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Unit outline_

WILD4001: Wildlife Management

Intensive February, 2022 [Block mode] - Camperdown/Darlington, Sydney

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
Emma Thompson, e.thompson@sydney.edu.au
Type Description Weight Due Length
Presentation group assignment 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: LO1 LO3 LO4 LO5 LO6 LO7
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: LO1 LO7 LO6 LO5 LO4 LO3 LO2
Skills-based evaluation group assignment 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: LO1 LO6 LO5 LO3
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: LO1 LO2 LO3 LO4 LO5 LO6 LO7
group assignment = 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.

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
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) LO1 LO2 LO3 LO4 LO6 LO7
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) LO1 LO3 LO4 LO5 LO6 LO7
Week 03 1. Wildlife medicine; 2. Animal ethics Lecture and tutorial (2 hr) LO5 LO6 LO7
Introduction to captive breeding, animal movements and detection Practical (6 hr) LO3 LO4 LO5
Animal census techniques for day-active and nocturnal species, remote camera approaches to sampling, data handling Practical (8 hr) LO3 LO4 LO5 LO6 LO7
Radio- and GPS-tracking as a wildlife management tool Lecture and tutorial (2 hr) LO1 LO3 LO4 LO5 LO6
Demonstration and practical evaluation of wildlife radio- and GPS tracking, behavioural observations and application to threatened species Practical (6 hr) LO1 LO4 LO5 LO6 LO7
1. The role of behaviour in wildlife management; 2. Reintroduction biology Lecture (2 hr) LO1 LO2 LO5 LO6 LO7
Reintroduction biology: what is it, what guidelines should we follow, and how do we measure success? Practical (6 hr) LO1 LO2 LO5 LO6 LO7
1. Monitoring in wildlife management; 2. Measuring and monitoring species diversity Lecture (2 hr) LO3 LO4 LO5 LO7
Research preparation time for tutorial group presentations Individual study (3 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Student presentations on topics covered over previous week Presentation (3 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
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) LO1 LO2 LO3 LO4 LO5 LO6 LO7
1. Contentious topics in wildlife management; 2. Conservation fences; 3. Native animals as pets; 4. Science integrity and advocacy Lecture and tutorial (4 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Review / assessment of unit learnings and activities Individual study (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7

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. 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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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.

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.