GEOG 4001 - Honours Geography, Env & Population Common Course

North Terrace Campus - Semester 1 - 2020

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: Professor Melissa Nursey-Bray

    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)
    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, 8
    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
    2, 3, 4, 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
    4,5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    5,6
    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
    7
    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
    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 Tuesday from 9.10–11.00am, Room 142, Napier Building, North Terrace Campus. There are also a few seminars in Semester 2.
    Schedule
    Week 1 (27 Feb)


    Introduction to the Honours program

    A/Prof.
    Yan Tan

    Week 2 (6 Mar) Topic: The affordability and accessibility of housing in Australia

    Prof. Chris Leishman  
    Week 3 (13 Mar) Library sessions:  1)  Database searches; 2)   Endnote training

    Ms. Helen Attar
    (Research Librarian)
    Week 4 (20 Mar)


    Risk society

    Dr. Douglas Bardsley
    Week 5 (27 Mar) Research design and planning

    A/Prof. Yan Tan
    Week 6 (17 Apr) Permaculture and ecovillage movements

    Dr. Jungho Suh

    Week 7 (24 Apr) Relevance: Human Geography, public policy and public geographies

    Dr. Debbie Faulkner
    Week 8 (1 May) Mobility and the Politics of Public Space

    Dr Jennifer Bonham   
    Week 9 (8 May) Global population ageing: issues of place, space and health

    Dr Helen Barrie  
    Week 10 (15 May) Presentation of Research Proposal

    Supervisors & GEP staff
    Week 11 ( 22 May) End of semester review A/Prof. Yan Tan
  • 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 Due Weighting
    Research Essay: key concepts or theoretical framework (6,000 words)

    14 May

    70%
    Research Proposal: Oral presentation: 15 minutes, 5 minutes Q & A.

    21 May 20%
    Seminar participation

    N/A 10%

    Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.

    The seminar participation (10%) is waived. The Research Proposal Assessment is now weighted at 30%.
    Assessment Detail


    1. Research Essay:  6,000 words, 70%    
       

    The research essay provides you with the opportunity to demonstrate and develop your research, and analytical and critical thinking skills early in the Honours year in order to ‘warm up’ for your thesis work. The topic of the essay is intentionally kept general as to allow for both human and physical geography essays.
     
    NOTE: Students should choose a topic relevant to their thesis. Consult with your supervisor.
     
    They could either

    1).    Use a specific theoretical framework (e.g. political ecology, feminism) and critically examine one specific area of current geographical or environmental thought, practice or research;  or

    2).   Choose one of the key concepts covered in the seminars; and critically analyse current thought, practice or research of your chosen concept,

     
    2. Research Proposal: oral presentation,  20%                


    The early planning stages of your research project are particularly important. The research proposal is essentially a detailed outline of the research you intend to undertake including: why the research is important; aims and objectives; scope and limitations; methodology – what information is necessary to answer your research question, the techniques you will use in obtaining that information, the steps necessary to obtain that information (from ethics clearance to identifying subjects); how you will analyse your data; and time frame. Students should write a draft of their proposal then revise it before presenting their proposal.


    The performance of their presentation will be assessed in this course. They should draw feedback from their presentation before submitting their research proposal for assessment in the other course—GEOG 4002 Research Methods.

     
    Presentation of Research Proposal           

    Students are required to give a seminar presentation based on their Research Proposal. 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.

     
    The presentation is for 15 minutes with 5 minutes question time. You are required to provide your PowerPoint slides (max 10 slides) to the Honours convenor the day before the seminar presentation.

     
    IMPORTANT: there will also be a presentation of your preliminary findings of your thesis project in Semester 2.

     
    Before you submit your FINAL thesis on Monday, 22 October (see Honours Handbook 2018) you are invited to present your
    preliminary/early research findings from your own research project to the group in the usual seminar setting. This is intended to give you additional feedback on your research/thesis so that there is still time to make amends if necessary.

     
    The presentation is for 10 minutes, followed by 5 minutes question time. You are required to provide your PowerPoint slide (max 10 slides) to the Convenor the day before the seminar presentation.

     
    3. Seminar Participation:    10%         All scheduled seminars

    All Honours Candidates are expected to come prepared to the 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 readings. The accent will be on informal, friendly but rigorous discussion.

     
    NOTE: Each student is required to lead one of the sessions during the program.

     
    You are expected to attend all the seminars and notify the course coordinator via email beforehand if you are unable to attend a seminar. Your seminar participation grade is based on (i) attendance, (ii) demonstrated engagement with the readings, (iii) relevant to the discussion/presentations at the seminar.        
     

    Submission
    SUBMISSIONAll assignments are to be submitted electronically via email or on Canvas. There will be a template available on MyUni or Canvas which includes the GEP assignment cover page. 


    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
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