Course Coordinator:Theresa Ashford (firstname.lastname@example.org) School:School of Law and Society
UniSC Sunshine Coast
UniSC Moreton Bay
|Blended learning||Most of your course is on campus but you may be able to do some components of this course online.|
|Online||You can do this course without coming onto campus.|
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
In this course you will explore the geography of life on earth at different places, spaces and scales. You will use empirical and critical biogeography approaches during lectures and tutorials to examine contemporary topics about nature. You will study theories and concepts about the distribution, dispersal and extinction of plants and animals; and critical, more-than-human theories and concepts about the interactions between plants, animals and people in diverse places such as the home, entertainment, education, agriculture, tourism, and conservation areas.
|Tutorial/Workshop 1 – Scheduled face-to-face tutorial||2hrs||Week 1||13 times|
|Learning materials – Asynchronous online delivery of learning materials||1hr||Week 1||13 times|
|Tutorial/Workshop 1 – Scheduled online delivery of tutorials||2hrs||Week 1||13 times|
|Learning materials – Asynchronous online delivery of learning materials||1hr||Week 1||13 times|
the history of biogeography
spatial patterns in nature
humans as natural
nonhumans in education, therapy, film zoos, entertainment and agriculture
planning geo-ethical spaces and places
300 Level (Graduate)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming...||Professional Standard Mapping * Australian Learning & Teaching Council|
|1||Demonstrate fundamental theories and concepts linking plants, animals and people in geography and allied disciplines.||Sustainability-focussed||
|2||Describe how these theories and concepts manifest in different spaces, places and environments.||
Creative and critical thinker
|3||Apply these concepts to 'real world' situations||Engaged||
|4||Search, select and analyse relevant academic information and communicate findings in different formats||Empowered||
|5||Interpret data to determine the impact and interactions between plants, animals and people||
|6||Demonstrate skills in problem definition||Creative and critical thinker||
|Australian Learning & Teaching Council|
|1||Knowing: Demonstrate a coherent geographical understanding of trends, processes and impacts that shape Australian and other environments and/or societies at different spatial and temporal scales.|
|2||Knowing: Demonstrate an understanding of Geography as an academic discipline, including awareness of its concepts, history and principal subfields, whilst acknowledging the contested, provisional and situated nature of geographical understanding.|
|3||Thinking: Apply geographical thought creatively, critically and appropriately to specific spaces, places and/or environments.|
|4||Thinking: Recognise, evaluate and synthesise various views, arguments and sources of knowledge pertinent to solving environmental and social problems.|
|5||Investigating and problem solving: Resolve geographical questions by ethical means, applying evidence-based knowledge and appropriate research techniques, including those associated with field work.|
|6||Communicating: Communicate geographical perspectives and knowledge effectively to specialist and non-specialist audiences using appropriately selected written, oral and visual means.|
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
The students have weekly online activities which helps them guide each week whether they are understanding the key concepts. They are required to submit two by week 3 and another 4 by week 11.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
1000 words max
|Week 4||Online Assignment Submission with plagiarism check|
PechaKucha is a storytelling format where a presenter shows 20 slides for 20 seconds each.
|Week 7||Online Assignment Submission with plagiarism check|
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Using Theory - Building Connections|
It is critical that you develop a keen ability to apply and think through Geo-ethics theory and approaches. This exercise is developed to give you confidence and feedback for your learning and models the work you will be doing in Task 2.
You will provide a written response to stimulus questions presented in the first three tutorials. You are be expected to demonstrate your understanding of the basic concepts or theory from each week through a emerging academic reflection on the work and its impact or role in bio-ethical understandings. Each week should consist of a dense 200 word synthesis and be tied together with connecting themes, concepts or relations.
|All - Assessment Task 2:PechaKucha 20-20|
To demonstrate fundamental concepts in studying geo-ethics using both empirically-based and critical thinking approaches.
There are numerous examples of Petcha Kutchas on YouTube. The key here is finding your point, being clear and not repeating yourself. We will practice in tutorial.
|All - Assessment Task 3:Final Essay|
To practically apply your knowledge. Choose a film, book, or documentary as a source text, and provide an analysis of some of the key ideas learnt in this course that are covered in the chosen text. Identify and describe the key concepts from the course that are present in the source text, and follow with an analysis of how each of these concepts presents to the reader/viewer in terms of their potential to affect or change societal attitudes. Finally, make suggestions as to how you might use the source text to bring about more powerful societal change. OR Choose a challenge in human-nonhuman interactions (e.g. companion animals, working and commodified animals, animals in agriculture, animals in the wild) and explain how you might mount a campaign for society to change social values and behaviours to bring about more (geo-)ethical social values and behaviours.
Research and cite relevant literature (approximately 5-12 references) that supports your interpretation of the concepts in that text (for example, analyses of similar texts that are written in journal articles) or that support your campaign and how to change views on this challenge (e.g. educational or political campaign). Your analysis should also be based on peer-reviewed literature from academic journals, books, and scientific grey literature. You should use only minimal web sites and these must be credible sources e.g. government research reports.
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.
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.
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.
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.
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
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