Unit convenor and teaching staff |
Unit convenor and teaching staff
Course convenor
Andrew McGregor
Contact via email
Room 412, 6 First Walk
Lecturer
Jessica McLean
Contact via email
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(39cp at 100 level or above) including (ENV267 or GEOS265 or GEOS267)
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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 examines the professional practice of environmental decision makers in environmental planning and environmental management, looking at the technical, political and managerial aspects of effective decision making. Environmental decisions are explored through cases, to bring the complexity of professional practice into focus, and workshop sessions ask students to explore what they would do in guest speakers’ shoes.
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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. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests. The criteria and standards for each assignment will be made available via iLearn.
Name | Weighting | Hurdle | Due |
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Team based learning task | 20% | No | Weeks 3, 7, 13 |
Justice essay | 20% | No | Monday 29 April 11:55pm |
Research paper | 40% | No | Wednesday 29 May 11:55pm |
Participation | 20% | No | All semester |
Due: Weeks 3, 7, 13
Weighting: 20%
The team based learning task is based on in-class quizzes in Weeks 3, 7 and 13. During these weeks students will be provided with pre-class work to complete that will be assessed through the multiple choice quizzes. Students will complete the quizzes individually and then in teams, with 50% of marks based on individual responses, and 50% based on team responses.
Due: Monday 29 April 11:55pm
Weighting: 20%
Write a short essay of up to 1250 words that explores one or more key concepts associated with environmental justice and discuss their relevance for environmental decision making. Possible terms include: shadow places, environmental racism, sacrifice zones, slow violence, recognition, and multi-species justice
Due: Wednesday 29 May 11:55pm
Weighting: 40%
Write a research paper that assesses the strengths and weaknesses of a recent or upcoming environmental decision or plan using environmental justice theories and/or frameworks. Your research paper should be no longer than 2500 words and cover:
i. The problem frame – what issues have been identified and by whom
ii. The political context – what stakeholders are involved (human and non-human), what are their interests, and what tactics have they used to influence the decision
iii. Assessment and analysis - what, if any, EDM tools and processes have been used to inform the decision
iv. What relevant environmental justice issues were or were not incorporated into decision-making
v. An assessment of the quality of the decision from an environmental justice perspective as well as any recommendations for improvements.
You are welcome to chose a environmental decision or plan that interests you. Some possible topics include: water management in the Murray-Darling Basin, Australian climate policy, Sydney’s desalinisation plant, brumbies in Kosciuszko national park, Adani and other coal mine proposals, Warragamba Dam levels, land clearance, urban development, renewable energy initiatives, coal seam gas, nuclear waste dumps, plastic bag bans, marine parks, Yarra Bay passenger terminal etc.
Due: All semester
Weighting: 20%
For each week’s tutorial read the two assigned readings, and be prepared to present and discuss 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 jointly facilitate a class discussion. You will be able to use the whiteboard if you wish. Your participation will be assessed according to your overall contribution to class discussions. Further details on marking criteria will be provided in class.
Teaching and learning strategy
The teaching process has four main elements.
Students are expected to:
Resources required
GEOP300 uses a wide variety of online resources, including an iLearn page to make slides and audio from lectures available and for submitting assignments, the Macquarie University Library for access to peer reviewed journal articles and Leganto where unit readings will be listed, and the web generally for news about, and discussions of, environmental decision making. You will be required to have access to word processing technology and the internet to complete assignments.
During weeks 3, 7 and 13 students will be required to bring a device which has an internet connection for the in team based learning exercises which involve class quizzes. A laptop or tablet is preferred to make it easier to navigate. If you don't have an appropriate device please let Andrew know.
The 13 x 2 hour interactive lectorial sessions will be held on Thursdays from 12-2 in 4 Sir Christopher Ondaatje Ave Room 163. Please ensure you are enrolled in a tutorial on Thursday or Friday.
Week | Date | Topic | Presenter | Assessment |
Introduction to Environmental Decision Making (EDM) | ||||
1 | 28/2 | EDM in the Anthropocene | AM | |
2 | 7/3 | EDM: key concepts and approaches | AM | |
3 | 14/3 | Tools for EDM | AM | TBL - in class quiz (bring device) |
Environmental Justice (EJ) and Decision Making | ||||
4 | 21/3 | Introducing EJ | AM | |
5 | 28/3 | Differentiated landscapes | JM | |
6 | 4/4 | EJ tools and approaches | AM | |
7 | 11/4 | EJ and EDM | AM | TBL - in class quiz (bring device) |
Mid semester break | ||||
Environmental Decision Making in Practice | ||||
8 | 2/5 | Making environmental decisions in Australia | JM | Justice essay due Monday 29 April |
9 | 9/5 | Case study A | AM | |
10 | 16/5 | Case study B | JM | |
11 | 23/5 | Case study C | AM | |
Futures | ||||
12 | 30/5 | Hope and transformation | JM | Research paper due Wednesday 29 May |
13 | 6/1 | Future EDM | AM | TBL in class quiz (bring device) |
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 published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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
If you are a Global MBA student contact globalmba.support@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 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 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:
Associate Professor Andrew McGregor is replacing Dr Greg Walkerden as the convenor of GEOP300 in 2019. Dr Jessica McLean is also joining the unit and contributing four weeks of material. There have been changes to course content with a greater focus on environmental justice within decision making. There have also been changes to the assessment tasks, including the introduction of team based learning tasks in place of the group poster assignment.
Date | Description |
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06/02/2019 | see previous note. |