GEOG 1102 - Footprints on a Fragile Planet
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code GEOG 1102 Course Footprints on a Fragile Planet Coordinating Unit Geography, Environment and Population Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week, plus a one-day field trip Available for Study Abroad and Exchange Y Incompatible GEST 1002 Course Description This course examines the heavy footprint humans have placed on Planet Earth. We address, in turn, the main components of the planet and examine the fundamental, natural processes within each. With this grounding we then document the impact of indigenous peoples, and then the excesses of modern humans, to reveal the consequences of the activities of contemporary society.
Firstly, we focus on how the unwise use of natural resources in both the developed and developing nations has resulted in loss of fertile soil. Then follows an examination of global climate processes and changes humans have made to climates and the atmosphere upon which we rely. Turning to the water cycle, we focus on how the crucial resource of water has been degraded. Finally, the complexities of natural biota and communities are examined with a focus on biodiversity, invasive species, fire and forest management, and the importance of wetlands.
Course Coordinator: Associate Professor John Tibby
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
1 Demonstrate an understanding of the Earth’s major physical environmental systems 2 Gain an insight into the history of humankind and its impact on the planet 3 Demonstrate an understanding of key physical environmental processes at local to global scales 4 Develop interdisciplinary problem-solving skills 5 Develop literary, verbal and numerical proficiency 6 Enhance their ability to work effectively in a team environment
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, 2,3, 4, 5, 6 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
1, 2,3, 4, 5, 6 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
4, 5, Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2,3, 4, 5, 6 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
1, 2 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
1, 2,3, 4, 5, 6
Required ResourcesThere is no text book “Footprints”, rather a list of readings relevant to each lecture, the tutorials and assessment will be available on MyUni.
Recommended ResourcesOverall course reading
As mentioned above, there is no text book for the course. However, the following text provides a useful introduction:
Miller, G.T. and Spoolman, S.E. (2009 or later editions). Living in the environment: concepts, connections, and solutions. Brooks/Cole, Belmont, California.
You do not need to purchase this text, although some students find it useful to do so. This book is available in the reserve section of the library
In addition to Miller and Spoolman (2009), the following two books provide good grounding in many of the topics covered. However, it is not recommended you purchase these books.
Lindenmayer, D.B. and Burgman, M.A. (2005). Practical conservation biology. CSIRO Publishing, Collingwood.
Available online through the library catalogue
Attiwill, P. and Wilson, B. (eds) (2006) Ecology: an Australian perspective. Oxford University Press, South Melbourne.
A useful text for developing writing and speaking skills
Hay, I. (2012) Communicating in geography and the environmental sciences. Oxford University Press, South Melbourne.
Ecos and Australasian Science (both provide useful introductions to complex issues, but should not be used in isolation) Science and Nature (General science journal of the highest quality and complexity) Specialised journals: Environmental Conservation, Biological Conservation, Environmental Restoration and Management, Australian Geographer, Ecological Management and Restoration, Geophysical Research Letters, Journal of Climate and Climatic Change, Austral Ecology, Marine and Freshwater Research, Journal of Applied Ecology, Sustainable Development. This list is by no means exhaustive.
(**these are provided to enhance your understanding but should not be used in written work**)
Podcasts from the journals Nature and Science and the ABC’s Science show:
· http://theconversation.edu.au/. University academics writing in “journalistic style” for non-secialists. It is excellent
· www.skepticalscience.com. Does an excellent job of dispelling many myths about climate change
· conservationbytes.com. From The University of Adelaide’s Professor Corey Bradshaw
o At times focus is personal but still very useful perspectives
· www.bravenewclimate.com From The University of Adelaide’s Professor Barry Brook
o Useful in particular for one side of the nuclear power debate
· www.twitter.com/john_tibby. Infrequent tweets
· www.twitter.com/guardianeco. Excellent, but an obvious UK bias.
· www.https://twitter.com/#!/ConservationSA. The South Australian conservation council. Good local focus
· The above blogs also have good twitter feeds.
Online LearningMYUNI is the platform for aspects of the course that will be delivered online. All lectures will be recorded and made available online. Lecture slides will also be made available online. Revisions materials and practice assessment questions will be placed online.
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
No information currently available.
Learning Activities Summary
No information currently available.
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 Weighting Learning Outcome Participation and tutorial presentation Formative and Summative 10% 1-6 1000 word tutorial paper Formative and Summative 20% 1-5 1800 word fieldwork report Formative and Summative 30% 1-6 In class quizzes Formative and Summative 40% 1-5
Assessment DetailParticipation and tutorial presentation (10%): students will be required to engage in interaction in class activities and sharing of materials and information.
1000 word tutorial paper (20%): students will be required to write a research paper on a key issue.
1800 word (inc references) fieldwork report (30%): based on a one-day field trip and incorporating work undertaken during computer-based workshops.
In class quizzes (40%): 2 x 1-hour quizzes/exams.
No information currently available.
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.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 CEQ surveys and Program
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 least once every 2 years. 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.
This course's SELT scores were above School, Faculty and University averages in 5 out of 6 categories in 2014.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.