GEOG 4001 - Honours Geography, Env & Population Common Course
North Terrace Campus - Semester 1 - 2021
General Course Information
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 Coordinator: Associate Professor John Tibby
The full timetable of all activities for this course can be accessed from Course Planner.
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
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.
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.
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
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
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 SummaryRationale 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)
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%.
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.
SubmissionSUBMISSIONAll 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.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M11 (Honours Mark Scheme) Grade Grade reflects following criteria for allocation of grade Reported 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.
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.
- 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
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.