成人大片

This course will be run as a block activity and supplemented by independent learning and field work

1.     Demonstrate understanding of key geographical and environmental issues;

2.     Demonstrate the capacity to apply and develop solutions to issues;

3.     Demonstrate competence in at least one of population, cultural, urban or environmental geography fields;

4.     Demonstrate the capacity to construct and communicate different approaches for geographical and environmental issues across different scales and different social and cultural contexts;

5.     Demonstrate the capacity to apply a range of geography skills to particular real-world problems.

·        There is no set text for this course as there is no one textbook that deals with multi-dimensional geographical and environmental
issues in the field of geography and environmental studies.

·        Students will be provided with a comprehensive list of readings, which include a suite of peer-reviewed articles and technical
materials (i.e. policies and environmental management strategies) on the subject. Suggested readings will be made available through MyUni for students’ easy access in due course.

·        All other required materials (e.g. workshop slides, assessment information, web links) are also provided on MyUni.

To be advised

MyUni/Canvas

MyUni/Canvas is a critical learning tool and means of communication and knowledge exchange in this course. Learning materials are available each week in preparation for our workshop. Other course material (e.g. readings, assessment information) and many features of MyUni/Canvas (e.g. announcements and the discussion board) will help students to organise and manage their study.

Students need to regularly check the MyUni/Canvas website and use MyUni/Canvas for the different assignments (for information and submission).

To reach the MyUni website for the course follow the links from the 成人大片's Homepage http://www.adelaide.edu.au or go straight to https://myuni.adelaide.edu.au/. You will need to enter your username and password to enter the MyUni website. If you have difficulty accessing MyUni contact the Help Desk at 830 33335 or send an e-mail to myuni.help@adelaide.edu.au (See http://www.adelaide.edu.au/myuni; http://www.adelaide.edu.au/its/help/contact_details/).

This course will involve field trips, online learning, team teaching and small group discovery

Students are expected to undertake 3 hours of face to face a week and up to 6 hours a week research and preparation. This is a 6 unit capstone course so students will be expected to do a higher load in terms of assessment and preparatory work.

Key topics to discuss:

Course Introduction; Introduction to Environmental Issues
Place
Urban Transformation Pressure: Population and Policy
Environmental Policy and Management
Agri-environment: Policies and Practice
Water, Place and Policy
Housing affordability and urban policy
Field Trip Preparation
Report Writing
Migration, Urbanisation, and Inequality in Developing Countries
Pre-submission Report Feedback
Course Summary; An Honours Information Session

This is a capstone course for those majoring in Geography: The field trip will ensure students interrogate geographical concepts in real life situations

ASSESSMENT 

Research essay (2,000 words): 35%

Group field trip report (2,000 words each student): 35%

Poster presentation: 20%

Attendance: 10%

Modified arrangements have been made to assessments and the details provided here reflect recent updates.
1. Attendance is replaced with Reflective Workshop Journal - weighting 10%.

To pass this course you must attend all workshops, complete and submit all assessments as described in this course profile. The field trip will be undertaken and students are expected to be able to attend.

1.      Research Essay:

The Research Essay provides an opportunity for students to develop and demonstrate research and analytical and critical thinking skills. The topics (or questions) of the essay are centred on geographical and environmental issues and interventions. Students are required to choose one topic (or a question) from a pool of topics (or questions) set by GEP staff teaching into this course and write a paper that critically analyses the strengths and weaknesses of a specific analytical approach or framework for understanding the human-environment nexus, using case studies and peer-reviewed literature. Students are provided opportunities to discuss relevant topics (or questions) suggested by corresponding teaching staff during the seminar session each week. The research essay should include a
literature review section. In order to conduct a sound literature review, students are expected to reference at least 10 literature sources (e.g. refereed journal articles and books). The suggested reading materials for each week can be used as a starting point, but students need to utilise resources beyond these. Marking will place emphasis on the quality of argument more than quantity. The referencing system that students should use is Harvard (the author-date in-text matched with bibliography).

In assessing the essay credit will be given to students who have read widely, are able to critically assess the reading in terms of the set topic and who are able to support arguments with case studies (some of which could be discussed during weekly learning activities) and, where appropriate as evidence, such as graphs, tables and frameworks.

 
2.       Report on Group Field Trip to a local community

 
The ability to communicate ideas in writing is an essential part of working life for most university graduates. The steps involved in writing a report based on field trip require students to collect and analyse data and information, interact positively with stakeholders and experts, identify and critically engage with other people’s ideas, present key findings, draw out implications from the findings of direct field observations and data analysis, generate an informed point of view or argument and convey that viewpoint in a clear, systematic and rigorous manner.

This assignment develops and assesses students’ written communication skills in how to apply geography methods to real-world social,
urban, demographic and environmental issues. The site of the field trip will be chosen by GEP staff, and the fieldwork will be completed during the mid-semester break. Students will be grouped into 5-person clusters. Each group will be required to complete a Field Trip Report (2,000 words each student) based on a series of exercises on the day. The final report draws together a range of new information/data that you will gain from the field trip, knowledge, skills and attributes that you have obtained and developed in your
study in the Major of Geography and Environmental Studies. It should reflect the collective efforts of your team and be your most satisfying accomplishment.
 

3.       Poster Presentation

This assessment seeks to develop and demonstrate research skills in oral presentation and to critically examine the relationship between ‘Policy’ and ‘Place’ when they relate to real-world environmental, urban, social, and population issues. The poster presentation is the chance to showcase the quality of your work and demonstrate the highest standard of ‘public’ communication.

Students should choose a topic relevant to this course. Consult with the course teaching staff.


4.      Ongoing attendance and participation and completion of SGDE activities.

Seminars are the forum in which we discuss the subject matter and have small group work exercises to consolidate the knowledge.
Students will be reviewed as to their attendance and participation throughout the course. Seminar attendance is a compulsory component of the course and is monitored during the course. Students need to notify the Course Coordinator via email (yan.tan@adelaide.edu.au) as soon as possible if you have to miss a seminar. You need written evidence (e.g. medical certificate; a note from the employer; counsellor’s letter) if you have to miss one. You are required to attend ALL scheduled seminars. All students are
expected to be well prepared for each seminar and to actively participate in the discussion of the key questions raised by relevant teaching staff and also emerged from each week’s readings.

Submission dates will be advised in due course.