GEOG 5002 - Environmental Planning and Governance
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code GEOG 5002 Course Environmental Planning and Governance Coordinating Unit Geography, Environment and Population Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Incompatible GEST 5002 Course Description This course will critically examine approaches to environmental planning and governance in Australia and internationally. The course will introduce students to the rational planning model which has long-dominated planning strategies in Australia. It will then shift focus and explore how sustainable development is influencing planning via theories of ecology, the interrelationship between values and knowledge, a restructured public sphere and the emergence of new actors. Students will be asked to critique relevant recent Australian environmental planning decisions in relation to criteria of sustainable development. The course will move on to critically examine contemporary thinking about environmental governance including state and market-based approaches, decentralised environmental management, the role of NGOs, community based approaches and regional planning. International cases of environmental management which highlight the linkages between national or regional environmental governance structures and natural resource management outcomes will be analysed.
Course Coordinator: Dr Jennifer Bonham
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesStudents should gain from the course the following:
1 Explain the major tenets of environmental planning in the South Australian context 2 Understand the roles of the different jurisdictional organisations within the environmental governance structure 3 Critically analyse the environmental planning structure 4 Explain key aspects of international environmental governance 5 Discuss the implications of current governance practices in relation to sustainable development goals both in Australia and internationally 6 Develop comparative analyses using quantitative and qualitative data to critique current governance systems 7 Communicate in written and oral forms key aspects of environmental planning and governance
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)
1-5 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
1-6 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
2-7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3-7 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, 4, 6 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 is no prescribed text for this course, if you do not have any background in Physical Geography or Environmental Science, the following book is highly recommended: Strahler A. (2013) Introducing Physical Geography. 6th Edition. John Wiley and Sons, Chichester UK.
Weekly core articles for reading prior to the workshops will be provided to students each week. These articles will be made
available on MyUni and should be used to prepare for class each week.
Recommended ResourcesThere is no prescribed text for this course, if you do not have any background in Physical Geography or Environmental Science, the following book is highly recommended: Strahler A. (2013) Introducing Physical Geography. 6th Edition. John Wiley and Sons, Chichester UK.
Core reading will be provided before each workshop and will be made available via MyUni.
Online LearningThe course guide and additional course-related material will be made available through MyUni. These materials include amongst other
- Links to Reading materials
- Powerpoint slides from the lectures and workshops. These will be posted just prior to the lectures and workshops. The lectures and workshops will also be recorded and uploaded afterwards
- Links for uploading assignments
Learning & Teaching Activities
Learning & Teaching Modes
The workshops are compulsory and provide a forum in which students learn about important elements of environmental planning and governance. The workshops are framed around the two major assignments.
The lectures, which are not compulsory, provide basic factual information and concepts about environmental management, initially in relation to the important tenets of sustainable development and in relation to societal risk.
The take-home exam and the comparative analysis essay provide opportunities for students to undertake research that will allow you to articulate in written form the key challenges of contemporary environmental planning and governance at State and international scales. The comparative analysis will also be presented and discussed during the final workshops.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
3 hours of workshops (or equivalent) per week 36 hours per semester 11 hours reading per week 132 hours per semester 2 hours contacting SA Govt, industry and NGO environmental practitioners per week 24 hours per semester 10 hours assignment/exam preparation per week 120 hours per semester TOTAL WORKLOAD 312 hours per semester
Learning Activities Summary
Schedule Week Lecture: not compulsory Workshop: compulsory attendance Week 1 1. Introduction to the course & environmental challenges
2. Does environmental management equate with sustainable development?
Course introduction Week 2 3. Biodiversity
4. The Precautionary principle
SA government environmental planning Week 3 5. Sustainable economic development I
6. Sustainable economic development II
Regional natural resource management planning Week 4 7. Natural Resource Management I
8. Natural Resource Management II
Local Government environmental planning Week 5 9. Social equity and environmental management I
10. Social equity and environmental management II
Review: Environmental planning structures in Australia Week 6 11. Urbanisation
12. Urban environmental management
Contentious Topics in Environmental Planning: Take Home exam Week 7 13. Sustainable Development via Ecological modernisation?
14. The Risk Society
Comparative analysis essay preparation Week 8 15. Climate change & human populations
16. International governance & climate change
Break week BREAK Week 9 17. PUBLIC HOLIDAY
International governance of socio-ecological risk Week 10 19. Agriculture I
20. Agriculture II
Governing sustainable agricultural development Week 11 21. Energy I
22. Energy II
Comparative analysis presentations Week 12 23. A country case study: Switzerland
Comparative analysis presentations
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 Workshop participation and attendance Formative and Summative 10% 1-7 2500 word take-home exam Formative and Summative 40% 1-3, 5-7 3000 word comparative analysis essay Summative 40% 2-7 Comparative analysis presentation Summative 10% 4-7
Assessment Related RequirementsWorkshop attendance and participation is compulsory and will be assessed as part of this course.
Assessment DetailTake-home exam - A planning challenge (2500 words)
The take-home exam will be provided and students will have 2 weeks to complete the assigned task linked to a South Australian environmental planning issue.
Assignment 2: Comparative Analysis Essay (3000 words)
You will need to undertake a comparative analysis of the governance approach to manage ONE environmental resource, pollution or hazard issue within TWO countries of your choice.
· Planning students must undertake a comparison on the governance of land use planning within rural, urban, coastal or peri-urban settings across the two countries.
· All other students will need to find an issue that interests them and there are no specific restrictions beyond a focus on an environmental management issue.
In order to complete the assignment, you should access and utilise both qualitative evidence from the literature and quantitative data that could be used as indicators of management in each case, and relate the trends in the state of the resource to desired management outcomes. To achieve this, you will need to decide on a valid comparison – so talk with the course coordinator before embarking on your topic. Your analysis should also outline the governance structures for the management of the issue in each case, and suggest how that governance structure is influencing the outcomes.
The assignment should be prepared in essay format, with headings and subheadings as necessary. You will be asked to illustrate your essay with graphs, maps, tables and diagrams as appropriate.
Assignment 3: Comparative analysis: Presentation
You will present the major findings from your comparative analysis essay to your peers. Your presentation will be assessed for both matter (ie. what you present) and manner (ie. how you present). Further information about the presentation will be provided in the workshops.
SubmissionThe Take-Home Exam (assignment 1) and the Essay (assignment 2) will need to be submitted electronically via both the ICC site and the Turnitin Assignment tool.
Assignments 1 & 2 must be lodged in electronic form by the given due date and time to avoid penalty. A penalty of 5% will be deducted per day that an assignment is submitted late.
Assignments will be printed out and marked in hard copy form and made available to be picked up by students either in class or at the end of the semester. If you wish to have the marked, final work sent to you, you MUST supply Dr Bardsley with a stamped, self-addressed envelope when submitting the final piece of work. Only one A3 envelope is necessary.
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 course is designed as a review of the important environmental planning and governance issues for South Australia and internationally. It aims to guide students’ critical interests in particular topics or areas of study. For that reason, there is significant opportunity for students to investigate particular issues that interest them. SELTS results from previous years suggest that some students find this independence to be one of the more challenging aspects of the course. The workshops and readings are designed to guide you through the development of your assignments. Another key to getting the most out of the subject is to use the workshops to raise particular issues with your lecturer and peers.
- 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
- LinkedIn Learning
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- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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