ENV BIOL 3505 - Marine & Wildlife Conservation III
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code ENV BIOL 3505 Course Marine & Wildlife Conservation III Coordinating Unit Ecology and Evolutionary Biology Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 6 hours per week Available for Study Abroad and Exchange N Incompatible ENV BIOL 3500 Restrictions Available to students specializing in Marine & Wildlife Conservation Biology Assessment Graphical Abstract, Science Blog, Seminar, Poster Course Staff
Course Coordinator: Professor Sean Connell
PROFESSOR SEAN CONNELL
PROFESSOR BRONWYN GILLANDERS
PROFESSOR IVAN NAGELKERKENCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course students should be able to:
1. Demonstrate knowledge of processes that shape the abundance of organisms in marine and land based environments
2. Demonstrate scientific communication skills, including the conventions in technical and popular science writing, the structure of
scientific papers and graphical methods for presenting data, and use of a graphical abstract to enhance science communication
3. Demonstrate team-oriented management of projects, especially communication with peers.
4. Apply analytical methods to answer research questions, particularly questions about patterns and their natural or human-driven causesUniversity 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) -
Learning & Teaching Activities
Learning & Teaching Modes
Hands-on practical activities characterises how this course integrates with class activities. It is a natural extension of Research Methods courses that provides practice in assessing the responses of marine populations and communities to natural and human forces and their analyses. Field and laboratory research will be built from 1 x 2-hour tutorials per week for 10 weeks, including science communication to both scientists (individual seminars) and non-scientists (individual blogs). These assessed tasks are derived from the field and laboratory studies (4 hours per week over 10 weeks) and associated tutorials. Its assessment is based on your understanding of the techniques used in marine biological research of ecological patterns and processes, their interpretation and communication. The final weeks of semester are dedicated to creative communication of coastal studies that combine marine and wildlife conservation issues.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
A student enrolled in a 3 unit course, such as this, should expect to spend, on average 12 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures and practicals), as well as non-contact time (e.g., reading and revision).Learning Activities Summary
This course has an emphasis on field and laboratory practicals. Over 10 successive weeks, students collect data from coastal sites or analyse samples collected from these sites to test ideas about the influence of humans (e.g. marine litter surveys) and natural patterns of diversity (e.g. mangroves). This fieldwork is assessed by communication exercises (e.g. poster of litter type and litter frequency) or laboratory analysis of species diversity (results presented by individual seminars).
This course centres on problem-solving to acquire data to solve a marine impact issue and the scientific communication of the major outcomes. These tasks are derived from two problem-solving practicals. The first practical focuses on the development and use of sampling techniques to assess the prevalence and commonness of marine litter. The second develops observational research skills on the potential responses of marine life to spatial and temporal change in environmental issues. The assessment is designed to enhance scientific communication, showing how creativity and theory development that is a fundamental part of the progress of scientific thinking. By generating outcomes about the patterns or/and processes, students will be challenged to recognise that this is not the end-point-in science. These exercises involve the production of a poster that presents information in an engaging and concise way that targets scientists and non-scientists. It also involves providing a seminar in which clarity and concise oral and visual communication is emphasised.
Specific Course Requirements
The course involves field trips to coastal sites. Students will be informed of the relevant Environmental Health and Safety procedures at the beginning of the course. -
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
Assessment task Type of assessment Percentage of total assessment for grading purposes
Hurdle
Yes or NoOutcomes being assessed / achieved Approximate Timing of Assessment Presentation
(Poster) from coastal studyFormative
& summative30% No 1,2,4 Week 7 Presentation (Seminar) from coastal or lab study Formative & summative 30% No 1,2,3 Week 7 Science blog Formative & summative 20% No 1,2, 4 Week 12 Graphical Abstract Formative & summative 20% No 1,2, 4 Week 12 Assessment Detail
Marine debris (30%)
Using data gathered on the type and commonness of marine litter, students will create a poster of the activities and findings
of their research. In small groups of 2-4, students will produce a poster of the results they collect, analyse and interpret as a group and will be marked as a group assignment that is marked for content, logic, flow and overall engagement and clarity of message. Assessment includes a schematic (15%), Abstract (5%) and Poster (15%)
Seminar (30%)
These presentations of 10-15 minutes each person builds on communication skills to convery the knowledge they created on
spatial and temporal sampling of natural inhabitants of a native habitat. Student communication is assessed through class presentations, with emphasis on the ability to synthesize, evaluate and intellectually progress evidence-based ecological patterns.
Graphical Abstract (20%)
Students will convert a paper into a graphical abstract. This is an individual assignment with individual assessment. A paper is assigned to each student.
Science Blog (20%)
A 1000 word science blog will consider wither a pressing issue facing marine conservation or methodological issue. It will be marked for how it entices the reader and its factual content.
Submission
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.
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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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
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