Outline

Overview

In-situ and ex-situ conservation play vital roles in the conservation efforts of endangered species. But are they two distinct strategies or should the two be considered and managed as a meta-population? Using evidence-based decision making, this unit will investigate both species and populations and evaluate wildlife management from both in- and ex-situ perspectives, assessing intensive (highly managed) and extensive (near natural) management through strategic components such as reproduction, nutritional ecology and physiology, behaviour, population establishment, genetics and genomics, preventative medicine, stakeholder engagement and management, captive health, welfare, legislation and ethics. This unit will run as an intensive over a two-week period in February. One of these weeks will be held at Taronga Western Plains Zoo in Dubbo. You will be given a unique opportunity to learn directly from academics, scientists, keepers and vets from both the University and Taronga whilst gaining and applying practical skills in wildlife conservation in the field. You will also be required to participate in a 1-day Animal Ethics course.

Unit details and rules

Academic unit	Life and Environmental Sciences Academic Operations
Credit points	6
Prerequisites ?	144 credit points of units including WILD3001
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Christopher Dickman, chris.dickman@sydney.edu.au
Lecturer(s)	Christopher Dickman, chris.dickman@sydney.edu.au
Lecturer(s)	Emma Thompson, e.thompson@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Wildlife management case studies Small group presentation on wildlife management topic	20%	Week 03 Due date: 04 Feb 2022 at 12:00 Closing date: 04 Feb 2022	20-25 mins
Outcomes assessed:
Small test	WILD4001 Test Written test	30%	Week 04 Due date: 08 Feb 2022 at 15:00 Closing date: 08 Feb 2022	2 hours
Outcomes assessed:
Skills-based evaluation	Wildlife Management factsheet Creation of written factsheet to demonstrate unit understanding	10%	Week 04 Due date: 07 Feb 2022 at 12:00 Closing date: 07 Feb 2022	600-800 words
Outcomes assessed:
Assignment	Written report Written assessment of major learnings from the unit	40%	Week 06 Due date: 22 Feb 2022 at 16:00 Closing date: 22 Feb 2022	2500 words
Outcomes assessed:
= group assignment ?

Assessment summary

The aim of the small group assessment is to evaluate the integration of in- and ex-situ wildlife management of an existing species conservation initiative by giving a tutorial to your peers. You can assume background knowledge about concepts but not necessarily about the conservation initiative. You will work in a group of 4, with all group members participating equally as the same score will be given to each group member. Each group member should speak for about 5 minutes, and the group should submit their slides as part of the assessment.
The aim of the factsheet is to inform a scientific audience about a specific practical skill and how this is used to assist in wildlife management. You should work in a group of 4; group members should participate equally as the same score will be given to each group member. In your group you will write a factsheet about one of the conservation practical skills you have undertaken in this unit of study.
The written test will comprise a series of short answer questions that will test your knowledge and understanding of key concepts that have been covered in the unit. It is designed to test all learning outcomes and will be completed in class on the last scheduled day of the unit.
The written report will take the form of an essay to be completed as an individual task by students in the 2 week period after the face-to-face part of the unit has finished. The report will expect students to demonstrate their understanding of key learning outcomes of the unit, especially the importance of integrating in-situ and ex-situ approaches into wildlife management.
Detailed information for each assessment can be found on Canvas.

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	At HD level, a student demonstrates a flair for the subject as well as a detailed and comprehensive understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to a student who demonstrates the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.
Distinction	75 - 84	At D level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well developed critical analysis of theoretical concepts.
Credit	65 - 74	At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the unit material and can solve routine problems and/or identify and superficially discuss theoretical concepts.
Pass	50 - 64	At P level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge of the subject and can solve simple problems and can accurately identify key theoretical concepts.
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.

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 02	1. Unit introduction, logistics and definitions; 2. Different kinds of populations; 3. Overabundance; 4. Management approaches; 5. The dingo as an example; 6. Tutorial discussion	Lecture and tutorial (6 hr)
Week 02	1. Wildlife nutrition management; 2. Threatened species and communities; 3. In situ approaches to conservation; 4.In situ examples; 5. Integrating in situ and ex situ approaches; 6. Tutorial	Lecture and tutorial (6 hr)
Week 03	1. Wildlife medicine; 2. Animal ethics	Lecture and tutorial (2 hr)
	Introduction to captive breeding, animal movements and detection	Practical (6 hr)
	Animal census techniques for day-active and nocturnal species, remote camera approaches to sampling, data handling	Practical (8 hr)
	Radio- and GPS-tracking as a wildlife management tool	Lecture and tutorial (2 hr)
	Demonstration and practical evaluation of wildlife radio- and GPS tracking, behavioural observations and application to threatened species	Practical (6 hr)
	1. The role of behaviour in wildlife management; 2. Reintroduction biology	Lecture (2 hr)
	Reintroduction biology: what is it, what guidelines should we follow, and how do we measure success?	Practical (6 hr)
	1. Monitoring in wildlife management; 2. Measuring and monitoring species diversity	Lecture (2 hr)
	Research preparation time for tutorial group presentations	Individual study (3 hr)
	Student presentations on topics covered over previous week	Presentation (3 hr)
Week 04	1. Examples of integrated in situ and ex situ management solutions; 2. Key lessons; 3. Responses to environmental disasters; 4. Australia's recent mega-fires; 5 and 6. Tutorial discussion	Lecture and tutorial (6 hr)
	1. Contentious topics in wildlife management; 2. Conservation fences; 3. Native animals as pets; 4. Science integrity and advocacy	Lecture and tutorial (4 hr)
	Review / assessment of unit learnings and activities	Individual study (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. Understand the complexities of defining in-situ and ex-situ approaches to conserving threatened individuals, populations and species, and their extension to ecological communities
LO2. Understand the problems caused by overabundant species and solutions to mitigate them
LO3. Describe the spectrum of in-situ to ex-situ conservation approaches, the situations in which each is most appropriate, and the necessary linkages between them
LO4. Understand the relevance of key wildlife in-situ and ex-situ management principles at both species and population levels
LO5. Be able to evaluate in-situ and ex-situ conservation programs from a scientific perspective, including: a. Management approach b. Relevant technological approaches c. Efficacy and application d. Demographic, reproductive, nutritional ecological, genetic and behavioural considerations and how each of these may vary with different contexts
LO6. Understand, evaluate and apply learning to ethical issues and ethics legislation relevant to wildlife management
LO7. Evaluate stakeholder consultation and engagement and its importance in wildlife management

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 year this unit has been offered. Based on student feedback, we will allow a little extra time for the final assignment.

Additional information

Please be aware that the outbreak of COVID-19 may result in changes to the above scheduling. Students will be notified about any additional requirements that may be in place before this intensive unit begins.

Additional costs

Students are expected to travel to Taronga Western Plains Zoo, Dubbo, and will be accommodated on-site. Details are available on Canvas.

Site visit guidelines

Detailed information on the visit to Taronga Western Plains Zoo is available on Canvas.

Work, health and safety

The University provides information, advice and support to help you manage the health and safety risks associated with University activities. Look on the website for policies, forms, guidelines and other online resources. Completion of the Canvas module “Zoonosis Awareness” is compulsory.

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 http://sydney.edu.au/whs/policies/legislation.shtml 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. These include updates on what you need to know to minimise any risks associated with COVID-19.

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

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

WILD4001: Wildlife Management

Intensive February, 2022 [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

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect