Unit Outline

This introductory unit develops your knowledge of how people depend on nature, and how increasingly the conservation of nature depends on people. We will explore these relationships through a values lens: how nature is important for its own sake, how natural resources are important to people, and how nature is important for people's wellbeing. Workshops will provide you with skills to map social and ecological landscapes, argue for the conservation and use of nature, and present your evaluations and arguments to others. Some workshops will be conducted in the field in and around Hobart and Launceston, with virtual field trips and workshops for distance students. This unit will be useful in a wide variety of occupations and professions in government, environmental NGOs, and industry - as well as your personal understanding of nature.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	address conservation and sustainability challenges using geographical knowledge of ecological and social systems
2	identify and analyse diverse perspectives on the values of nature
3	apply geographical skills to collect ecological and social data, and use this to create basic maps and graphs
4	communicate critical thinking through literature‐based research, visual presentation of geographic data, teamwork and practices of academic integrity

Requisites


REQUISITE TYPE	REQUISITES
Anti-requisite (mutual excl)	XPD123

Alterations as a result of student feedback

2024 is the second year I have coordinated this unit and I have made several changes due to student feedback from 2023. First, I have revised ATs 2 & 4 to be place-based and facilitate student learning about their own local area. This was particularly important for online students so that they are engaging with local nature rather than only experiencing virtual environments. Second, I have revised AT2 so that there are more frequent but lower-weighted assignments spread through the semester. This revision also creates greater opportunities for students to receive feedback which they can incorporate into their final assessment task. Third, I have diversified the learning resources (e.g. lectures, interviews, readings, videos) to support diverse learning styles, incorporate more narrative (storytelling) learning which students often find more enjoyable and facilitate learning retention. Fourth, I have introduced some interactive materials into the weekly MyLo pages to facilitate active learning which supports both learning retention and engagement for students.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	AT4: Conservation management proposal	Week 13	35 %	LO1, LO2, LO4
Assessment Task 2:	AT1: Fortnightly Quizzes	Refer to Assessment Description	20 %	LO1, LO2
Assessment Task 3:	AT3: Vegetation condition assessment	Refer to Assessment Description	20 %	LO1, LO3, LO4
Assessment Task 4:	AT2: Workshop portfolio	Refer to Assessment Description	25 %	LO1, LO3, LO4

Assessment details

Assessment Task 1: AT4: Conservation management proposal

Task Description:

The purpose of this task is to present a proposal that argues for biodiversity conservation at a specific location and provides evidence-based recommendations for local biodiversity management. Arguments should reflect the diverse values of the site including natural, historical, and Indigenous values and appeal to the perspectives of the intended audience.
This project should build on your portfolio skills, include maps and data visualisations (i.e. graphs), and be inspired by the unit activities and resources. Your report will be completed individually and submitted via MyLo.

The use of generative artificial intelligence (AI) in the completion of this assessment task is discouraged. However any use of AI as a learning tool must be in alignment with the UTAS guidelines on academic integrity.

Task Length:

1750 words

Due Date:

Week 13

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Organise and interpret relevant components of a biodiversity context and make suitable recommendations for actions to improve biodiversity outcomes	LO1, LO2, LO4
2	Organise and interpret relevant components of a values context	LO1, LO2, LO4
3	Apply mapping skills to effectively present geographic information	LO1, LO2, LO4
4	Effectively communicate evidence-based geographical thinking to a professional standard	LO1, LO2, LO4
5	Apply data visualisation skills to effectively present relevant social or environmental geographic information	LO1, LO2, LO4

Assessment Task 2: AT1: Fortnightly Quizzes

Task Description:

Weekly online quizzes to consolidate understanding of lectures, includes multiple choice, true/false and missing word questions.

Task Length:

15 minutes per quiz

Due Date:

Refer to Assessment Description

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Answer questions using geographical knowledge of ecological and social systems	LO1, LO2
2	Answer questions about human relationships with nature	LO1, LO2

Assessment Task 3: AT3: Vegetation condition assessment

Task Description:

In groups, you will conduct a Vegetation Condition Assessment in the field (or virtually), a standard and widely used tool for conducting biodiversity assessments in Tasmania (with similar tools used in other states). In your group, you will then combine this information with a desktop assessment of vegetation at the same location, and analyse and discuss learnings from these different approaches. Your findings will be written up as a report and submitted as a group via MyLo.

The use of generative artificial intelligence (AI) in the completion of this assessment task is discouraged. However any use of AI as a learning tool must be in alignment with the UTAS guidelines on academic integrity.

Task Length:

Approximately 1000 words

Due Date:

Refer to Assessment Description

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Use geographical skills to organise and interpret biodiversity and values contexts of your chosen location	LO1, LO3, LO4
2	Effectively communicate evidence-based geographical thinking	LO1, LO3, LO4
3	Effectively and respectfully contribute to group activities	LO4

Assessment Task 4: AT2: Workshop portfolio

Task Description:

This assessment is a portfolio of workshop-based tasks and place-based biodiversity explorations. Workshop-based reflections can be completed within workshop time, while biodiversity observations will be placed-based and completed independently, outside of workshop time. The tasks are completed by individual students and submitted as separate parts throughout the semester.
The use of generative artificial intelligence (AI) in the completion of this assessment task is discouraged. However, any use of AI as a learning tool must be in alignment with the UTAS guidelines on academic integrity.

Task Length:

Approximately 1000 words (cumulative, for whole portfolio)

Due Date:

Refer to Assessment Description

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate geographical skills to describe ecological and social systems	LO1, LO3, LO4
2	Communicate geographical thinking to a professional standard	LO1, LO3, LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.