ANIML SC 1016RW - Principles in Animal Behaviour Welfare Ethics I

Roseworthy Campus - Semester 2 - 2020

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.

  • General Course Information
    Course Details
    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 BSc (Animal Science), BSc (Animal Behaviour) and Bachelor of Veterinary Technology 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 Staff

    Course Coordinator: Associate Professor Susan Hazel

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    There 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 Modes
    The 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 Summary
    For 2020 online alternatives are available for students not able to attend practical classes and tutorial classes.

    Lecture 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
    • Methods of slaughter
    • Animal Ethics
    • A history of the ethical debate on animal use
    • SA Animal Welfare Act
    • Human-animal interactions and animal welfare
    • Assessment and Promotion of Animal Welfare
    • Animal Welfare & Sustainability
    • Levels of Scientific Evidence
    • Writing an argument, and referencing
    • Feeding the world and animal welfare
    • Behaviour and low stress handling in Dogs
    • Behavioural Tests in Horses
    • Clicker Training of Chickens
    • Using behaviour to move sheep in a paddock
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching.
    Assessment Task Task Type Due Hurdle Weighting Learning Outcome
    Practical Questions Summative Week 9 No 10% 1-8

    Based Learning (TBL)

    Formative & Summative Run over weeks 2-10 No 25% 1-8
    Sustainability and Animal Welfare Formative & Summative Week 12 No 35% 1-8
    Written Exam Summative End of semester No 30% 1-8
    Assessment Detail
    Practical Questions (10%)
    In each practical class or online activity students will be given questions to answer. 
    Sustainability and Animal Welfare (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. 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 Video (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 25%)
    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 the 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 17.5% of the mark and comprise of 50% individual and 50% team. Peer Review will contribute 7.5% of the mark.
    Written Examination (30%)
    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.

    Late 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 Access Adelaide.

  • 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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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