GEOG 2156 - Environmental Ethics
North Terrace Campus - Semester 2 - 2015
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General Course Information
Course Details
Course Code GEOG 2156 Course Environmental Ethics Coordinating Unit Geography, Environment and Population Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Prerequisites At least 12 units of level 1 undergraduate study Assumed Knowledge Understanding of environmental issues and management will be an advantage Assessment 1000 word article review (20%), 1500 word tutorial portfolio (40%), 500 word verbal presentation (15%), 1500 word report/ essay/ written assignment (25%) Course Staff
Course Coordinator: Professor Melissa Nursey-Bray
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
On completion of this unit students will be able to:
1. Read and reflect on efforts to formulate an environmental ethic
2. To demonstrate understanding of the social movements which correlate with and carry various perspectives on human responsibility toward the environment.
3.To apply environmental ethical theory to real-world environmental conflicts and issues.
4.To demonstrate understanding of a range of ethical theories and their applications in debates about the environment
5. Demonstrate understanding in key areas in debates about environmental matters
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 3, 4 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2, 3, 5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 3, 4, ,5 Skills of a high order in interpersonal understanding, teamwork and communication. 4, 5 A proficiency in the appropriate use of contemporary technologies. 2 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2, 3, 4 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 2, 3, 4, 5 -
Learning Resources
Required Resources
Students are not required to read any particular core text. However, it is expected that readings provided will be read prior to class, and that students will undertake their own research and reading as relevant to course themes.
Some good texts to start with are: -
Eugene C. Hargrove, Foundations of Environmental Ethics (Prentice-Hall, 1989)
Mark Sagoff, The Economy of the Earth: Philosophy, Law, and the Environment (Cambridge University Press, 1988)
Joeseph Des Jardins, Environmental Ethics: An Introduction to Environmental Philosophy
Jan E. Dizzard, Going Wild (Massachusetts University Press, 1994)Recommended Resources
Students will have many resources available to them on Canvas. These will be sufficient to pass the course and do the assessments. However, students are encouraged to do further research via journals and other documents/resources to value add to their information.Online Learning
The Canvas website for the course will provide you with access to the following features to help manage your study:
Announcements
Powerpoint slides
Course readings
Course outlines; and,
Any additional materials
You are advised to regularly visit the Canvas website for the course to receive course announcements and reminders. -
Learning & Teaching Activities
Learning & Teaching Modes
The teaching and learning mode for this course will be delivered via one block activity, i.e. a weekly seminar, one field trip, a core online task and a number of tutorial exercises.Workload
No information currently available.
Learning Activities Summary
Module 1: What is Ethics
Introduction: What is environmental ethics?
History of environmental ethics (Gaia to Bookchin)
Anthropocentrism
Ecological footprint analysis
Module 2: Environmental Ethics and World Views
Indigensou world views
Ecofeminism
Deep Ecology
Animal Rights
Social Ecology
Socially Just Conservation
Module 3: Global Ethics in Practice
Global ethics in practice
Corporate social responsibility (CSR)
Climate Justice
Food Security
Water rights
Fishing
Module 4: Ethics in (Individual) Practice
Consumer ethics
Food ethics
Module 5: Environmental Ethics and Management – why does it matter?
A summary session.Small Group Discovery Experience
Tute work is small group work that simulates real life ethical problems and asks students to solve them. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
TASK WEIGHTING Learning OUTCOMES
1. World Views Assessment (1500 words) 25% 1, 2, 3,
2. Participation and attendance in two hour seminars and tutes 20% 1, 2, 3, 4,5
(including article/ notes/activity summary
and ecological footprint analysis)
3. Online Ethical Conundrums (2000 words) 30% 3, 4, 5
4. Consumption Ethics Report (1000 words) 25% 1, 3Assessment Detail
Attendance and participation 20%
Assessed seminar exercises and activities, including participation and attendance. You are also required to hand up your ongoing review notes and evidence of having undertaken the seminar and tutorial activities. Altogether this is worth 20% and you have to attend at least 70% of all sessions (tute and seminars).
World Views Assessment: 25%
Using peer reviewed literature and case studies to justify your points, write an essay that
answers ONE of the following questions: -
Which world view (or components of various world views) most closely accords with your own
world view? Explain.
OR
Using case studies and references, discuss why different world views matter when it comes to
resolving environmental issues?
Online ethical dilemmas exercise
This task is designed to get you thinking about environmental ethics in global practice.
You will divide into pairs.
Over a period of six weeks you will each research and find three ethical dilemmas (ie one a week as there will be the two weeks mid term break in the middle of this time).
You will email a description of the dilemma and your suggested response to it to each other.
You will then each respond to each other’s dilemmas
At the end of the period, you will print out your email exchange and then write a summary reflection the ethics in practice in environmental management and their implications for policy.
You will be expected to support your reflection with peer reviewed literature.
You will be shown an example in class of how to do this and receive further detailed
Consumption Ethics Reports
This task is meant to get you thinking about how individuals can change their own ethical
practice. It does so by asking you to document and then report on you own shopping practice
over a period of two weeks.
Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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