GradDipEnv or MSusDev or GradCertSusDev or GradDipSusDev or GradCertSIA or GradDipSIA or MConsBiol or GradDipConsBiol or MDevStud or MPASRMDevStud or MPPPMDevStud or MSc in (Biodiversity Conversation or Remote Sensing and GIS or Environmental Health) or PGDipSc in Biodiversity Conversation
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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 is designed to enhance understanding of how environmental impact assessment (EIA) is carried out in Australia and internationally. The focus is on the preparation and evaluation of environmental impact assessment statements, and on the design and performance of EIA systems. Environmental impact statements prepared for the New South Wales context, as well as for other jurisdictions in Australia and some overseas countries, will be examined.
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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:
References are not included in the word counts set for each assignment.
A tolerance of plus or minus 10% is allowed for, on the set lengths. So for example, a 1,000 word essay could be anywhere from 900 to 1,100 words long. If you submit assignments that are shorter or longer than this, you may be penalised for length.
The marks assigned during Session and reported on iLearn, when assignments are being marked, are raw marks - they may be adjusted up or down, depending on moderation (checking of the marking). (These are sometimes necessary to correct for differences between markers, for example. Changes, when they occur, are usually modest. They usually occur when marks are being finalised at the end of the session.)
Assignments 1, 2a and 3 are to be submitted electronically via iLearn by midnight on the due date.
Assignments 1, 2a 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.
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.
To request an extension, make the request for Special Consideration through ask.mq.edu.au, providing a clear explanation and providing supporting documentation where needed (e.g. a Macquarie Professional Authority form).
Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline.
Please plan your work for your units at the start of the Session, and keep track of how much time you have available for each assignment. Please get help if you are having trouble completing work on time. Visit a doctor, a Campus Wellbeing service (https://students.mq.edu.au/support/wellbeing), talk to your tutor or the Unit Convenor for academic help, or whatever else is appropriate.
Name | Weighting | Hurdle | Due |
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1 - EIA System Review | 30% | No | Midnight Sunday 8th April |
2a - EIS Review | 40% | No | Midnight Sunday 20th May |
2b - Group Presentation | 20% | No | Saturday 2nd June in class |
3 - Personal Ethics in EIA | 10% | No | Midnight Sunday 10th June |
Due: Midnight Sunday 8th April
Weighting: 30%
Review of an EIA System for Major Projects - 2,000 words.
Critically assess an EIA system used for assessment of major projects from the viewpoint of sustainability.
Describe the screening and assessment processes in the EIA system, and evaluate how well they support sustainable development, critically assessing (i) the EIA system's design and (ii) how it operates in practice.
Screening processes ask: should the environmental impacts of a project be assessed (using the major projects EIA system)? Assessment processes ask: what are the expected and possible impacts?, is the project acceptable as proposed?, and, how might problematic impacts be mitigated?
Weaknesses may be obvious in either or both of system design (e.g. sensitivity to cumulative impacts) and implementation (e.g. systemic corruption).
Due: Midnight Sunday 20th May
Weighting: 40%
Review of an Aspect of an EIS - 2,500 words
An EIS will be assigned to each project team, and each team will agree on which aspect, or part, of the EIS each team member will review for their individual assignment (2a). Each of the following could be the focus of an individual assignment: (i) ecosystem health; (ii) human health; (iii) economic impacts; (iv) community consultation / community engagement; and (v) management approach (including risk management).
The individual reports are to be objective and independent, and consider whether the project is sustainable development. Consider:
Due: Saturday 2nd June in class
Weighting: 20%
Group Presentation on an EIS - with a 1-2 page Handout & Slides
Each team of students will be allocated an EIS. Each EIS will be considered by two groups. One group will prepare an assessment of the EIS as if they were a team of planning consultants working for the proponent; their job will be to present the case for approving the project, based on the EIS. The second group will prepare an assessment of the EIS as if they were a team of planning consultants working for a community or environment group; their job will be to present the case against approving the project in its current form, based on the EIS. The teams’ arguments for and against the projects will be based on the individual assessments developed by team members for part 2a of this assignment.
Due: Midnight Sunday 10th June
Weighting: 10%
Personal reflection on professional ethics in EIA - 1,000 words
Students will presented with an ethical dilemma in EIA practice, e.g. having your work edited or reframed, so that, from your perspective, your findings are being misrepresented. The task will be to reflect on (i) the issues this raises for you personally, (ii) what you would do in this situation, (iii) what your underlying ethical intuitions are, and (iv) why you think they make sense. (Codes of conduct for EIA practice should be consulted as one point of reference.)
Technology used and required
Students will need access to a computer and basic office software (eg. Microsoft Office or OpenOffice), and course web pages to complete assessment tasks. (The computers in the EMC2 building are usually available.) The unit's webpage is on iLearn:https://ilearn.mq.edu.au
Recommended Texts
The following texts are recommended background reading:
Lawrence, D P 2003, Environmental Impact Assessment: Practical solutions to recurrent problems, Wiley, New Jersey. (Copies of this may be accessible via Google.)
Elliott, M. 2014, Environmental Impact Assessment in Australia, The Federation Press, Sydney.
Finding relevant journal articles
Citing peer reviewed research is essential for all assignments. Access peer reviewed journal articles through the University Library’s website; use MultiSearch. Google Scholar is an excellent starting point. If you are off-campus, accessing Google Scholar from the university library's home page (see link below the Search box) will make it easier to get to journal articles.
The following databases of journal articles accessible through the University Library are also particularly recommended:
The library has also put together helpful research guides for many disciplines relevant to EIA, including Environmental Law, Environmental Science and Human Geography.
See the Unit’s iLearn home page for further sources of information.
Writing Guide and Referencing
All written work must comply with the GSE Writing Guide for preparing written work available on iLearn. Refer to it for details of how to reference sources, amongst other things.
The course is taught in block mode - over 5 days of workshops spread throughout the session (one Thursday and four Saturdays). See the Macquarie University Timetable (https://timetables.mq.edu.au, search using "GEOP845") for details of dates and rooms. We will be in a different room on the Thursday.
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Requirements to Complete this Unit Satisfactorily
In order to successfully complete this unit students must:
Assessment Standards
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.
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.
Academic Honesty
It is a fundamental principle that all staff and students act with integrity in the creation, development, application and use of ideas and information. This means that:
▪ all academic work claimed as original is the work of the author making the claim
▪ all academic collaborations are acknowledged
▪ academic work is not falsified in any way
▪ when the ideas of others are used, these ideas are acknowledged appropriately.
All students should familiarise themselves with Macquarie University's Academic Honesty Policy.
The Department recommends that students familiarise themselves with the explanation of plagiarism on the Georgetown University Honor Council website which discusses plagiarism in an easy to understand and comprehensive manner.
The teaching process has four main elements:
Students are expected to:
Lectures from GSE staff and guest lecturers will introduce students to:
These issues will be covered through a mixture of theory and case studies.