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Unit outline_

ENVI5903: Sustainable Development

Intensive July, 2023 [Block mode] - Camperdown/Darlington, Sydney

This unit of study constitutes an international field-based experience held in Southeast Asia during the July semester break. It explores the contested notions of sustainable development and sustainability through exposure to real world development dilemmas in Southeast Asia. We explore fundamental issues such as urbanization, sustainable livelihood, resource scarcity and economic globalization. The unit of study involves lectures, in-situ readings and discussion groups, introduction to field methods, stakeholder meetings and experiential learning. Students interested in this unit should confirm their interest to the Unit Coordinators by the end of March of the year the field school will be held. There will be additional costs associated with this unit to cover food, accommodation, local transport and field assistance of about $1, 200. Students will also be required to arrange their own international travel to the starting point (either Vientiane or Jakarta depending on the specific location of the course).

Unit details and rules

Academic unit Geosciences Academic Operations
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Jeffrey Neilson, jeffrey.neilson@sydney.edu.au
Demonstrator(s) Linda Susilowati, linda.susilowati@sydney.edu.au
Lecturer(s) Jeffrey Neilson, jeffrey.neilson@sydney.edu.au
Type Description Weight Due Length
Small test In-class short essays
Students answer short questions based on readings and field obervations.
40% Multiple weeks
Due date: 24 Jun 2023 at 11:00
90 minutes
Outcomes assessed: LO1 LO6 LO2
Assignment Field school report
Written report based on field work.
40% Multiple weeks
Due date: 21 Jul 2023 at 23:00
2500 words (excluding references)
Outcomes assessed: LO4 LO1 LO2 LO5 LO6
Participation Participation and Presentations
Grade awarded based on group participation and presentations.
20% Ongoing Ongoing
Outcomes assessed: LO1 LO6 LO5 LO3 LO2

Assessment summary

In-class short essays: Students will be asked to write short essays or short answer questions under exam-like conditions on the final day of the field school. These questions will assess the student’s understanding of key concepts explored during the field school.

Field school report: Students are required to write a report addressing a sustainable development challenge in Indonesia that draws upon both field observations and an exploration of background literature. 

Participation and Presentations: Students are assessed based on their involvement in discussion groups, interactions with guest speakers and local communities, and ability to communicate your observations to others through presentations.

Detailed information for each assessment task can be found on Canvas.

 

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

Student’s work is i) innovative, ii) original and iii) highly analytical. Written work is at a standard that could potentially be published for a broader readership, and it contains no factual, referencing or grammatical errors. Demonstrates an intimate conceptual understanding of a broad literature and uses this to make sophisticated arguments and promote thought-provoking discussion during lectures and tutorials. Draws on a wide variety of reference material and personal field observations to develop advanced understanding of pertinent development issues.

 

Distinction

 

75 - 84

Performs at a high level of competence meeting at least two of the three HD criteria. Written work is at a high standard with few factual, referencing or grammatical errors. Demonstrates a strong conceptual understanding of the literature and uses this, in combination with personal field observations, to make logical arguments and actively engage in discussions. Able to clearly articulate an understanding of all concepts through written answers.

 

Credit

 

65 - 74

The defining difference between a ‘credit’ and ‘distinction’ grade is the use of original insights in a Distinction-level report and the possible appearance of some factual, referencing or grammatical errors in a Credit grade. Credit-grade reports will, however, still have a logically constructed argument and be well-written, but may lack originality or flair, or with limited use of personal field observations. While personal observations are used, they may be less effectively presented. Credit-level short essay responses will address the question and comply with basic requirements of the task, but may do so indirectly or suggesting a partial understanding of the question. Credit-grade students make thoughtful contributions to debate most of the time, capturing the main points of the seminar in an informed way, but generally demonstrate little original thought.

 

Pass

 

50 - 64

Addresses the question and complies with the basic requirements of the task, but indicates a rudimentary understanding of key concepts, with limited exploration of reputable literature, and whose written work usually contains some factual, referencing or grammatical errors. Students in this range struggle to draw links between field observations and concepts. Pass-grade students contribute to class debate, but don’t show a deep conceptual understanding of the issues, and may have some unexplained absences.

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.

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.

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.

WK Topic Learning activity Learning outcomes
Multiple weeks Environmental governance and management Block teaching (50 hr) LO1 LO2 LO3 LO5 LO6
Sustainable resource use in coastal communities Block teaching (50 hr) LO1 LO2 LO3 LO5 LO6
Sustainable rural livelihoods and the agrarian transition Block teaching (50 hr) LO1 LO2 LO3 LO5 LO6

Attendance and class requirements

Students are required to attend both pre-departure information sessions and the entire field school in Indonesia.

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.

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.

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

  • LO1. Apply expert theoretical knowledge and an integrated understanding of environmental and social science to interpret current sustainability challenges.
  • LO2. Demonstrate creativity and initiative when addressing the challenges of sustainable development.
  • LO3. Work effectively and responsibly in an individual context and within interdisciplinary and cross-cultural teams.
  • LO4. Develop field-based skills of data collection and observation to inform policy and programmatic interventions.
  • LO5. Interpret the significance and scope of ethical principles and apply these principles in exploring environmental, social and development challenges.
  • LO6. Interpret and effectively communicate evidence-based solutions to the challenges of sustainable development in written and oral modes of communication to diverse audiences.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

More reading time during the field school has been incorporated into the schedule.

The tentative schedule is as follows:

Month Date Day  Activity Theme
June 21 Sunday Arrive in Makassar  
June 22 Monday Bus to Toraja Sustainable Livelihoods
June 23 Tuesday Toraja Sustainable Livelihoods
June 24 Wednesday Toraja homestay Sustainable Livelihoods
June 25 Thursday Toraja homestay Sustainable Livelihoods
June 26 Friday Toraja Sustainable Livelihoods
June 27 Saturday drive to Luwu Utara Sustainable Value Chains
June 28 Sunday Mars Chocolate Centre Sustainable Value Chains
June 29 Monday Mars Chocolate Centre Sustainable Value Chains
June 30 Tuesday Mars Chocolate Centre Sustainable Value Chains
July 1 Wednesday Fly to Makassar, drive to Puntondo Sustainable Resource management
July 2 Thursday PPLH Sustainable Resource management
July 3 Friday PPLH Sustainable Resource management
July 4 Saturday PPLH Sustainable Resource management
July 5 Sunday Finish in Makassar   

 

Additional costs

Students are required to buy their own airfares to and from Makassar in eastern Indonesia and to make a contribution of up to $1200 for accommodation, 80% of meals and other additional costs during the field school.

Work, health and safety

There are several inherent risks associated with international travel. A risk assessment has been conducted in relation to the 2020 Indonesia field school, and control measures enacted to avoid, minimize and (if necessary) respond to any identified risks and events if they occur.

Students are required to attend pre-departure sessions where an important safety and cultural induction will be undertaken.

Students need to notify the course coordinator of any medical conditions that may affect their ability to fully participate in the field school, which is both physically and mentally demanding.

Students should consult a qualified medical practioner well in adavnce of departure to ensure necessary health advice (such as vaccinations) is followed.

Students are required to follow visa requirements as directed by the course coordinator.

You should read the general travel advisory for Indonesia from the Australian Department of Foreign Affairs (DFAT) at http://www.smartraveller.gov.au.

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.