Outline

Overview

What do we mean when we talk about wildlife health and welfare? This unit covers the inter-relationship between wildlife health and welfare, people, domestic animals and the environment. Often, human modifications to the environment can impact on wildlife health and welfare, exposing wildlife populations to disease and/or compromising wildlife health and welfare, with resultant declines in populations and potential for local or regional extinctions. Wildlife, however, can also serve as a reservoir for disease that can be of significance for people and domestic animals. This dynamic relationship is often termed "One Health". In this Unit you will learn about wildlife health and welfare within the following framework: 1. What is wildlife health? What is animal welfare and what factors influence welfare for individual species versus factors infl uencing welfare at the population level? 2. How do we measure health and welfare in wildlife from a theoretical perspective? Can we learn from the "Five Domains" approach which is commonly employed in assessing domestic animal welfare? 3. How do we measure health and welfare from a practical perspective, including sample collection, sample analysis and data analysis? 4. What do these measures mean? 5. Under what circumstances should you act to minimise negative wildlife health and welfare? And 6. What are the ethical considerations and how do they vary in different contexts?

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	Catherine Herbert, catherine.herbert@sydney.edu.au
Laboratory supervisor(s)	Kate Gilchrist, katrina.gilchrist@sydney.edu.au
	Laura Woolfenden, laura.woolfenden@sydney.edu.au
	Jane Bursill, jane.bursill@sydney.edu.au
Lecturer(s)	Emma Thompson, e.thompson@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Laboratory Skills Assessment Laboratory-based skills assessment	20%	Multiple weeks	4 tasks split over 4 days, 10-30min each
Outcomes assessed:
In-semester test (On-campus supervised)	In-class Test In-class Test	35%	Week 06 Due date: 30 Jul 2021 at 14:00	1.5 hours
Outcomes assessed:
Presentation	Group-led Tutorial Group-led tutorial class discussion on practical components	10%	Week 06 Due date: 29 Jul 2021 at 14:00	15min plus extended group discussion
Outcomes assessed:
Assignment	Group assignment - experimental approaches to wildlife intervention Write an 8-page grant application outlining an experimental design	35%	Week 07 Due date: 06 Aug 2021 at 23:59	8-page, single spaced document
Outcomes assessed:
= group assignment ?

Assessment summary

Laboratory Skills Assessment: Students will have four separate skills based assessments where they will need to demonstrate their competency in different laboratory tasks, including general lab skills (e.g. pipetting), microscope work, sample collection theory and laboratory calculations. In some cases students may need to pass a skills assessment before they are allowed to move onto the next laboratory task.
Group-led Tutorial: Student groups will lead a tutorial which will be based on one of the practical classes. They will discuss what other advances there have been in the field and what are the costs and benefits of the different techniques.
Group Assignment: Student groups will write an 8-page grant application outlining an experimental approach for evaluating the outcomes of a wildlife health intervention.
In-class Test: Students will complete a final test at the end of the block-mode of teaching.

Detailed information on all assessments can be found in Canvas.

All assessment tasks must be completed to pass the unit of study.

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 DI 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 PS level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge.
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	Day 1: Introduction to wildlife health and welfare, and the importance of context	Block teaching (6 hr)
	Day 2: Stress in Wildlife 2.1 Animal welfare and stress physiology 2.2 Laboratory induction and sample preparation	Block teaching (6 hr)
	Day 3: Stress and wildlife body condition indices 3.1 Stress hormone metabolite extraction 3.2 Sample and data collection in the field to assess health and welfare	Block teaching (6 hr)
Week 04	Day 4: Health assessment 4.1 Measures of health - theory 4.2 Measures of health - laboratory	Block teaching (6 hr)
	Day 5: Behaviour and nutrition in captive and free-range situations	Field trip (6 hr)
	Day 6: Stress hormone quantification and post-mortem skills 6.1 Using ELISA to quantify stress hormone metabolites 6.2 How to conduct a post-mortem examination	Block teaching (6 hr)
	Day 7: Stress measurement and Ethics 7.1 Quantifying stress responses using ELISA 7.2 Health, welfare and ethics: When to intervene?	Block teaching (6 hr)
	Day 8: Wildlife health assessment	Field trip (6 hr)
Week 06	Day 9: Laboratory Skills Assessment and Student-led Tutorial	Block teaching (6 hr)
Week 06	Day 10: In-class test	Block teaching (2 hr)

Attendance and class requirements

All practical classes and tutorials are compulsory.

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 and inter-relationships in wildlife health and welfare, including the diﬃculties in deﬁning wildlife health and measuring animal welfare at the individual and the population level
LO2. Apply and evaluate how we measure both wildlife health and welfare from theoretical and practical perspectives
LO3. Evaluate wildlife health and welfare in diﬀerent contexts including nutritional ecology and physiology, behaviour, preventative medicine, translocation, disease and biosecurity, and be able to mount an evidence-based argument to support your evaluations of health and welfare
LO4. Articulate and apply ethical considerations relevant to wildlife in diﬀerent contexts
LO5. Apply stakeholder engagement and management in relation to diﬀerent to diﬀering views on welfare standards and ethical considerations

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 first time that this unit has run.

Additional information

Work, health and safety

Students participating in this unit musy have been vaccinated against Q-fever. For more details please see the Canvas page.
WHS Risk Assessments have been completed for all practical class activities and will be available on Canvas.

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

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

WILD4002: Wildlife Health and Welfare

Intensive July, 2021 [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

Attendance and class requirements

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