ANIML SC 1016RW - Principles in Animal Behaviour Welfare Ethics I
Roseworthy Campus - Semester 2 - 2016
General Course Information
Course Code ANIML SC 1016RW Course Principles in Animal Behaviour Welfare Ethics I Coordinating Unit School of Animal and Veterinary Sciences Term Semester 2 Level Undergraduate Location/s Roseworthy Campus Units 3 Contact Up to 6 hours per week Available for Study Abroad and Exchange Y Restrictions Available to B Sc (Animal Sci) students only Course Description The course will provide the students with an introduction to the principles of animal ethics, behaviour and welfare. Subject areas which will be covered include introduction to animal welfare; animal welfare issues and current developments; animal welfare legislation; introduction to animal ethics; the history of animal behaviour; introduction to animal behaviour in the wild and domesticated species. Knowledge gained in the lecture material will be put into practice in the practical exercises.
Course Coordinator: Dr Susan Hazel
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Outline how the study of animal behaviour has developed historically and use Tinbergen’s four questions to frame hypotheses relating to animal behaviour 2 Understand what an ethogram consists of, and be able to perform and interpret analysis of the behaviour of any animal; and discuss social behaviour and how this varies between different animal species 3 describe the meaning of sentience, and the evidence for varying levels of cognition in animals 4 apply learning theory to the training and management of animals 5 compare and contrast three conceptions of animal welfare:
1) basic health and functioning;
2)affective states, and
3) natural living; and apply and interpret behavioural and physiological measures to aid in determining an animal’s welfare;
6 describe the main philosophical frameworks used in animal ethics and compare and contrast themany factors (culture, public opinion, science, technology, regulation, economics) that influence decisions about animal use and reflect on their own ethical judgements; 7 discuss how we can feed the world sustainably while maintaining animal welfare using a logical andevidence-based approach; 8 demonstrate appropriate written and oral communication skills; and their ability to work effectively as part of a team and provide helpful feedback to other team members
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-8 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2-8 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2-8 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2-8 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2-8 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesThere are no specific required resources for this course. There are no single textbooks that will provide background to all of the material presented in this course. A list of some useful textbooks will be available in the Course Handbook. Supplementary material will be made available on MyUni. Students are encouraged to read as widely as possible during the course to enable a deeper understanding of the topics presented.
Learning & Teaching Activities
Learning & Teaching ModesThe course will consist of lectures, Team-based learning, tutorials and practicals
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.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 SummaryLecture topics:
- A history of the study of animal behaviour
- Tinbergen’s hypotheses
- Ethology and ethograms
- Nature & Nurture
- Behaviour in important animal species
- Social behaviour
- Affective States,
- Sentience & Cognition
- Behaviour in zoo animals
- Animal Welfare
- Welfare in Zoo animals
- Physiological Measures of Animal Welfare
- Welfare in Lab Animals
- Behavioural Measures of Animal Welfare
- Fur seals in Canada
- Methods of slaughter
- Animal Ethics
- A history of the ethical debate on animal use
- Australian Animal Welfare Strategy
- SA Animal Welfare Act
- Animal welfare and Feral Camels
- Animal welfare in the pig industry
- Human-animal interactions and animal welfare
- Assessment and Promotion of Animal Welfare
- Animal Welfare & Sustainability
- Tinbergens hypotheses
- Animal welfare and animal rights organisations
- ANZCCART and AEC applications
- Temperament Tests in Dogs
- Animal Welfare Judging Scenarios
- Temperament Tests in Horses
- Behavioural Tests in Mice
- Clicker Training of Chickens
- Halter training of steers
- Behavioural tests in sheep
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 Task Task Type Due Hurdle Weighting Learning Outcome Practical Test Summative After mid-semester break No 10% 1-8
Based Learning (TBL)
Formative & Summative Run over 6-8 weeks No 20% 1-8 Animal Welfare Scenario Formative & Summative Throughout Semester No 35% 1-8 Written Exam Summative End of semester Yes 35% 1-8
Assessment Related RequirementsAttendance at practicals and tutorials is compulsory. Students are able to apply for an allowed absence from a class by submitting the application form, with appropriate supporting documentation, to the Course Co-ordinator. Application forms can be downloaded from http://www.sciences.adelaide.edu.au/current-students/forms/savs-allowed-leaveofabsence-tute-prac.pdf
Assessment Item Requirement for hurdle Is additional assessment available if student
does not meet hurdle requirement?
Details of additional assessment, if known Written Exam 50% Yes In the form an additional exam
Assessment DetailPractical Test (10%)
In each practical class students will be given a sheet with questions to answer during that class. Students should use these questions as a guide to what they will be expected to know following each class. In week 10 a practical exam will be held with questions based on each practical class.
NOTE: Attendance at practical classes is compulsory. If students do not attend practical classes without an acceptable reason, they may be unable to sit this practical test.
Animal Welfare Scenario (TOTAL 35%)
The aim of this scenario is to enable students to gain an understanding of the complexities relating to a controversial issue of animal welfare. Students will work in teams of 5-7 and will met with the experienced facilitator up to 8 times. Assessment will include:
Ethical matrix report (team; 10%) this will be a written report using an ethical matrix to define all of the main stakeholders and main effects relating to the scenario.
Final Decision report (team 10%): this report will bring together all of the evidence collected in the ethical matrix to make a decision about the scenario.
Reflective report (individual, 15%): students will reflect on what they learnt about animal welfare, decision making, and their individual and team work during the assignment.
Team Based Learning (TBL; TOTAL 20%)
Team Based Learning (TBL) is a teaching method which encourages active student participation. It is a learner-centred but instructor-led method with structured individual and group accountability.
The components of TBL are:
I. Advanced preparation- students must read preparatory material before coming to class
II. Team formation- teams of 5-7 members are formed using a transparent process ensuring that all teams have a diversity of backgrounds, experiences and abilities among their members
III. Readiness assurance- students take an individual multiple choice test at the beginning of the class, followed by each team taking the same test. IV. Review of learning material- if students have had problems with any specific parts of the multiple choice test this material will be reviewed by the instructor
V. Application exercise- a problem-based exercise is given and students in teams work through a series of challenging questions about the scenario.
Readiness assurance will contribute to 12.5% of the mark and comprise of 50% individual and 50% team. Peer Review will contribute 7.5% of the mark.
Written Examination (35%)
An exam will be conducted at the end of semester to test student’s knowledge and application of all of the material covered during the course.
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.
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 Access Adelaide.
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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