PLANT SC 7260EX - Risk Analysis for Plant Biosecurity
External - Semester 2 - 2016
General Course Information
Course Code PLANT SC 7260EX Course Risk Analysis for Plant Biosecurity Coordinating Unit School of Agriculture, Food and Wine Term Semester 2 Level Postgraduate Coursework Location/s External Units 3 Available for Study Abroad and Exchange Y Course Description This course will introduce the current and developing approaches to risk analysis in the context of plant biosecurity. It will consider the purpose of risk analysis and consider different models and methodologies for risk assessment and mitigation. In the past, risk analysis has been mostly qualitative, but now there is need to acknowledge the widen use of quantitative methodologies. Although the primary focus will be on qualitative risk assessment, quantitative methods will be introduced.
Course Coordinator: Emeritus Professor Michael Keller
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students should be able to:
1. understand and explain the role of risk analysis in plant biosecurity
2. explain the general principles of risk analysis
3. explain that there are various approaches to risk assessment, each of which has strengths and weaknesses depending on the context
4. conduct, apply and evaluate qualitative biological risk assessment
5. understand the fundamental basis of quantitative risk assessment
6. select appropriate approaches to risk assessment and risk mitigation
7. clearly communicate elements of risk associated with pest risk analysis
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)
1,2,3,4,5,6,7 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
1,3,4,6,7 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
N/A Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,3,4,6,7 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
N/A 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
Learning & Teaching Activities
Learning & Teaching Modes
This course is delivered online in a series of modules. Each module comprises a major reading, associated supporting materials, and a list of selected papers.
Students receive a course book and memory stick that has copies of the assignment files, major readings and selected papers.
Students have an opportunity to communicate with the lecturer and other students in an online discussion and via email.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
A student should expect to spend, on average, around 152 hours on their studies in a three-unit course.
Learning Activities SummaryThis unit comprises 12 modules. Each module is comprised of one or more parts that cover a particular aspect of invasion biology.
1. Introduction: The context of risk analysis in biosecurity
2. The scope and role of risk analysis in biosecurity: International Plant Protection Convention (IPPC) & International Standards for Phytosanitary Measures (ISPMs)
3. An overview of pest risk analysis (PRA)
4. Initiation of a PRA
5. Pest categorisation
6. Assessment of the probabilities of entry, establishment and spread
7. Assessment of potential impacts
8. Brief introduction to quantitative approaches to pest risk assessment
9. Overall assessment of pest risk and uncertainty
10. Role of risk management in risk analysis
11. Communication in pest risk analysis
12. Case study:
a. Weed risk assessment (WRA)
b. Risk assessment for commodity imports
The outline of this course is based on the pest risk analysis short course that is delivered by the Secretariat of the International Plant Protection Convention (http://www.ippc.int/). It enhances and extends that material. In particular, this course also covers quantitative risk assessment methods in addition to the qualitative methods that are covered by the IPPC course, examines two detailed cases studies, and discusses issues in the current approaches to pest risk analysis.
Specific Course RequirementsThe following texts and other resources are regulated in this course:
The course focuses on a series of modules that are delivered via MyUni or memory stick. Each module has (1) a PowerPoint lecture delivered using Articulate software, (2) a prepared reading 10-12 pages [excluding references], and (3) prescribed reading from the textbook, Access to MyUni and online journals through the Library are essential.
Students receive a course book and memory stick that has copies of the major readings and selected papers.
Students have an opportunity to communicate with the lecturer and other students in an online discussion and via email.
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 must maintain academic standards.
Assessment task Type of assessment Percentage of total assessment for grading purposes Hurdle
Outcomes being assessed/achieved Approximate Timing of Assessment Pest categorisation Formative/summative 10% No 1,2 Pest risk analysis review Formative/summative 5% No 2,3 Qualitative pest risk assessment Formative/summative 45% No 3,4,5 Pest risk management and mitigation Formative/summative 20% No 6 Stakeholder consultation and risk communication Formative/summative 20% No 1,2,7
Assessment DetailAssignment 1: Pest categorisation (10%)
Students choose two scenarios for pests from a list of eight* and then report on the categorisation of these pests for the defined Pest Risk Analysis Area. This assignment requires collection and interpretation of data from a variety of sources. *Pests: 1 field crop insect, 1 horticultural crop insect, 1 field crop pathogen, 1 horticulture crop pathogen, 1 soil nematode, 1 stored product insect, 1 insect in timber, 1 weed.
Assignment 2: Pest risk analysis review (5%)
Students review and critique a published PRA. This assignment prepares students for the major assignments 3, 4 & 5, and ensures that they are aware of the reporting requirements for formal risk analysis.
Assignment 3: Qualitative pest risk assessment (45%)
Students choose one of the scenarios they reported on in Assignment 1 and conduct a qualitative pest risk assessment. This report will involve determination of the pathway(s) for pest introduction, the probability of introduction and spread of the focal pest, and estimation of the potential consequences/impacts of introduction and spread (direct and indirect economic and environmental consequences/impacts). As it is impossible to prepare a thorough risk assessment within the workload constraints of this course, the report includes a section on what more is needed to complete the pest risk assessment in an objective and defensible manner. A diagram for a Bayes net, which would be used in a quantitative risk assessment, is prepared. This requires extensive collection and interpretation of data from a variety of sources.
Assignment 4: Pest risk management and mitigation (20%)
Students prepare a sequential list of events necessary for the pest to establish. For two of those events, they describe and evaluate the alternative management options available to reduce or minimise risk. Extensive literature review and analysis are needed to complete this assignment
Assignment 5: Stakeholder consultation and risk communication (20%)
Students choose one of two scenarios for pest risk analysis. They prepare an annotated program for stakeholder consultation. For one stakeholder group, a risk communication package is prepared that includes a poster and fact sheet with a section that mimics answers to frequently asked questions.
All assignments are sent to the course coordinator via email.
Assessment tasks must be submitted by the stated deadlines. There is a penalty for late submission of assessment tasks: the submitted work will be marked ‘without prejudice’ and 10% of the obtained mark will be deducted for each working day (or part of a day) that an assessment task is late, up to a maximum penalty of 50% of the mark attained. An examiner may elect not to accept any assessment task that a student wants to submit after that task has been marked and feedback provided to the rest of the class.
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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