Course Coordinator:Robyn Fox (rfox@usc.edu.au) School:School of Education and Tertiary Access
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 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 gain skills and knowledge to experience and participate in environmental studies in various outdoor contexts. You will explore and evaluate different worldviews' relationship with nature, acquire and apply ecological literacy skills and knowledge, develop and reflect on safe and sustainable outdoor living and travelling practices, and research and communicate ways to advocate for environmental stewardship. This course provides a solid foundation before undertaking leadership roles and responsibilities in outdoor environmental education.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. | 2hrs | Week 1 | 10 times |
Tutorial/Workshop 1 – There will be a scheduled weekly tutorial of 1 hour combined with self-direct learning tasks. Some weeks the 1hr tutorial will be replaced by fieldwork. Weekly tutorial notes will be available to accompany all lectures to support your learning. | 1hr | Week 1 | 10 times |
Fieldwork – Students are required to complete associated fieldwork aligned with learning materials and tutorials. The fieldwork requires off-campus activities, including trips that may be up to four days in duration. The time and type of trip will be identified in Canvas. | 8hrs | Refer to Format | 6 times |
Worldviews and the environment
Human-nature relationships
Outdoor living and travelling skills
Place-based knowledge in outdoor education
Incorporating sustainable principles and practices into outdoor environmental education journeys
Place responsive pedagogies
Ecological literacy
Stewardship in nature
Sustainable Development Goals
Australian conservation movement
Climate change implications for outdoor environmental education
Consumerism of and in nature/adventure
100 Level (Introductory)
12 units
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 * Competencies from multiple Professional Bodies (see below) * | |
1 | Reflect and analyse how particular worldviews, influence human-nature relationships. |
Knowledgeable Creative and critical thinker Empowered Ethical Engaged |
3, 4, 7 |
2 | Reflect on and develop effective personal and professional outdoor living and travelling skills. |
Knowledgeable Creative and critical thinker Empowered Ethical Engaged Sustainability-focussed |
3, 4, 5, 6.1.1, 6.2.3, 6.2.4, 7, 12.1.4, 12.2.2, 12.2.5, 13.2.1, 13.2.2, 15.1.1, 15.1.5, 16.3.4 |
3 | Research, communicate and demonstrate ways in which outdoor environmental educators advocate for environmental stewardship and sustainability. |
Knowledgeable Creative and critical thinker Ethical Engaged Sustainability-focussed |
3, 4, 7, 7.2.1, 9.2.4, 11.2.5, 12.1.1, 12.2.1, 12.2.5, 13.1.1, 13.1.3, 13.3.1 |
4 | Develop and demonstrate field naturalist and ecological literacy skills through the practice of field journaling and naturalist observations. |
Knowledgeable Creative and critical thinker Engaged |
CODE | COMPETENCY |
ALTC Threshold Learning Outcomes | |
3 | Outdoor educators are place-responsive, and see their work as a social, cultural and environmental endeavour |
4 | Outdoor educators advocate for social and environmental justice |
5 | Outdoor educators continue to develop their skills, knowledge and expertise |
7 | Outdoor educators routinely engage in reflective practice |
Education for Sustainable Development Goals | |
6.1.1 | The learner understands water as a fundamental condition of life itself, the importance of water quality and quantity, and the causes, effects and consequences of water pollution and water scarcity. |
6.2.3 | The learner is able to feel responsible for their water use. |
6.2.4 | The learner is able to see the value in good sanitation and hygiene standards. |
7.2.1 | The learner is able to communicate the need for energy efficiency and sufficiency. |
9.2.4 | The learner is able to recognize and reflect on their own personal demands on the local infrastructure such as their carbon and water footprints and food miles. |
11.2.5 | The learner is able to feel responsible for the environmental and social impacts of their own individual lifestyle. |
12.1.4 | The learner knows about strategies and practices of sustainable production and consumption. |
12.2.2 | The learner is able to encourage others to engage in sustainable practices in consumption and production. |
12.2.5 | The learner is able to feel responsible for the environmental and social impacts of their own individual behaviour as a producer or consumer. |
12.1.1 | The learner understands how individual lifestyle choices influence social, economic and environmental development. |
12.2.1 | The learner is able to communicate the need for sustainable practices in production and consumption. |
13.2.1 | The learner is able to explain ecosystem dynamics and the environmental, social, economic and ethical impact of climate change. |
13.2.2 | The learner is able to encourage others to protect the climate. |
13.1.1 | The learner understands the greenhouse effect as a natural phenomenon caused by an insulating layer of greenhouse gases. |
13.1.3 | The learner knows which human activities – on a global, national, local and individual level – contribute most to climate change. |
13.3.1 | The learner is able to evaluate whether their private and job activities are climate friendly and – where not – to revise them. |
15.1.1 | The learner understands basic ecology with reference to local and global ecosystems, identifying local species and understanding the measure of biodiversity. |
15.1.5 | The learner understands that realistic conservation strategies work outside pure nature reserves to also improve legislation, restore degraded habitats and soils, connect wildlife corridors, sustainable agriculture and forestry, and redress humanity’s relationship to wildlife. |
16.3.4 | The learner is able to become an agent of change in local decision-making, speaking up against injustice. |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program SC110, SC347, ED112, ED312, ED315 or by permission of the course coordinator
Not applicable
Not applicable
First Aid Certificate
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Early feedback will be provided to students via feedback on Task 1, the online discussion forums and further assistance will be offered to students that require it. A formative assessment for Task 3 Journal will be provided in Week 5 and the week immediately after the K'gari field trip will enable students to gauge how they are progressing with the overall content.
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 | Activity Participation | Individual | 25% | Five primary posts -associated with the key readings or learning materials. Five secondary posts- associated with the key readings or learning materials. |
Throughout teaching period (refer to Format) | Online Assignment Submission with plagiarism check |
All | 2 | Oral | Individual and Group | 25% | Presentation: 20-minute group presentation and five-minute discussion. |
Throughout teaching period (refer to Format) | In Class |
All | 3a | Quiz/zes | Individual | 20% | 30 minutes each. |
Throughout teaching period (refer to Format) | Online Test (Quiz) |
All | 3b | Journal | Individual | 30% | Semester-long. |
Throughout teaching period (refer to Format) | In Class |
All - Assessment Task 1:Online Disccussion | ||||||||||||||||
Goal: | Contribute to a series of online discussions with peers based on a selection of course readings and/or prompts related to course learning materials. |
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Product: | Activity Participation | |||||||||||||||
Format: | Written posts on the discussion board. Primary posts should be approximately 250 words. Secondary posts should be approximately 200 words. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Organisation, Information literacy |
All - Assessment Task 2:Environmental panel discussions | |||||||||||||||||||
Goal: | As a group member, you will contribute to the planning and presentation of an environmental panel discussion linked to a Sustainable Development Goal (SDG). In addition, you will be involved in a peer-review process in which you will be required to review two other environmental panel discussions. |
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Product: | Oral | ||||||||||||||||||
Format: | A 20-minute environmental panel discussion that highlights the SDG; analyses ways in which this SDG is being enacted in a local context; explores the associated worldviews, and deliberates how this SDG has the potential to impact your future professional practice as an outdoor environmental educator. As a group, you will also be required to submit a two-page referenced synopsis of your findings in addition to your group's working log. Individually you will submit two peer reviews. Group presentations will be held in weeks 7-12. |
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Criteria: |
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Generic Skills: | Communication, Collaboration, Problem solving, Organisation, Applying technologies, Information literacy |
All - Assessment Task 3a:Quiz | |||||||
Goal: | You will demonstrate your knowledge and understanding of flora, fauna, landforms and processes encountered during OES101 field trips. |
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Product: | Quiz/zes | ||||||
Format: | Field quizzes- (based on OES101 Flora/Fauna list) Quiz 1: On K'gari Quiz 2: In class, week 13. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Applying technologies, Information literacy |
All - Assessment Task 3b:Field journal | |||||||||||||
Goal: | You will demonstrate your knowledge gained from OES field trips, tutorials, workshops and learning materials to complete a field journal. This field journal will incorporate: Identifying, describing and recording observed species of flora and fauna, ecological relationships, geomorphic processes and environmental problems and challenges. You will also be required to reflect on your worldviews, professional outdoor living and travelling skills and sustainable practices. This field journal will become a key resource for you to refer to throughout the BROES course and a future educational tool and reference. |
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Product: | Journal | ||||||||||||
Format: | The field journal will be due in either Week 10 or 11 at the completion of your campus to coast to campus field trip. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Organisation, Information literacy |
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.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
Required? | Author | Year | Title | Edition | Publisher |
Required | Glyn Thomas,Janet Dyment,Heather Prince | 2021 | Outdoor Environmental Education in Higher Education | n/a | Springer |
OES101 is structured to provide you with a sequence of fieldwork experiences that equip you with the knowledge and practical skills necessary to meet industry-established safety standards. It is, therefore, an expectation of both the University and our industry partners that you will participate in and complete all of the directed study activities (blended learning materials, seminars, tutorials and fieldwork) and demonstrate satisfactory proficiency in the safety-related activities required for safe participation in fieldwork within this course and other OES courses in your program. You are required to complete the WHS fieldwork induction and successfully complete the quiz before the first practical session and wear appropriate clothing for fieldwork activities. Reasonable alternatives will be provided for students who cannot attend field trips because of circumstances beyond their control. You will need to provide the following items for the practical field trips components of the trip: suitable clothing, footwear and food for all-weather conditions; the OES A5 field journal with an all-weather case; a sleeping bag; sleeping mat and other personal camping equipment. Tents, packs and stoves will be provided to students. You may be required to provide your own transport to and from field trip starting locations. You will need to be aware of the course's physical components and location requirements. If you have a disability, medical condition or any concerns that may affect your mandatory participation in the practical components of the course, you are invited to discuss your options with the course coordinator or a UniSC Disability Advisor.
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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