Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Andrew McGregor
Contact via email
W3A412
by appointment
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MRes
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Geologists are investigating whether we have entered a new geological epoch known as the Anthropocene in which humanity is a driving force of global environmental change. With human activities increasingly connected to processes of planetary degradation there is an urgent need for multidisciplinary research that overcomes traditional divides between physical scientists, social scientists and environmental humanities researchers. This unit offers an interdisciplinary and critical introduction to Anthropocene studies, an important area for current and future research. The unit focuses upon how we should live in the Anthropocene and respond to the knowledge that current socioecological practices are not sustainable. Some key themes include: histories of the Anthropocene; human-nature relations; social and environmental justice; Indigenous knowledges; non-human agency; environmental governance; activism and impacts. The unit is team taught involving leading thinkers from across the university. It is designed to be accessible to students from a wide range of backgrounds and incorporates considerable flexibility to steer assessments towards your research interests.
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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:
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.
Name | Weighting | Hurdle | Due |
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Living the Anthropocene blog | 20% | No | From weeks 2-10 |
Weekly reflective summaries | 25% | No | weekly |
Anthropocene field project | 35% | No | 4 April and 5 June |
Anthropocene presentation | 10% | No | 31 May (week 12) |
Participation in class | 10% | No | all semester |
Due: From weeks 2-10
Weighting: 20%
‘Living in the Anthropocene’ blog (25%) – Each student will be responsible for writing one blog post linked to the weekly theme (to be assigned in Week 1). The blog should draw from the readings from that week and link to a 'real world' example. This can be a current or past issue or something more personal - related to your own life. It should be written in a topical and engaging style but engage intellectually and competently in its exploration of concepts and ideas related to that week's theme. The aim of the blog is to generate a discussion space where we share ideas about what it means to live in the Anthropocene.
The blog must be posted by midnight on the Tuesday of the relevant week to allow other students to review the blog and make comments before class. The blog entry should be be around 1500 words and no longer than 2000 words. References should be kept to a minimum and use the Harvard referencing system (e.g. Crutzen, 2012, p. 23 and a full list of references). Blog writing resources are available on iLearn. Any student receiving an HD for their blogpost will be invited to have it republished on the Department of Geography and Planning's Groundwork blog.
The student who created the blogpost will be expected to lead a discussion on it in the corresponding class.
Due: weekly
Weighting: 25%
Weekly reflective summaries. An important component of the unit is keeping up with the weekly readings. Each week you are expected to write a brief (1-2 page) reflective summary of the required readings for that week and bring this to class to discuss. Your reflective summary should consider what new insights you gained from the readings, what you found most interesting, and any points that your disagreed with. Five of these summaries must be submitted via ilearn for assessment and feedback by 12 noon on the day of the seminar (Wednesday). You are welcome to choose which five weeks you will focus upon.
Due: 4 April and 5 June
Weighting: 35%
Anthropocene field project.
Students must develop and conduct a small field research project that is informed by some of the ideas, theories and debates associated with the Anthropocene. You are encouraged to develop a project that links to your broader MRes research interests and / or discipline, however this is not essential.
The field research project is flexibly defined – it might involve working out how ‘nonhumans’, 'nature' or 'climate change' are considered in books, media or film or involve some observational site visits to places such a zoos, community gardens, wetlands, parks, arts galleries, laboratories, or museums. The Anthropocene field project has three elements:
a. Developing your research - You must submit a brief research project outline that identifies the topic, aims, approach / methods, resources, and key ideas to be discussed in the essay. This is due 10pm Tuesday 4 April (Week 6) through Turnitin and should be no longer than 4 pages. You will receive feedback prior to the semester break
b. Conducting the research - data gathering and analysis out of class time.
c. Writing up your research - You must submit a project essay (3000 words) through Turnitin by 10pm on Tuesday 5 June (week 13).
Class time will be devoted to project development. In addition you are welcome to discuss any stage of your research project with the unit convenor - please email to make an appointment.
Due: 31 May (week 12)
Weighting: 10%
In this task students are required to make an Anthropocene Presentation based on their field project essay to class. The presentation should describe what research they undertook for Assessment Task 3 and how this, and the unit in general, has influenced their thinking about their MRes year 2 research project.
Due: all semester
Weighting: 10%
This unit is based on weekly discussion sessions to which all students are expected to contribute. Each week students will receive a mark for attendance and for engagement - reflecting how well they engaged with discussion that week. Marks are not allocated for dominating discussions but for respectful, informed and original engagement with the themes identified in class and through weekly readings.
FOAR703 will be taught through a series of two-hour discussion-based workshops hosted by researchers from across the University. Students will be set required readings before the workshop and these readings will form the basis for in-depth workshop discussions. The unit is supported by an iLearn website – where readings and assessment instructions and criteria will be made available. Please note that this unit requires compulsory attendance at the workshops. Recordings of workshops are not available on iLearn.
Week | Date | Topic | Lecturer | Activities |
1 | 28 Feb |
Introducing the Anthropocene: possibilities and problems |
Andrew McGregor | Introduction to assessment items |
2 | 7 March | The Anthropocene is a very big deal! A big history introduction | David Christian |
Blog: a Big History of the Anthropocene Reflective summary 1 |
3 | 14 March | Encountering the Anthropocene: recalcitrant natures | Donna Houston |
Blog: recalcitrant natures RS 2 |
4 | 21 March | Governing the Anthropocene: the age of us | Jon Symons |
Blog: the Age of Us RS 3 |
5 | 28 March | Living well with others: food in the Anthropocene | Alison Leitch / Andrew McGregor |
Blog: Food in the Anthropocene RS 4 |
6 | 4 April | Anthropocene biopolitics | Claudio Minca |
Blog: Biopolitics and the Anthropocene RS 5 |
7 | 11 April | Indigenous engagement with the Anthropocene | Andrew McGregor |
Blog: Indigenous Anthropocene RS 6 |
8 | 2 May | The urban Anthropocene: planet of cities | Greg Downey |
Blog: Urban planet RS 7 |
9 | 9 May | Urban responsibilities in the Anthropocene | Sara Fuller |
Blog: Urban responsibilities RS 8 |
10 | 16 May | Digital information and the existential crisis facing humanity | Michael Gillings |
Blog: Artificial intelligence in the Anthropocene RS 9 |
11 | 23 May | Activating the Anthropocene | Jessica McLean |
Blog: Activism in the Anthropocene RS10 |
12 | 30 May | Research the Anthropocene: student projects | Andrew McGregor | Student Anthropocene presentations |
13 | 6 June | Reflections and summary | Andrew McGregor | Anthropocene field project essay due |
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
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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.
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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:
Date | Description |
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22/02/2018 | The unit schedule has been updated. |