GEOG 4001 - Honours Geography, Env & Population Common Course

North Terrace Campus - Semester 1 - 2022

There is a wide range of concepts and theoretical frameworks in geography and environmental studies. This course will provide each Honours student with a thorough grounding in the broad philosophical foundations of key concepts in human and physical geography, such as place, scale, landscape, systems, nature, development, globalisation and risk. The theoretical debates and real life application of these concepts are critically examined in this course by investigating environment and development issues, such climate change, and water and food security. Staff members of the Department of Geography, Environment and Population contribute their expertise to this course. The in-depth knowledge of the key concepts in geography, environment and population is important and helpful for the design and conduct of research projects, such as the Honours thesis.

  • General Course Information
    Course Details
    Course Code GEOG 4001
    Course Honours Geography, Env & Population Common Course
    Coordinating Unit Geography, Environment and Population
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 6
    Contact 2 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites Completed degree (72 units) with 24 units of Environmental Policy and Management Major or completed Bachelor of Environmental Policy and Management degree
    Restrictions Available only to students admitted to the relevant Honours program
    Course Description There is a wide range of concepts and theoretical frameworks in geography and environmental studies. This course will provide each Honours student with a thorough grounding in the broad philosophical foundations of key concepts in human and physical geography, such as place, scale, landscape, systems, nature, development, globalisation and risk. The theoretical debates and real life application of these concepts are critically examined in this course by investigating environment and development issues, such climate change, and water and food security. Staff members of the Department of Geography, Environment and Population contribute their expertise to this course. The in-depth knowledge of the key concepts in geography, environment and population is important and helpful for the design and conduct of research projects, such as the Honours thesis.
    Course Staff

    Course Coordinator: Associate Professor Yan Tan

    G32, Ground Level, Napier Building
    Department of Geography, Environment and Population
    School of Social Sciences
    The University of Adelaide, SA 5005
    P: (61) 08 8313 3976
    E: yan.tan@adelaide.edu.au
    W: http://researchers.adelaide.edu.au/profile/yan.tan
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

    On the completion of this course, students will be able to:

    1)    understand theory and practice of key concepts in geography, environmental and population studies;

    2)    critically evaluate contemporary debates around the key concepts;

    3)    discuss the history, usefulness and effectiveness of key geography concepts;

    4)    demonstrate high level critical analysis and thinking skills;

    5)    apply high quality written and verbal communications skills;

    6)    work effectively in a seminar situation;

    7)    show highly developed, and computer-based, research skills; and

    8)    understand own individual impact on theory and practice around key concepts and global issues.

    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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2, 8

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    2, 3, 4, 5, 7, 8

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    4,5

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    5,6

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    7

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    This is not covered in this course.

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    2,3,5,6,7

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    1-7
  • Learning Resources
    Required Resources

    There is no required textbook for the course. All readings will be suggested by GEP staff and provided online.

  • Learning & Teaching Activities
    Learning & Teaching Modes


    Teaching and learning in the Honours coursework takes place in workshop type seminars. The small group of students learns the subject material through recurring meetings which are led by a student who co-ordinates with the relevant staff member. The seminars provide the opportunity to discuss readings and subject matter.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.



    The times suggested here are guidelines for students to achieve the course requirements and to successfully complete the course. You will need to allocate appropriate time for your study (contact and non-contact time):

    1 x 2 hour seminar per week ............................................................ 2 hours

    6 hours research per week ............................................................... 6 hours

    6 hours mandated reading per week .................................................. 6 hours

    10 hours writing work (drafts, editing, re-writing) per week ................. 10 hours

     
    Sub-total per week .........................................................................24 hours

    Learning Activities Summary
    NOTE: The seminars are on Thursday 2:00 pm –5:00 pm, Napier 142, Napier Building, North Terrace Campus. 

    Key themes:
    • Introduction to the Honours
    • The Honours Thesis; Research design and planning
    • Challenges for modern Australian coastal management
    • Risk society
    • Conceptualising housing disadvantage
    • Student Research Proposal Presentations
    • Multifunctional landscapes
    • Permaculture and ecovillage movements
    • Climate (environmental) change and population mobility
    • Urbanisation and migration transition
    • End of semester review; next steps and planning for thesis
  • 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
    Rationale for assessment:  the pieces of assessment are designed as important ‘training ground’ for the larger Honours thesis, and to provide Honours students with important skills (eg presentation skills; critical thinking and analysis) for the workforce or future research. These assignments are intended to provide students with the academic skills and experience to successfully complete their major Honours thesis.

    Assessment Task Weighting
    Research Proposal: Oral presentation, Q & A. 20%
    Written research proposal (including finalised ethics application, if appropriate)

    25%
    Research Essay: Key concepts or theoretical framework  30%
    Seminar participation

    25%
    Assessment Detail
    Presentation of Research Proposal (20%)

    Students are required to give a seminar presentation based on their Research Proposal. The research proposal is essentially a detailed outline of the research you intend to undertake. Attending and participating in the Research Seminars will provide you with an invaluable way of learning from other students’ research experience, getting feedback on your own project and having exposure to ways of thinking and methods other than those you will be using.

    Research Proposal (25%)

    Students are required to build on the feedback from the presentation and present a written research proposal which should represent a more detailed and more articulated idea of what you will be doing in the Honours thesis. If you need to submit an ethics application for your thesis, it is expected that you will attach a complete application with the proposal.

    Research Essay (30%)

    The research essay provides students with the opportunity to demonstrate and develop their research, and analytical and critical thinking skills and essentially show that they have understood key concepts within the discipline. Students will be encouraged to develop a piece of written work they will help inform their thesis. The topic of the essay is intentionally kept general as to allow for both human and physical geography essays.

    Seminar Participation (25%)

    All Honours Candidates are expected to come prepared to all scheduled seminars and actively participate in the discussion. The structure of the seminar is premised upon a rigorous group discussion of the key themes raised by each week’s reading. The accent will be on informal, friendly but rigorous discussion.



    Submission
    All assignments must be submitted electronically via MyUni/Canvas. To check for plagiarism, we use TURNITIN.


    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M11 (Honours Mark Scheme)
    GradeGrade reflects following criteria for allocation of gradeReported on Official Transcript
    Fail A mark between 1-49 F
    Third Class A mark between 50-59 3
    Second Class Div B A mark between 60-69 2B
    Second Class Div A A mark between 70-79 2A
    First Class A mark between 80-100 1
    Result Pending An interim result RP
    Continuing Continuing CN

    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 (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.

  • 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.

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.