Outline

Overview

There has never been a more urgent and critical need to address the threats to biodiversity. Whilst humans are the main driver of these problems, they can also drive the solution. The contemporary understanding of conservation science reflects this, broadening the context from a focus on biology to people and the choices they make. To be effective, programs to conserve ecosystems must consider the human behaviour dimension. In the last decade, many zoos have begun to fully embrace social science and use behaviour change theories as a basis for their programs, experiences and exhibits. This has been a deliberate shift in order to move beyond merely awareness raising and onto facilitating the pro-wildlife and pro-environmental behaviours needed to address threats to biodiversity. Zoos also provide a unique opportunity to influence the next generation, as emotionally powerful childhood experiences of nature and wildlife have been shown to be an important factor behind environmentally responsible actions by adults. Combining many individual actions and changes in behaviour can assist in building towards a tipping point for legislative, regulatory, social and/or market changes. In this unit, students will explore Taronga Conservation Society Australia's campaigns and programs that lead the community to rethink the way we live and the impacts we have on our environment both at Taronga and in the community. The students in this course will learn how to apply models and methodologies to influence behaviour and create social impact to solve environmental problems and support healthy ecosystems for a sustainable future. They will also develop their capacity to lead and deliver education programs through a practical understanding of communication and environmental education strategies.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	Understanding Conservation Science (new proposal)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Debra Talbot, debra.talbot@sydney.edu.au
Lecturer(s)	Paul Mason, paul.mason@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Comparative review of behaviour change interventions Review, compare & contrast two conservation behaviour change interventions	40%	Mid-semester break	2500 words
Outcomes assessed:
Assignment	Design a Behaviour Change Intervention Draw upon behaviour change theory to design a conservation intervention	40%	Week 10	2500 words
Outcomes assessed:
Assignment	Presentation on communication campaign Conservation communication campaign to effect behaviour change for the wild	20%	Week 12	1000 word equivalent oral presentation
Outcomes assessed:
= hurdle task ?

Assessment summary

Assessments for this unit include:

Critical review of the literature by writing a comparison of two carefully selected conservation behaviour change interventions published in the peer-reviewed academic literature;

Design and develop a behaviour change initiative based on the COM-B and INHERIT models targetting a specific group for an urgent/important conservation issue;
An in-class oral presentation on a conservation communication campaign to effect behaviour change among a target audience for a key conservation outcome.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late penalties will follow standard university procedure.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to conservation psychology	Seminar (2 hr)
Week 02	Self and Society: basics of social cognitive theory	Seminar (2 hr)
Week 03	Conservation Leadership	Seminar (2 hr)
Week 04	Conservation Psychology	Seminar (2 hr)
Week 05	Behaviour Change Theory	Seminar (2 hr)
Week 05	zoo-based behaviour change initiatives	Field trip (6 hr)
Week 06	Behaviour Change Interventions	Seminar (2 hr)
Week 08	zoo-based conservation communication campaigns	Field trip (6 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Week 1: Introduction
Optional readings:
Boyes, E., & Stanisstreet, M. (2012). Environmental education for behaviour change: Which actions should be targeted? International Journal of Science Education, 34(10), 1591-1614.

Dunstan, E., Fairbrother, B., & Van Sluys, M. (2016). Empowering citizens to effect change–a case study of zoo-based community conservation. Pacific Conservation Biology, 22(2), 90-97.

Steg, L., & Vlek, C. (2009). Encouraging pro-environmental behaviour: An integrative review and research agenda. Journal of environmental psychology, 29(3), 309-317.

Week 2: Self and society – basics of social cognitive theory

Prescribed readings:
Michie, S., Van Stralen, M. M., & West, R. (2011). The behaviour change wheel: a new method for characterising and designing behaviour change interventions. Implementation science, 6(1), 42.

Shove, E. (2010). Beyond the ABC: climate change policy and theories of social change. Environment and planning A, 42(6), 1273-1285.

Van der Vliet, N., Staatsen, B., Kruize, H., Morris, G., Costongs, C., Bell, R., ... & Máca, V. (2018). The INHERIT model: A tool to jointly improve health, Environmental sustainability and health equity through behavior and lifestyle change. International journal of environmental research and public health, 15(7), 1435.

Optional reading:

Shove, E. A. (2003). Comfort, Cleanliness and Convenience: The Social Organization of Normality. Berg.

Week 3: Conservation Leadership

Prescribed readings:
Straka, T. M., Bal, P., Corrigan, C., Di Fonzo, M. M., & Butt, N. (2018). Conservation leadership must account for cultural differences. Journal for Nature Conservation, 43, 111-116.

Jones, M. S., & Solomon, J. (2019). Challenges and supports for women conservation leaders. Conservation Science and Practice, 1(6), e36.

Englefield, E., Black, S. A., Copsey, J. A., & Knight, A. T. (2019). Interpersonal competencies define effective conservation leadership. Biological conservation, 235, 18-26.

Week 4: Conservation psychology

Prescribed reading:
Michie, S., Atkins, L., & West, R. (2014). The behaviour change wheel. A guide to designing interventions. 1st ed. Great Britain: Silverback Publishing. Introduction and chapter 1.

Week 5: Behaviour Change Theory

Prescribed reading:
Michie, S., Atkins, L., & West, R. (2014). The behaviour change wheel. A guide to designing interventions. 1st ed. Great Britain: Silverback Publishing. Chapters 2 and 3.

Week 6: Behaviour Change Intervention

Prescribed reading:
Michie, S., Atkins, L., & West, R. (2014). The behaviour change wheel. A guide to designing interventions. 1st ed. Great Britain: Silverback Publishing. Chapters 4 and 5.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Demonstrate a thorough understanding of behaviour change theories in relation to current data in conservation science
LO2. Critically analyse behaviour change interventions and conservation psychology initiatives.
LO3. Identify opportunities to enhance professional practice and student learning outcomes through the strategic application of behaviour change theory.
LO4. Critically evaluate the effectiveness of strategies and communication channels used to promote conservation behaviour.
LO5. Persuasively communicate science as it relates to conservation in order to move audiences and effect change.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the second time this unit has been offered. Weightings of assignments have been adjusted as well as in-class discussion groups have been factored into early peer feedback in the preparation of assignments as well as of the final product.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDPT5004: Conservation Leadership and Change

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect