成人大片

On successful completion of this course students should be able to:

1. List, assess and integrate ecological, biological, sociological, legislative and ethical perspectives to advance the management of flora, fauna or ecological processes to conserve wildlife;

2. Understand the spatial and temporal scales that influence wildlife conservation;

3. Apply scientific principles and modern technologies to help solve current problems or deficiencies in the management of flora, fauna or ecological processes of benefit to wildlife conservation;

4. Plan and execute research and monitoring programs that address problems and issues associated with wildlife conservation;

5. Work co-operatively in small groups and interact with potential clients (e.g. Natural Resource sector personnel); and

6. Communicate effectively in written and oral formats at the standards expected in the industry.

The course applies the theory and practice of Conservation Biology to a series of largely Australian case studies delivered by lectures, workshops and project work. An initial series of lectures during the first two weeks of the course will provide the background and context that has led to the current wildlife conservation crisis. This will be followed by six weeks of lectures (2 per week) and extended workshops (2 per week) each focuses on specific wildlife conservation issues. The lectures will introduce students to specific problems and possible solutions. The wildlife conservation issues raised in lectures, their possible solutions and any constraints will then be workshopped interactively with student-led discussion and resolution with guidance from staff and practitioners. The small group research projects will build on the workshops and allow students to apply their skills to a specific wildlife conservation problem also under academic and industry guidance.

The course will use a series of lectures and associated workshops to introduce students to a suite of conservation-related topics that outline the consequences to Australian wildlife of vegetation clearance, changes in levels and types of herbivory and predation, and changes in human use of natural resources.

The lectures and associated workshops will outline some of the key advances and practical solutions being developed by conservation biologists in the academic, private and government sectors. In a workshop-style setting, students would work in small groups (4-5 students) collecting relevant readily-available information, applying their understanding of conservation biology and developing potential solutions in small groups which they present back to the class and debate and defend their recommended actions. Lectures and workshops associated with these modules will cover the theoretical, practical and analytical skills needed in biological surveys, wildlife monitoring and biodiversity informatics. Topics within the modules will include restoration techniques, social science and government policy, wildlife reproduction and breeding, and the fundamental ecological and evolutionary principles applied to the management of pests and native wildlife. Students would produce summary reports for three of the workshopped topics.

A major component of this course will require students to undertake a small-group (3-5 students) research project where they will plan and execute a study that addresses a specific conservation-related problem. Where possible these will be linked to issues that DEWNR/ NRM boards wish to have addressed and have an industry person as well as an academic adviser and supervisor. The intention is to have good cross-referencing between the different components of the course with the research projects linking to one or more of the workshop topics. There is also scope to have projects that do not have a field component if required.Components of the small group projects would be assessed as a group (initial report that includes safety and logistics; data base). However, each student would produce an individual report where they will demonstrate their written communication skills in summarising and reporting on findings.

This course requires students to work in small groups (3-5 students) as part of the workshops that examine and assess management options to help solve wildlife conservation problems; and also to work in small groups (3-5 students) to undertake a research project that is likely to require students to undertake multiple days of field work, depending on the project chosen.

Project proposal and presentation (10%, end of week 2)

The project proposal is a written document that defines the wildlife conservation issue to be addressed, outlines the approach and methods to be used, and provides a detailed logistic plan and risk assessment for any proposed field work. The project components are also presented orally to the rest of the class at the end of the second week within a 10-15 minute allocation of time for each group to present. All of the learning outcomes are addressed in this task. A single group project proposal is submitted and assessed, but the individual contributions to the group’s oral presentation are assessed separately. Half of the marks for this task are allocated to written report and half to the oral presentation.

Workshop module reports (3 x 10%)

Students will be required to produce three written reports (submitted in week 5, week 7 & week 9) that effectively summarise the outcomes from three of the 12 modules (workshops). The reports will be required to define the issue or problem, outline the contributing factors that were considered in charting a course of action to address the problem, and justify why that course of action or recommendation was made. One report should come from each of the three themes. The reports will include an appendix that lists the extent of interactions within the student’s small group and indicate what components worked and did not work, including share of load and how the interactions could be improved. The length of the reports will vary depending on the modules but should be in the vicinity of 8-10 pages (2,000-3,000 words).These module reports will assess learning outcomes 1, 2, 3, 5 & 6.

Data base design and construction (10%, end of week 11)

A key industry and scientific requirement is the storage of wildlife data in suitable formats with adequate meta data to explain the structure of the data base and how to use data base to extract information. As students will collect data in small groups, a single data base per group will be compiled, submitted and assessed. Learning outcomes 3, 4 and 5 are being assessed.

Project report and presentation (30%, week 12, 13)

This report will consist of a 15-20 page (4,000 - 5,000 word) document that summarises the project including the purpose, methods, results, discussion of findings and application of findings to wildlife conservation. Each student produces their own report (submitted in week 13) and is assessed on their contribution to the group’s oral presentation in week 12. The oral presentation is worth 5% and the written report 25% of the course marks. This task assesses all learning outcomes.

Final exam (20%, exam period)

A two hour exam will be used to assess learning outcomes 1, 2, 3, and 4. The exam will require students to choose two questions (from a choice of questions) where a wildlife conservation problem is outlined. Students then provide a written answer that outlines their approach to addressing the problem.

If an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.