GEOG 2140 - Environmental Change
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code GEOG 2140 Course Environmental Change 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 Prerequisites At least 12 units of undergraduate study Incompatible GEST 2040, GEST 2018 or GEST 3018 Course Description This course will introduce students to the global environmental fluctuations of the last two million years as context to recent human-induced change. Our focus is on the interactions between the geological, biological and hydrological processes that have given rise to the landscapes and ecosystems seen today. We then explore the affects of accelerating human impact on the environment and consider extent that the long-term record is useful in understanding recent change and predicting future environmental change. Topics include natural cycles of climate change, sea-level fluctuations, the environmental impact of indigenous peoples, shifts in the water cycle and the waxing and waning of vegetation communities. The past and future impacts of greenhouse warming, pollution, deforestation, river regulation and abstraction and other recent perturbations are then examined in relation to natural rates and magnitudes of change. The subject matter for this course is distinct from that in "Climate Change". Environmental Change is unlikely to be offered in 2015.
Course Coordinator: Associate Professor John Tibby
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 An understanding of natural
and human induced environmental change at local to global scales
2 An understanding of
the techniques used to infer past environments
4 High quality written
and verbal communication skills
5 Ability to undertake
data manipulation and interpretation
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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4, 5, 6 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 3, 4, 5, 6, Skills of a high order in interpersonal understanding, teamwork and communication. 6 A proficiency in the appropriate use of contemporary technologies. 2, 3, 6 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 6 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 6 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 6
There is a wealth of published material relevant to the course. For example, there
are over 15,000 individual publications in the Scopus database on environmental
change. Despite this wealth of information, there is no single text book
that adequately summarises the key components of the course. Hence, a key
challenge is to focus on that which is most relevant and up to date (which, for
the most part, appears in journals before it does in books).
The use of the Scopus database to locate relevant academic publications is highly recommended. Note that you can access Scopus from the
Quicklinks on the Library’s website: http://www.adelaide.edu.au/library/
Quaternary Science Reviews, Journal of Paleolimnology, Quaternary Research,
Journal of Quaternary Science, Palaeogeography, Palaeoclimatology,
Books and monographs
The following books and monographs provide useful background to different
parts of the course.
Williams, M.A.J., Dunkerley, D.L., Kershaw,
A.P. & Chappell, J. (1998) Quaternary environments, Arnold, New
York. Barr Smith: 551.79 W725q.2
Although this text is a little out of date, it is comprehensive and has a good coverage of the Southern Hemisphere. More complex than Anderson et al. (2007)
Alverson, K.D., Bradley, R.S. and Pedersen, T.F. (2003). Paleoclimate,
Global Change and the Future. Springer.
This brilliant book is available to download at:
Anderson, D.E., Goudie, A.S. & Parker, A.G. (2007) Global environments through the Quaternary: exploring environmental change, Oxford, New York.
Approachable text, but generally poor coverage of Australia. Barr Smith: 551.79
Smol, J. (2008). Pollution of lakes and rivers: a palaeoenvironmental perspective.
Blackwell, Malden, MA.
Available online via the Library
(use a Summon search)
Roberts, N. (1998).
The Holocene: An Environmental History. Blackwell, Oxford.
Approachable text, less scientific, with a focus on human evolution and history.
Coverage of Australia is almost non-existent.
Online Learning1. Lecture summaries. I will attempt to post these by the morning of your lecture.
2. Lecture records (in a downloadable “You Tube” style)
3. Essay questions and suggested reference sources.
4. The Geographical and Environmental Studies essay writing guide.
5. Information on the use of turnitin
Learning & Teaching Activities
Learning & Teaching ModesThere are a number of teaching and learning modes in this course. The course lectures provide basic factual information and concepts about environmental change.
The workshops provide hands on experience in the techniques used to infer part environmental change. The essay provides an opportunity to undertake in depth analysis of a key aspect of the course. The field trip and report will provide students with an opportunity to apply their understanding of environmental change to a key natural resource management problem. Finally, the exam will assess the extent to which students have developed their understanding through the course
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
learning (lectures and workshops): 3 hours per week
reading and reading for specific workshops: 4 hours per week
and field report research and preparation: 3 hours per week (average)
revision: 2 hours per week (average)
Learning Activities SummaryA summary of the learning activities will be made available in semester 2
Specific Course RequirementsA one day field trip is compulsory for Environmental Change
Small Group Discovery ExperienceSmall Group Discovery is at the heart of much of the learning in Environmental Change. In particular, for the field trip and report, students will undertake an environmental reconstruction similar to that discussed in the literature,
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.
Task (and assessment type) % of total grade Short essay 20 Field report (summative) 40 Exam (summative) 40
Task (and assessment type)
Learning objective(s) addressed (from 2.1 above)
% of total grade
Monday 27th August by midday
Thursday 25th October by midday
2.1 a-d. NB: direct data interpretation is not required in the exam.
In Semester 2 exam period
Assessment Related RequirementsThe is a compulsory one day field trip
essay should be between 1300-1500 words (including in text references) and
follow the guidelines set out in the essay writing guide on MyUni. See questions below.
Field report: The field
report should be between 3000-3500 words (including in text references). The
assignment will be distributed in week 2
Exam: The exam will have 2 hours writing time.
Example exam questions will be posted on MyUni after mid-semester break. The
exam will be discussed in the final week
SubmissionStudents are required to submit their essay and field report via turnitin, which will be accessed via MyUni, an internet-based service that allows for checking of information sources and plagiarism.
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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