Outline

Overview

Global environmental challenges demand interdisciplinary thinking, and professional practice in interdisciplinary teams. Geography straddles thought and practice in both social and natural sciences, and is therefore inherently interdisciplinary. This unit will provide students with an opportunity to integrate the concepts and skills acquired during their Geography program. In teams, you will work with external partners on specific projects relevnt to them, and provide outcomes directly to those partners. Students will draw on concepts and skills drawn from their training in physical and human geography, and apply them in an integrated way. By completing this unit you will develop skills in contemporary geographical practice with 'real world' impact.

Unit details and rules

Academic unit	Geosciences Academic Operations
Credit points	6
Prerequisites ?	GEOS2X21 and (GEOS2X11 or GEOS2X15 or GEOS2X16 or GEOS2X23)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Lian Sinclair, lian.sinclair@sydney.edu.au
Lecturer(s)	Lian Sinclair, lian.sinclair@sydney.edu.au
	Neil Coe, neil.coe@sydney.edu.au
	Rebecca Hamilton, r.hamilton@sydney.edu.au
Tutor(s)	Rohini Anant, rohini.anant@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Annotated bibliography Select four articles from one topic's reading list.	30%	Week 05 Due date: 01 Sep 2023 at 23:59	Maximum 2000 words
Outcomes assessed:
Presentation	Project proposal Present the background to project, themes selected and work proposed	15%	Week 06 Due date: 07 Sep 2023 at 17:00	5min
Outcomes assessed:
Presentation	Final project presentation Presentation of group findings.	15%	Week 12 Due date: 26 Oct 2023 at 17:00	~10min
Outcomes assessed:
Assignment	Final Project Report Group report on the semester's project. Will include individual review.	40%	Week 13 Due date: 03 Nov 2023 at 23:00	3,000 words
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1 aims to expand your knowledge base around impact assessment of critical mineral developments. It is intended to both develop your skills in reading critically and build theoretical foundations. Compile an annotated bibliography on 2 readings selected from week 2’s reading list (critical minerals) and 3 readings from one of the themes covered in the week 3-5 lecture series (environmental impacts, social & political contestation, or economic development). Write a maximum of 400 words on each for a total of 2000 words.
In the weeks 2-5 practical sessions, you will begin to research the environmental, social, political, and/or economic context of your mine site case study in groups. From there, you should identify sources of data relevant to your group’s chosen topic(s). You will present this preliminary work to the class in week 6 to make sure you have a viable case lined up and receive plenty of feedback to help you develop your research. You will have max. 3 minutes to present. 50% of marks will be allocated to content, and 50% will be allocated to communication style (verbal and visual).
Final group presentations will take place in week 12. Your presentation should address the following: Briefly recap your chosen site, theme, and topic; Describe your data sources; Summarise your critique of the project; Explain the scales (local, regional, national, international) of the impacts; Discuss how your topic intersects with other themes. You may choose to present using any format that you like (PowerPoint, poster, other lecturer-approved medium). We encourage the use of illustrations and figures to assist your presentation. As you will have only 5 minutes to present, this will be an exercise in efficient and concise communication.
You final report will analyse one or two topics for one of the three mine site case studies. You must comment on how your topic overlaps and interacts with other theme/s topic that you have identified as especially relevant for your case study. Your report should include the following headings: Introduction; Methods and Discussion. You will also submit an individual reflection statement on individual contributions to the report. While clarity, writing style, and the number and quality of your data sources will contribute to the mark you receive for each section, you will be graded on the overall flow.
Detailed instrutions for each assessment 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.

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:

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.

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: Critical minerls and interdisciplinary work - combined with GEOL3888	Lecture (2 hr)
Week 01	Introduction to GEOG/ENVI3888	Practical (2 hr)
Week 02	Geographic and environmental practice	Lecture (2 hr)
Week 02	Structured learning and group work	Practical (2 hr)
Week 03	Environmental impacts	Lecture (2 hr)
Week 03	Literature review, annotated bibliography and desktop review	Practical (2 hr)
Week 04	Social and political contestation	Lecture (2 hr)
Week 04	Structured learning and group work	Practical (2 hr)
Week 05	Regional economic development	Lecture (2 hr)
Week 05	Structured learning and group work	Practical (2 hr)
Week 06	Group presentations combined with GEOL3888	Presentation (2 hr)
Week 06	Group presentations combined with GEOL3888	Presentation (2 hr)
Week 07	Structured learning and group work	Practical (2 hr)
Week 08	Structured learning and group work	Practical (2 hr)
Week 09	Structured learning and group work	Practical (2 hr)
Week 10	Structured learning and group work	Practical (2 hr)
Week 11	Structured learning and group work	Practical (2 hr)
Week 12	Final group presentations	Presentation (2 hr)
Week 12	Final group presentations	Presentation (2 hr)
Week 13	Finalising and troubleshooting reports	Practical (2 hr)

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

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. recognise and understand the theoretical and conceptual basis of integrated geographical practice
LO2. apply geographic knowledge to solve problems in an interdisciplinary context
LO3. integrate knowledge, data and approaches from the natural and social sciences
LO4. collaborate with diverse groups and across cultural boundaries. Show integrity, confidence, personal resilience and the capacity to manage challenges, both individually and in teams
LO5. analyse data using appropriate information technology and digital skills
LO6. communicate complex knowledge, information and data effectively to a range of 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
Learning outcomes

Responding to student feedback

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

This unit continues to evolve in response to perspectives provided by students. Specifically, there is greater emphasis on active group-based problem solving in the context of the research project and less emphasis on conceptual foundations. The assessment deadlines have been altered slightly, face-to-face classes. The unit is now taught as interdisciplinary collaboration between Geography, Environmental Studies and Geology, to practice real-world collaborative teams.

Additional information

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

General Laboratory Safety Rules

No eating or drinking is allowed in any laboratory under any circumstances
A laboratory coat and closed-toe shoes are mandatory
Follow safety instructions in your manual and posted in laboratories
In case of fire, follow instructions posted outside the laboratory door
First aid kits, eye wash and fire extinguishers are located in or immediately outside each laboratory
As a precautionary measure, it is recommended that you have a current tetanus immunisation. This can be obtained from University Health Service: unihealth.usyd.edu.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.

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

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

GEOG3888: Integrated Geographical Practice

Semester 2, 2023 [Block mode] - 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

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect