AGRIC 3510WT - Agricultural Resource Management III

Waite Campus - Semester 2 - 2018

In Agricultural Resource Management students will examine the biophysical processes operating at a landscape level and socioeconomic drivers and institutions behind change in agriculture. There are 5 general themes: Climate Change; Water; Energy; Biodiversity; Catchment Management. A series of lectures will outline the technical principles of each of these themes, viz: climate change models, climate adaptation strategies, water policy, irrigation, groundwater flow systems and their management, surface water resource management, carbon economy in agriculture, soil resource management, on-farm biodiversity management, catchment management processes and NRM organisations. Specialist guest speakers will deliver presentations on the salient issues on these themes. In a series of 5 written reports students will apply their own understanding of the technical principles in commentaries on the specialist presentations of issues. Students will be required to read topical material before the specialist lectures. There will be a quiz before each specialist lectures to assess understanding of the pre-reading material. In two oral presentations students will develop the skill of presenting a mature commentary on these resource management issues based on the scientific and technical principles. There will be an all-day field trip to observe agricultural resource management in practice in the Adelaide Hills &/or Murray Lands.

  • General Course Information
    Course Details
    Course Code AGRIC 3510WT
    Course Agricultural Resource Management III
    Coordinating Unit School of Agriculture, Food and Wine
    Term Semester 2
    Level Undergraduate
    Location/s Waite Campus
    Units 3
    Contact Up to 7 hours per week plus field trip
    Available for Study Abroad and Exchange Y
    Prerequisites AGRIC 1510WT, AGRIC 1520WT, SOIL&WAT 1000WT
    Assumed Knowledge AGRIC 2505RW, ANIML SC 2503RW, SOIL&WAT 2500WT
    Assessment Written reports, oral presentations, quiz
    Course Staff

    Course Coordinator: Dr Ian Nuberg

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

    1.    The integration of prior knowledge and development of new knowledge to understand  how models are used to predict future, their scope and limits; agreed and contested explanations of climate change; agricultural strategies of adaptation to predicted climate change

    2.     Knowledge of groundwater flow and surface water systems and their management; hydrological principles of irrigation’s interaction with environment; water policy and pricing mechanisms; energy futures in agriculture and feasibility of bioenergy options; the role of
    carbon and soils in future energy economy

    3.     The integration of prior knowledge and development of new knowledge to understand principles of ecosystem mimicry in agriculture and role of agroforestry in NRM

    4.    Knowledge of biophysical principles underpinning catchment management and NRM organisations responsible for catchment management in all states of Australia

    5.     Ability to critically evaluate information, prepare mature written opinions, orally present credible logical arguments and collaboratively source and share information

    6.     Understanding of the geopolitical complexities of climate, water, energy and biodiversity issues

    7.     An ability to express a valid opinion about how society can meet and address the agricultural and environmental challenges of the future

    8.     Demonstrated understanding of how their skills can be used to address challenges.

    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, 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
    5, 7, 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
    5, 7, 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
    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
    not addressed
    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
    not addressed
  • Learning Resources
    Required Resources
    For each of the resource modules there is a prescribed reading list on MyUni that provides background to the resource theme. There are also links to related relevant websites and youtube videos.
    Students are expected to read the whole list and use these sources as starting points for researching similar literature to prepare assignments.
    Recommended Resources
    Apart from the prescribed reading list on MyUni the following texts are also recommended.

    Nuberg,George & Reid (2009) Agroforestry for Natural Resource Management

    Pratleyand Robertson (1998) Agriculture and the Environmental Imperative

    Stokes and Howden (2010) Adapting agriculture to climate change

    These texts will be available in Waite library reserve.

    Online Learning
    MyUni: Teaching materials and course documentation will be posted on the MyUni website (

    Course administration is accomplished using MyUni: activities will include  email, announcements, lecture handouts and recordings, an online reading list of over 50 scientific articles, materials for completing assignments.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    There are seven components to the course.

    1. The Big Questions
    There is a set of 13 Big Questions that serve as the central narrative through the course. Of these Big Questions four are global, three are personal and six are specific to the five resource themes (climate, water, soil, vegetation and energy).  Students choose one of the global or personal questions as the central topic they study for their Discussion Topic paper and presentation. The six resource-specific questions are assessed in the written examination.

    2. Core videos
    The core teaching material covering the Big Questions is presented in a series of short (10-15 minute) videos available on MyUni.  These videos are supported by links to relevant literature, websites and youtube videos.

    3. Lectorials. Students are expected to view the core videos before the associated lectorial session. These lectorials are given by university staff and guest presenters. After a formal presentation, the lectorials will be a guided discussion that links the topic of the day with the Big Questions.

    4. Resource factsheets.  
    For each of the five resource themes students will prepare a 2-3 page factsheet summarising: key descriptive dimensions; problems and issues; organisations and programs; technology and industry opportunities.  Each factsheet to be submitted before the first lectorial in the module.  These factsheets can be taken into the written examination for reference. 

    5. Discussion paper.  In the first two weeks students will be guided to select their Discussion Topic through personal interview with the course co-ordinator. They will then be guided through a three-step process to research and prepare a professional 3,000 word paper on their chosen topic.  Much of the work on this paper will undertaken in class time with the assistance of the course co-ordinator and tutor. 

    6. Oral presentation or Video.  Students will also prepare and deliver either a 10 minute oral presentation or video on their Discussion Topic.  Students' oral or video performance will be evaluated by their peers who will also provide constructive feedback on how to improve each others' performance.

    7. Written examination. There will be a 2 hour formal written examination on the material related to the six resource-specific Big Questions.

    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
    Quizzes Lectures Group work
    Week 1 Resilience thinking;
    Climate principles
    Study groups;
    Preparation for oral presentations
    Week 2 Climate Quiz Adaptation to Climate change in Agriculture Climate reading list
    Week 3 Soil Quiz Soil quality and fertility management
    Week 4 Soil carbon resource in Australian soils;
    What is a model and why build one?
    Soil reading list
    Week 5 Water Quiz Water in Australia;
    Water for food and fibre;
    Water balance measures and estimates
    Water reading list 1
    Week 6 Water management in rain fed systems;
    Water management in irrigation
    Water reading list 2
    Week 7 Energy Quiz Agricultural Energy and Biofuel;
    Australians in International Agricultural Development
    Energy reading list
    Week 8 Ecosystem services as a business Oral presentations (short)
    Ecosystem Services reading list
    Week 9 often there is a public holiday near this week
    Week 10 Vegetation Quiz Agroforestry as Natural Resource Management;
    Vegetation and water interactions
    Vegetation reading list
    Week 11 Natural Resource Management institutions and agriculture Oral presentations (long)
    Week 12 Review of the 5 Themes in preparation for written exam Oral presentations (long)
    The schedule above is indicative of the flow of events across the semester.  Details will vary from year to year depending on availability of guest speakers and timing of public holidays.
  • 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

    Assessment Task Task Type Due Weighting Learning Outcome
    Resource factsheets Formative

    Weeks 2,4,6,7,8

    15% 1,2,3,4
    Discussion Paper: mindmap Formative week 5 10% 5,6,7,8
    Discussion Paper: draft Formative week 8 5% 5,6,7,8
    Discussion Paper: final Summative Week 10 25% 5,6,7,8
    Oral Presentation /video Summative Weeks 
    11 and 12
    10% 5,6,7,8
    Written exam Summative Exam week 35% 1,2,3,4

    Assessment Detail
    5 short (~10 minute) quizzes (usually
    multi-choice) on material to be read
    BEFORE the topic is discussed in class 3 marks each = 15

    Oral or video presentations
    10 minute presentation on specific resource management topics. You will take a critical stance on an issue and support the argument with relevant scientific evidence = 10

    Discussion Paper
    Discussion paper integrating knowledge and critical analyse of issues across the 5 themes  = 40

    Written exam
    Based on knowledge gained from the reading lists = 35
    It is a university-wide policy that assignments must be submitted by their deadline. There will be a penalty of 10% of the total mark for each day (or part of a day) that an assignment is late, up to a maximum  penalty of 50% of the total mark. Assignments that are submitted after  the assignments for the rest of the class have been marked may not be accepted.

    Extensions of deadlines may be allowed for reasonable causes. Such situations would include compassionate and medical grounds of the severity that would justify the awarding of a replacement examination. Evidence for the grounds must be provided when an extension is requested. Extensions of deadlines should be negotiated with the course coordinator before the assignment is due.

    Extensions will not be provided on the grounds of poor time management.
    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

    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.

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