Course Outline
ANM302 Global-Change Ecology
Course Coordinator:Kylie Scales (kscales@usc.edu.au) School:School of Science, Technology and Engineering
2026Trimester 2
UniSC Sunshine CoastUniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to unisc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
The world we live in is changing at an unprecedented rate. In this course, you will investigate how animals respond to global change. Building from physiological and ecological theory, you will learn how to predict the types and magnitudes of responses that might be expected for different animal groups and global-change phenomena under various future scenarios. By comparing these predictions to responses observed over the past three decades, you will build your appreciation of the challenges facing natural ecosystems in the Anthropocene.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – Asynchronous learning material | 1hr | Week 1 | 12 times |
| Laboratory 1 – Computer workshop | 2hrs | Week 1 | 12 times |
| Tutorial/Workshop 1 – Student presentations | 2hrs | Week 3 | 9 times |
| Fieldwork – Field trip with Detection Dogs for Conservation | 6hrs | Week 5 | Once Only |
Course Topics
- Urbanisation
- Invasive species
- Pollution
- Exploitation
- Climate change
- Spatial analysis
- Data visualisation
- Mapping
What level is this course?
300 Level (Graduate)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Completing these tasks successfully will contribute to you becoming... | |
| 1 | Connect concepts from different disciplines and apply relevant theory to identify and solve problems using a range of techniques | Knowledgeable |
| 2 | Employ logical reasoning and empirical support to arrive at independent conclusions | Creative and critical thinker |
| 3 | Contextualise discipline-specific knowledge to assess and advance wider social and environmental objectives | Sustainability-focussed |
| 4 | Communicate effectively and coherently in written form, using correct terminology, appropriate formats | Empowered |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
ANM201 and ANM203
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Candidates will be expected to have a good working knowledge of animal diversity, ecology and physiology, an understanding of how to search the scientific literature, as well as a basic understanding of numerical analysis in R.
Microcredential Information
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
The first two Assessment Tasks for this Course (see descriptions of the Assessment Tasks, below) necessarily involve groupwork, with extensive peer evaluation of your initial contributions to the development of your group's final product. Both of these Assessment Tasks also involve extensive in-class discussion, which will provide clear and direct formative feedback opportunities.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Oral | Group | 30% | 10 mins for presentation per position, 5 minutes for debate, plus 5 minutes for general questions |
Week 4 | In Class |
| All | 2 | Oral | Individual | 20% | 10 mins |
Throughout teaching period (refer to Format) | In Class |
| All | 3 | Report | Individual | 50% | 2000 words +/- 10% |
Week 12 | Online Submission |
| All - Assessment Task 1:Group Oral Presentation and Debate | |||||||||||||||||||
| Goal: | In this task, you will learn to explore both sides of an argument by sourcing information and assessing its veracity, and by building coherent arguments; you will then communicate your thoughts clearly and concisely, in a "public debate". This will help you to think about the nature and value of evidence and will also help you to see both sides of an argument. |
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| Product: | Oral | ||||||||||||||||||
| Authorship Statement: | |||||||||||||||||||
| Format: | You will work in a group with your peers to develop, present and defend an argument for or against the existence of, or anthropogenic role in, global climate change. From the list of topics provided, select one, and prepare to debate the topic with your peers. Individual debate slots will comprise (in the context of your chosen topic): An opening statement (what you are talking about, and what position you are taking); a brief discussion of the major evidence in favour of your position; a closing statement that synthesises your take-home points; an opportunity for opposing groups to debate each other; time for three questions from the audience. Each group will be asked to accompany their monologue with a succinct PowerPoint presentation. Once all groups have presented their arguments, there will be time for open debate among members of all groups. |
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| Criteria: |
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| All - Assessment Task 2:Peer-review Paper Synopsis | ||||||||||||||||
| Goal: | In this task, you will learn to search the scientific literature for useful material, to study and understand the material in detail, and to communicate your understanding to your peers. This will enhance your engagement with the material, and assist you in contextualising information and achieving deeper understanding of the core concepts. |
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| Product: | Oral | |||||||||||||||
| Authorship Statement: | ||||||||||||||||
| Format: | In this task, you will source a peer-reviewed paper on a selected topic and present its central concepts to your peers verbally. Your presentation should focus on the central question being addressed by your selected paper, the scope of inference associated with the study, the main results and conclusions, and the ways in which this adds to existing knowledge already generated within the Course. Presentations should last no more than 10 minutes, and may be supported by PowerPoint or other media, should you so wish. Presentations are anticipated to occur between Week 5 and Week 10. More information on the timings will be available on Canvas. |
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| Criteria: |
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| All - Assessment Task 3:Research Report | ||||||||||||||||||||||
| Goal: | In this task, you will undertake research first-hand with the goal of quantifying an effect of global change on a selected study species or system. This will help you recognise that global change operates at all spatial scales, from global to local. |
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| Product: | Report | |||||||||||||||||||||
| Authorship Statement: | ||||||||||||||||||||||
| Format: | In this task, you will: (i) set an appropriate hypothesis; (ii) describe a survey designed to address it; (iii) collect associated data from the laboratory, the field and/or existing databases; (iv) analyse and interpret results, and (v) present your findings as a formal scientific paper. |
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| Criteria: |
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Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Specific requirements
There are no specific requirements for this Course, although it is likely to involve fieldwork, for which standard personal protective equipment (sunhat, long trousers, long-sleeved shirt and stout walking shoes/boots) would be useful. It would also be helpful, although not essential, to have access to a laptop computer.
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Assessment: Submission penalties
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.
The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
For course-specific questions, contact your teaching staff or Course Coordinator.
For other enquiries or to access support, please contact Student Central: