Master of Ecosystem Management and Conservation
Course code: MC-ECOSMC
February
Commonwealth Supported Places (CSPs) available
Access Melbourne is available
February
AUD $60,992 (2026 indicative first year fee)
IELTS 6.5: with no band less than 6.0
Course structure
Overview
Course structure
The Master of Ecosystem Management and Conservation is a 200-point course, made up of:
- Core subjects (100 points)
- Professional skills subjects (12.5–25 points)
- Elective subjects (50 - 62.5 points)
- Foundation subjects (25 points)
You'll be encouraged to undertake a 25-point Ecosystem Internship subject (as your professional skills element), to give you workplace experience, develop your professional networks and give you a work-ready capstone experience.
If you have an undergraduate degree with a major in a relevant discipline, you may be eligible for an accelerated 1.5-year program, receiving up to 50 points of credit for foundation and elective subjects.
Sample course plan
View some sample course plans to help you select subjects that will meet the requirements for this coursework.
Master of Ecosystem Management and Conservation – 200-Point program
Year 1
100 pts
- Human Behaviour and Environment – foundation core – ENST20001 – 12.5 pts
- elective – 12.5 pts
- elective – 12.5 pts
- elective – 12.5 pts
Explore this course
Explore the subjects you could choose as part of this degree.
Complete all of the following subjects:
| Accordion | |
|---|---|
| Landscape Ecology · 12.5 pts |
The interactions between spatial context and ecosystem composition and structure can have a significant influence on the management of our natural environment. Spatial and temporal patterning of ecosystems can influence ecosystem functioning which in turn can affect resource availability for flora and fauna, dynamics of plant communities, and lead to the alteration of disturbance regimes. Humans play a critical role in shaping the spatial context on ecosystems within landscapes, both creating and affecting these relationships. This subject will cover the principles of landscape ecology with a focus on understanding how spatial heterogeneity, spatial extent, agents of change (i.e. fire, climate) and the role of humans (i.e. forest management, urbanisation) influence ecosystem patterns and in turn ecological processes (i.e. plant migration, meta-population dynamics, provisioning of ecosystem services). Case studies will be drawn from international and domestic examples from urban, agricultural, and forested landscapes. This subject will involve lectures, practicals and a 3-day field trip. |
| Analysing Ecosystems and Their Values · 12.5 pts |
Terrestrial ecosystems provide a wide range of values—from biodiversity and carbon storage to clean water and recreational opportunities in interaction with social systems. Managing ecosystems to sustain these values requires understanding what values exist in a given ecosystem, their interactions with society and how they change over time and space. However, natural ecosystems and the social context within which they are embedded are inherently variable across scales—capturing the many ecosystem values presents a significant challenge. This unit will explore the principles of, and approaches to, ecosystem assessment and monitoring across both the biophysical and social domains. We will focus on developing practical skills in the design of social and biophysical assessments, data collection and the analysis of quantitative and qualitative data associated with natural resources and their management. Example assessment approaches include ecological monitoring, forest inventory, stakeholder analysis, participatory mapping and value-based conversations, among many others. We will draw on examples from a range of ecosystems around the world. This subject will involve practicals and a three-day, pre-semester field trip. |
| Patterns and Processes of Landscape Fire · 12.5 pts |
The course covers the fundamentals of fire behaviour and the key drivers. Students will examine the importance of the key factors affecting fire behaviour including fuels, weather, topography and ignitions. Methodologies for measuring fuels, fuel moisture, and weather will be examined through theoretical and practical approaches. Using these skills, students will learn computer and manual approaches for predicting the extent and intensity of landscape fires in a range of ecosystems. Finally, we will assess the potential changes to fire patterns under global climate change. |
| Ecosystem Processes of Water and Soil · 12.5 pts |
The subject follows the fate of water as it moves into and through a broad range of land systems and the soil processes that influence the quality and quantity of water. These landscapes include upland forested catchments, extensively managed rural landscapes, intensive land use along floodplains and urban landscapes. The subject develops knowledge of the key water and soil processes that interact with natural and managed terrestrial systems, and students will gain a solid understanding of ecosystem functioning that will allow them to apply soil and water knowledge to address environmental, conservation and rehabilitation issues. Understanding the role of hydrology and soils across these ecosystems is critical for a range of professions including environmental and agricultural scientists, geographers, ecologists and plant scientists. |
| Spatial Tools for Ecosystem Management · 12.5 pts |
The course covers the fundamentals of spatial analysis for ecosystem management and conservation problems. Students will develop skills in the application of remote sensing and Geographic Information Systems (GIS) for landscape analysis of data. Methodologies for collecting, analysing and interpreting spatial data will be considered through theoretical and practical approaches. These will include data collected by drones through to satellite derived measures at a continental to global scale. Students will learn the spatial skills essential to environmental management by applying industry standard tools and methods. Finally, students will develop an understanding of the emerging technologies in data collection and analysis. |
| Landscape Governance and Policy · 12.5 pts |
Environmental decisions are not made in a vacuum, rather a complex web of social, political and ecological factors influence how decisions are made and whether or not they are effective. Conflicts over how environmental issues should be managed may arise due to differences in values and interests and are influenced by discrepancies in knowledge and power. Understanding how environmental decision-making is situated in broader societal processes and movements can help in delivering more effective, equitable and just decisions that stick. This subject adopts an interdisciplinary and participatory approach to exploring environmental decision-making and the broader societal context in which they are situated. Concepts, such as knowledge, power and values will form the foundation for the analysis of decision-making, while cross-sectional issues, such as gender, racism, colonialism and activism will be examined as case-studies to highlight how these fundamental issues play out in different contexts. A 3-day field trip in Week 3 will provide an experiential field experience where students will have the opportunity to observe and discuss environmental decision-making in practice across a variety of different local contexts. |
| Communities and Ecosystem Management · 12.5 pts |
This subject explores the ways people know and interact with nature in the context of ecosystem management. Through a series of local and global case studies, students will critically reflect on real world examples, grounded in ideas and theories drawn from social sciences. By exploring dimensions of power, knowledge, and values, students will analyse the ways in which communities participate, drive, and determine what healthy ecosystems mean. Tensions between government, corporate and community aspirations will be drawn out through the case study examples. This subject has a particular emphasis on Indigenous knowledges, self-determination and conceptualisations of Country. The field trip will provide students an opportunity to hear from communities directly about their connections to, and applications of caring for Country. Students will gain insights into different nature framings and perspectives. |
| Sustainable Landscapes · 12.5 pts |
Sustainable Landscapes combines social and ecological disciplines to consider the management of urban and rural/regional landscapes for sustainable futures. Subject teaching includes weekly lectures and a 1x weekend field trip to observe and discuss management of landscapes for sustainable outcomes. Australian and overseas case studies are drawn upon to cover the following topics:
The content and the issues raised will draw upon and integrate theory, knowledge and practices from different disciplines familiarising students with systems theory and how it is integral to framing an understanding of landscape management. Theories of complex adaptive systems, social ecological systems, uncertainty, resilience and complexity will also frame the investigation of these issues. Landscape ecology sciences, social sciences (including cultural geographies) and policy frameworks will be drawn upon in analysing and evaluating landscapes and their futures, with a strong focus on community-based knowledge systems. Students will engage deeply with the literature that informs these ideas and will develop a critical understanding of their value and limitations. |
Complete 12.5-25 points of the following subjects:
| Accordion | |
|---|---|
| Leading workforce change in agri-food · 12.5 pts |
Attracting and retaining a workforce is a critical challenge facing the agriculture, food and natural resource management sectors globally. Future leaders and managers in these sectors require a comprehensive understanding of the strategic and day to day complexities of workforce change, human resource management (HRM) and workforce planning and development. This is essential for both a competitive advantage within modern organisations as well as for how the sector meets the objectives of Decent Work for all (UN sustainable development goal 8). The subject aims to equip students with knowledge and skills to assess the key trends and underlying causes of workforce challenges in the agri-food and agri-environment sector, diagnose workforce issues and develop strategic workforce plans. The subject introduces principles of strategic workforce planning and evaluates models and approaches to leading and managing people, applicable to a large range of agri-food and agri-environment businesses and organisations across value chains (e.g. farms, processors, professional services, government, R&D organisations) and in communities (e.g. natural resource management contexts). Topics include: mega-trends in workforce change; leading and managing people; workforce planning; attracting and retaining a workforce; growing an innovative workforce; workforce development; global frameworks and the legal context of work. Case studies are used to support the application of theory to practice. |
| Business Tools: Money People & Processes · 12.5 pts |
This subject will give an overview of the tools required to operate successfully in an organisational environment. The focus of the subject is the internal workings of an organisation and specifically addresses three main areas: working with people, managing budgets and understanding basic accounting, and managing processes and projects. |
| International Internship in Environment · 25 pts |
International Internship in the Environment is an elective subject available to students in the Master of Geography, Master of Environment or Master of Ecosystem Management and Conservation. Eligible students gain subject credit for a placement with an organisation based in another country. It provides students with the opportunity to gain exposure to a different cultural setting and to think critically about the nature of the relationship between theory and practice. The broad aim of the internship is to provide the opportunity for graduate students to gain invaluable practical experience and to build their networks with industry, government or NGOs in order to further enhance their knowledge and skills in their chosen area of study. Students will have the chance to make a positive contribution to the host organisation by applying their previous experience, skills and knowledge gained through study. To enrol into this subject students will be in the final 100 points of their Masters’ degree in the semester they intend to enrol. Students will be responsible for identifying a suitable work placement prior to the semester and seek coordinator permission one semester prior to enrolling into this subject. Application for credit needs to be submitted via the Internships Portal at least 3 weeks prior to internship commencement and within the Key Dates mentioned on the website. Students undertaking the International Internship in Environment subject may have some additional flexibility for placements that extend beyond these dates. However, applications must be submitted before the application deadline. More information is available on the subject webpage here: https://science.unimelb.edu.au/students/plan-your-study/internship-subjects. If you have questions on how and where to find internship, you should contact the Careers and Industry team in the Faculty of Science at hyperlink: https://forms.your.unimelb.edu.au/4747166?SID=a3xOY000000018z Students will complete all necessary internship and travel paperwork PRIOR to enrolment in the subject. Students will generally need to meet the cost of travel and subsistence in the destination country. Completion of Internship Placement and Risk Assessment form and the on-line Student Travel Registration https://safety.unimelb.edu.au/management/implement |
| Leadership in Science · 12.5 pts |
Excellent scientific leadership is not only required in academic research groups, but also in technological industries and many areas of government. This subject will examine the nature and styles and consequences of leadership and decision making in academia, industry and government. Students will examine, through a series of lectures, seminars and workshops, the roles of leadership in: motivation, ethics, risk and the development of a productive organisational culture drawing upon case studies, personal accounts from scientific leaders and their own personal experiences. In addition, students will learn strategies to deal with staff and clients, build teams, make decisions, think strategically, develop self awareness, identify and manage conflict of interest, identify opportunity and value diversity. |
| Ethics and Responsibility in Science · 12.5 pts |
What is conflict of interest? What should a scientist do when they find fraud is occurring on a scientific research team? How does a scientist write and defend an animal ethics submission and get it approved? What are the ethical issues associated with peer review? This subject is intended to give students a broad overview of research ethics in a scientific context. It will include topics on scientific integrity; conflicts of interest; data recording management; authorship and peer review; animal experimentation and regulations; privacy and confidentiality of records; and, finally, research in humans. |
| Science Communication · 12.5 pts |
Why is it essential that scientists learn to communicate effectively to a variety of audiences? What makes for engaging communication when it comes to science? How does the style of communication need to change for different audiences? What are the nuts and bolts of good science writing? What are the characteristics of effective public speaking? Weekly seminars and tutorials will consider the important role science and technology plays in twenty-first century society and explore why it is vital that scientists learn to articulate their ideas to a variety of audiences in an effective and engaging manner. These audiences may include school students, agencies that fund research, the media, government, industry, and the broader public. Other topics include the philosophy of science communication, talking about science on the radio, effective public speaking, writing press releases and science feature articles, science performance, communicating science on the web and how science is reported in the media. Students will develop skills in evaluating examples of science and technology communication to identify those that are most effective and engaging. Students will also be given multiple opportunities to receive feedback and improve their own written and oral communication skills. Students will work in small teams on team projects to further the communication skills developed during the seminar programme. These projects will focus on communicating a given scientific topic to a particular audience using spoken, visual, written or web-based communication. |
| Communication for Research Scientists · 12.5 pts |
As a scientist, it is not only important to be able to experiment, research and discover, it is also vital that you can communicate your research effectively in a variety of ways. Even the most brilliant research is wasted if no one knows it has been done or if your target audience is unable to understand it. In this subject you will develop your written and oral communication skills to ensure that you communicate your science as effectively as possible. We will cover effective science writing and oral presentations across a number of formats: writing a thesis; preparing, submitting and publishing journal papers; searching for, evaluating and citing appropriate references; peer review, making the most of conferences; applying for grants and jobs; and using social media to publicise your research. You will have multiple opportunities to practice, receive feedback and improve both your oral and written communication skills. Please note: students must be undertaking their own research in order to enrol in this subject. |
| Science and Technology Internship · 12.5 pts |
This subject involves completion of an 80-100 hour science or technology work placement integrating academic learning in science areas of study, employability skills and attributes and an improved knowledge of science and technology organisations, workplace culture and career pathways. The placement is supplemented by pre- and post-placement classes designed to develop an understanding of science and technology professions, introduce skills for developing, identifying and articulating employability skills and attributes and linking them to employer requirements in the science and technology domains. Work conducted during the placement will be suitable for a graduate level of expertise and experience. While immersed in a work environment, students will be expected to challenge themselves by accepting roles and responsibilities that stretch their existing capabilities. They will interrogate the requirements of specific careers and continually monitor their own progress towards developing the necessary knowledge, skills and attributes to thrive in these roles. Students will be responsible for identifying a suitable work placement prior to the semester. Application for credit need to be submitted via the Internships Portal at least 3 weeks prior to internship commencement and within the Key Dates mentioned on the website. More information is available on the subject webpage here: https://science.unimelb.edu.au/students/plan-your-study/internship-subjects. If you have questions on how and where to find internship, you should contact the Careers and Industry team in the Faculty of Science at hyperlink: https://forms.your.unimelb.edu.au/4747166?SID=a3xOY000000018z On completion of the subject, students will have completed and reported on a course-related project in a science or technology workplace. They will also have enhanced employability skills including communication, interpersonal, analytical and problem-solving, organisational and time-management, and an understanding of career planning and professional development. |
| Ecosystem Internship · 25 pts |
This subject involves the definition and development of an internship placement in collaboration with the host institution. It has at its core a workplace project that will allow students to develop skills in project management, problem solving, multi-disciplinary workplace practice, institutional policy and strategy mapping, project reporting and communication. This internship subject aims to provide students with a high-level employment experience with government, industry or non-government organisation (NGO). Students will develop a good understanding of potential employer expectations of Masters graduates and the skills required to function and excel in a workplace involved in the application of scientific research, technology, policy, planning or management. With assistance from the subject coordinator, students will be required to source a host-institution and develop a workplace project in consultation with (a) representative(s) from the host institution. More information is available on the subject webpage here: https://science.unimelb.edu.au/study/internship-subjects. The student and academic supervisor then define and coordinate the internship placement and develop a workplace project in consultation with (a) representative(s) from the host institution. Application for credit needs to be submitted via the Internships Portal at least 3 weeks prior to internship commencement and within the Key Dates mentioned on the website. However, students undertaking the Ecosystem Internship subject may have some additional flexibility for placements that extend beyond these dates. However, applications must be submitted before the application deadline. More information is available on the subject webpage here: https://science.unimelb.edu.au/students/plan-your-study/internship-subjects. If you have questions on how and where to find internship, you should contact the Careers and Industry team in the Faculty of Science at hyperlink: https://forms.your.unimelb.edu.au/4747166?SID=a3xOY000000018z This project may relate to an applied science, technological, economic, social or management topic. Each student will prepare an ‘Internship Plan’ which includes relevant information about the project’s aims, context in relation to the institution, approaches to be used, relevant background knowledge and potential outputs to the host-institution. Students will then spend a period of 4-5 weeks (full-time equivalent; ca. 200 hours) working within their host institution i) gaining experience, ii) shadowing institution mentors and iii) working on their internship project. At completion of the internship placement, students will be required to present their findings to an audience, including members of the host-institution, in form of an ‘Internship Seminar’, and submit a ‘Main Report’ on their internship project. |
| Project Management in Science · 12.5 pts |
Projects drive most modern science organisations. Learn how to plan and manage projects, and to relate to a client, team members, and to other stakeholders. The subject covers the processes and tools/techniques in project management as well as the ‘soft side’ of managing people in projects. The subject uses the project management body of knowledge (PMBOK) covering the competencies in project management including scope, time, cost, quality, resource, risk, communication and integration management. |
Complete at least 50 points of the following subjects:
| Accordion | |
|---|---|
| Research Methods For Life Sciences · 12.5 pts |
This subject provides students with an introduction to quantitative techniques and strategies used in research in a range of life science disciplines, including agriculture and food science, biological sciences, and ecosystem sciences. The subject will focus on the design of research projects, investigation and interpretation of data, and the application of scientific computing to research problems. Teaching and learning will be centered on hands-on sessions in which students work with real-life data. There is a particular emphasis on developing scientific reasoning, statistical intuition, and experience in the practical application of common quantitative methods. The subject is designed for students with little or no background in statistics or mathematics. Topics include:
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| Environmental Risk Assessment · 12.5 pts |
Environmental Risk Assessment aims to provide you with the skills to undertake and critically evaluate environmental risk assessments. We outline the history and social context of risk and explore the psychology of risk perception. You will be introduced to quantitative and qualitative tools with the objective of giving you the ability to select, apply and assess technical and socially based risk assessment. The subject is structured to develop your skills in writing reports and participating in group exercises. The subject is made up of lectures in the mornings and practical exercises in the afternoons. It assumes no formal background in quantitative methods. An understanding of basic statistical concepts (means, medians, standard deviations, confidence intervals, basic linear regression) is an advantage. If you have not been involved in an undergraduate statistics class before, contact the subject coordinator to discuss your options. |
| Environmental Modelling · 12.5 pts |
Modelling is a fundamental component of Environmental Science, being used for prediction, monitoring, auditing, evaluation, and assessment. This subject introduces students to a wide range of models used by environmental scientists including models of climate change, population dynamics, pollution, hydrology, habitat and species distributions. Both deterministic and stochastic models are used as examples. The subject explains how to develop conceptual models that can then be quantified and analysed using mathematical and statistical methods. Topics covered include development of the basic model structure, estimation of parameters and calibration, methods of analysis, sensitivity analysis, model evaluation and model refinement. The subject teaches students how to simplify apparently complex problems. |
| Modelling Species Distributions & Niches · 12.5 pts |
This subject focuses on statistical models of the distribution of species and ecophysiological models of species niches. These two areas of environmental modelling have grown substantially in the last decade or two, and have become core parts of ecology. They are closely related, but they differ philosophically and practically. They are both used for understanding and predicting the distributions of species. The statistical models (also known as habitat suitability models, bioclimatic envelopes or ecological niche models) use observed geographical distributions to characterise relationships between a species and its environment and can be considered ‘top-down’ in approach. Ecophysiological (or mechanistic) models take a ‘bottom-up’ approach by characterising the physiological processes influencing a species’ distribution and integrate models of microclimates, energy balance, heat balance, and water balance. You will learn about both approaches from lecturers who are world experts in these topics. The subject will help you to understand the merits and drawbacks of the two approaches to species modelling and equip you with important skills that are in high demand in ecology and conservation. The subject includes the following topics: compilation, processing and management of data, fitting models by statistical estimation and empirical measurement, spatial prediction of distributions (mapping), and model evaluation. |
| Bushfire Planning & Management · 12.5 pts |
The course covers the fundamentals of setting and achieving bushfire management objectives for ecological and fire protection purposes in natural ecosystems. It covers the contents of a fire management plan, setting objectives, developing fire prescriptions, undertaking monitoring and evaluation of the management process, and review. |
| Forests in the Asia Pacific Region · 12.5 pts |
The Asia Pacific region is of crucial importance to Australia and to the future management of global forest resources. The region has over half the world’s population and countries with the fastest growing populations and economies. This is placing increased demand on forest resources in the region and elsewhere. There are extensive spiritual and cultural associations between people and forests in this region and an extensive history of forest use and development. In this subject students experience the diversity of connections between forests and people in Laos and Vietnam to illustrate the importance of forests to local and national development, and contemporary forest policy and management challenges in the region. The program includes policy briefings and site visits to conservation and production forests, local village forests, hydropower and plantation development projects and small- and large-scale forest industries. |
| Ecosystems in a Changing Climate · 12.5 pts |
This subject will investigate the role of terrestrial ecosystems in the global carbon cycle and in a changing climate. Students will learn the scientific basis for climate change and the impact that a changing climate might have on terrestrial ecosystems and how ecosystems influence climate. We will learn what adaptation actions we can take to manage ecosystems in a changing climate. We will discuss the role ecosystems play in the global carbon cycle and the degree to which terrestrial ecosystems can be used as a carbon sequestration options. We will evaluate the requirements for forest carbon accounting and will apply carbon accounting tools in hands-on accounting sessions with industry partners. This scientific understanding will be extended to discuss policy instruments under consideration in Australia and in the international arena for the potential role of ecosystems in carbon emissions trading. The subject will equip students with state-of-the-art knowledge on the impact of climate change on forest ecosystems and with practical experiences in forest carbon accounting. |
| Farm Trees & Agroforestry · 12.5 pts |
This subject covers the principles and practices of integrating trees into the rural agricultural landscape for both conservation and profit. The farming community require trees and shrubs for shade and shelter, soil conservation, salinity control and aesthetics. Farmers can also produce commercial tree products such as timber, fuel, fodder, essential oils and food. Because farmers manage the majority of the Australian landscape governments, community groups and industry are increasingly working in partnership with them to grow trees for environmental services including carbon sequestration, biodiversity and downstream water quality. |
| Ecological Restoration · 12.5 pts |
Ecological Restoration examines the principles and practices needed to restore terrestrial ecosystems in a range of modified landscapes from settled to agricultural to forested. The subject’s focus is ecological, although consideration is also given to socio-economic factors that influence restoration programs. Lectures and field trips explore ecological principles and projects from site to landscape scales, encompassing biodiversity values and ecosystem services. The subject is delivered via a compressed-semester model including a one-week intensive in the mid-semester break, which will aim to include an overnight two-day field trip to north-eastern Victoria. |
| Short Research Project B · 12.5 pts |
This subject enables students to conduct an original research topic, under supervision approved by the subject coordinator. The work commitment will be equivalent to lecture and practical based subjects worth 25 points. The content and extent of the project will be determined by a project supervisor in consultation with the student and subject coordinator. Students are strongly encouraged to initiate project ideas within existing networks or to identify a project topic of keen interest, through discussion with subject coordinator, prior to subject commencement. The project represents a capstone subject and comprises a review of a body of relevant literature, together with a critical evaluation of research or experimental protocols, a modest original experiment, or limited exploration of a scientific problem, or an investigation into a problem using an approved methodology. Following an initial workshop to establish subject expectations, deliverables and skill base requirements, projects may involve regular one hour meetings with their supervisor where students report on progress, difficulties and research plans. Other workshops will deliver skill development in oral and written report presentation. Please note that students should enrol into both the Semester 1 and Semester 2 availabilities of this 12.5 subject to achieve the combined 25 point credit total. |
| Conserving and Managing Native Forests · 12.5 pts |
Native forests are globally important natural resources. Their conservation and management is critical to local and regional populations for the biodiversity that they harbour and the ecosystem services that they provide. This subject will explore the conservation and management of native forests around the world. We will cover the principles of forest dynamics and sustainable forest management for a range of objectives, including wildlife habitat, water yield, carbon sequestration, and timber production. The subject will integrate ecological, environmental, economic, and social perspectives on the conservation and management of native forests through lectures, forest modeling exercises, and a week-long field trip to the Central Highlands of Victoria. |
| Social Research Methods · 12.5 pts |
Understanding of social process and action is critical to effective land and environment management and social research skills are therefore valued by resource management agencies. This subject aims to equip students with knowledge and skills to design social research, which can be used to improve management of environments, agricultural and food systems. The subject presents a framework for understanding diverse approaches to social research; the relationship between theory and method is given particular emphasis. The research process is considered step by step including scoping research issues, the evolution of research questions, and selection of appropriate methods. A number of research strategies are considered in more detail including survey research, case studies and action research. Social research ethics, quality in social research and advances in social research methods are examined. |
Select 25 points from the following subjects in the first year of study:
| Accordion | |
|---|---|
| Forest Systems · 12.5 pts |
At a global scale forests are valued and managed by societies in a wide range of ways for goods and services that reflect the needs of people and their aspirations for the environment. Combining biophysical understandings of forest ecosystems with the social context in which they exist, Forest Systems explores the complexity of forest management and will provide students with a deep appreciation of the challenges and opportunities associated with taking care of the worlds’ forests in a sustainable way. The subject will be taught across 9 weeks starting with a 4-day field trip. Students will immerse themselves directly in forests by visiting a range of sites and exploring several case studies and real-world scenarios to gain perspective and insights that they will draw on during subsequent activities. After the fieldtrip, the next 8 weeks students will explore four themes where they will learn how science has shaped our understanding of what sustainable forest management is, how forest grow, develop and are utilised, the role fire in shaping forest ecosystems and how societal attitudes and values impact on the provision of forest ecosystem goods and services. Assessment tasks will link directly to each theme where students will be expected to critically analyse and communicate their understandings in a contextualised way while also reflecting on the activities and discussions undertaken during workshops. |
| Fire in the Australian Landscape · 12.5 pts |
Australia is the most fire-prone continent on Earth. This subject explores the important role of fire in Australian landscapes. Students will learn how fire has shaped the diversity of life in Australia over millions of years, how people have been using fire to modify Australian landscapes for millennia, and how contemporary fire patterns influence human society and ecosystems. Topics include combustion and fire behaviour, prediction of fire patterns, fire ecology of plants and animals, Indigenous burning, climate change and future fire, and approaches for using fire, managing fire and sustaining biodiversity. |
| Vegetation Management and Conservation · 12.5 pts |
This subject provides a detailed knowledge of vegetation structure and natural values of Victorian plant communities and their assessment, including environmental limiting factors, threats due to land use, development and fragmentation, and management issues related to environmental impact assessment and conservation of native vegetation. The subject will be based around short excursions to examine different vegetation types in the Melbourne region, and a series of special lectures by scientists, managers and consultants from both the government and private sectors. Topics will include:
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| Landscape Ecosystem Project · 12.5 pts |
This subject takes students through a process of identifying, planning, managing, analysing and reporting on a project relating to a problem or issue in either urban or forested ecosystem. Selection of the problem or issue is led by students and is structured to explore ecological, environmental, social, spatial, temporal and economic related topics. Activities include developing a project proposal and objectives, project planning and timelines, scientific methods of analysis, evaluation and synthesis of data and/or information and the preparation and presentation of results, findings or outcomes. Students will also work in groups drawing upon their prior degree studies to develop recommendations, provide solutions, or outline further insights for their problem or issue. In collaboration with industry representatives and academic staff, this subject enables students to explore projects based on real world problems through a work integrated learning and relevant capstone experience. |
| Flora of Victoria · 12.5 pts |
This subject is designed for students wishing to take a summer course, and who are interested in the biology of native plants and plant communities and environments in Victoria. It is suited to students studying environmental science or environmental studies. Topics covered include:
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| Tree Growth and Function · 12.5 pts |
Environmental stresses such as drought, extreme heat and severe wind events are increasing in urban environments. This subject aims to teach students how and why urban trees are vulnerable to such stresses through an understanding of fundamental tree biology. Mechanisms used by trees to adapt to stress will be investigated from a cellular to a whole tree level. This subject will be delivered through participation in a five-day intensive teaching period, including lectures and practical classes. Further study and completion of assessments are required in the eleven weeks following the intensive teaching period. |
| Environmental Risk Assessment · 12.5 pts |
This subject aims to provide students with the skills to undertake and critically evaluate environmental risk assessments. Students will learn a range of qualitative and quantitative tools from a variety of disciplines, and apply them to environmental risk problems. Students completing this subject should be familiar with the concept of exposure pathways; understand the ecological processes associated with contamination in aquatic and terrestrial ecosystems; be able to develop empirical models; estimate exposures and responses in ecological systems; and develop a critical understanding of methodologies used in environmental risk assessment. Topics include the concepts of risk assessment, psychology and history of risk perception, Australian standards for risk assessment, risk assessment frameworks, exposure pathways, hazard assessment, casual and empirical modeling, inference from data, endpoints and management goals, interval arithmetic, logic trees, environmental toxicology, decision-making under risk and uncertainty, social context of risk, and risk management. |
| Applied Ecology · 12.5 pts |
Applied Ecology is the science of understanding and managing ecosystems. The subject describes and evaluates the applications of ecological concepts for the conservation and management of natural and human-altered ecosystems. In particular, it identifies the implications of global and local changes for ecosystems, communities and individual species, especially within the Australian environment. It examines approaches to management and conservation of terrestrial resources and ecosystems, the control of pest species, and restoration of modified habitats. |
| Urban Forest Ecosystems · 12.5 pts |
This subject imparts detailed knowledge on the crucial role that urban forests are playing in the development and resilience of sustainable cities around the world, using both local and international case studies. It begins by exploring the unique composition of urban forests, and the multiple social and ecological drivers that shape them in the context of global environmental change. This includes extreme biotic and abiotic stressors, such as changing pests and pathogens, fundamental plant physiology principles of drought, heat, light and pollution tolerance. The benefits that the urban forest generate for fauna habitat and biodiversity, human health and wellbeing, nature connectedness, microclimate cooling, and improved hydrology and water quality are discussed and analysed in detail. Finally, the subject brings these themes together through an urban landscape management lens to explore practical approaches to building our future urban forests through remote sensing, modelling ecosystem service values, and community engagement and participation. A central theme will be planning and managing urban forests for environmental equity, multiple social values and ecological outcomes in a contested urban landscape. |
| Ecology · 12.5 pts |
This subject introduces students to the major ecological questions that can be addressed at the levels of individuals, populations, communities and ecosystems. What determines the distribution of individuals of a species? What controls the abundance of populations of a species? What determines the richness and diversity of species in a community? What governs the turnover of matter and energy in an ecosystem? Making use of aquatic and terrestrial examples, topics include organisms and the physical environment, life histories, population growth and regulation, managing populations, theoretical models, species interactions, community change and energy flows. The practical component will emphasise approaches to the collection and analysis of ecological data, and how to interpret and write scientific reports. |
| Human Behaviour and Environment · 12.5 pts |
This subject explores psychological and social dimensions of environmental sustainability and landscape and ecosystem management. The subject examines the ways humans experience, interact and behave in the physical environment. This is done by exploring psycho-social dimensions of human-environment interactions examining frameworks for understanding environmental concern and environmentally significant behaviour. Topics include: psychological bases for human-environment relationships (considering biological and cognitive needs, social identity and other forms of motivation); frameworks for understanding attitudes to environmental issues and for understanding environmentally significant behaviour; strategies for enhancing, awareness, concern and action for sustainability. |
| Biogeography and Ecology of Fire · 12.5 pts |
Fire is one of the most important controls over the distribution of vegetation on Earth. This subject examines the role of fire in natural systems, with a particular emphasis on the importance of fire in determining global vegetation patterns and dynamics over long periods of time. The aim is to understand how terrestrial systems have evolved to cope with and exploit fire, and to place the extreme flammability Australia's vegetation within a global context. The subject will examine concepts such as resilience, positive feedback loops, hysteresis and alternative stable states. The use of fire by humans to manipulate environments will be examined, with a particular emphasis on the variety of approaches employed by people across a diversity of environments over long periods of time, allowing an exploration of the social and cultural dynamics of fire and environmental management. A field excursion in Tasmania will visit a number of sites which will exemplify the subject themes. The practical exercises leading up to the field trip will focus on how to gather fire-related ecological data. The practical exercises following the field trip will be devoted to processing, analysing, interpreting and reporting on the field data. At the end of the subject, students will have gained an understanding of the way in which fire has shaped natural systems, as well as acquiring the skills necessary to formulate and test hypotheses. The estimated additional cost of the 7 day field trip to Cradle Mountain, Tasmania, is in the vicinity of $900. Note this subject may be taken as the Capstone subject in the Geography major of the BA and BSc. All students, whether they are capstone students or not, will be required to complete online introductory materials that are common across all field classes. More information about this subject's field trip can be found here: https://sgeas.unimelb.edu.au/research/palynology-palaeoecology-and-biogeography#teaching |
| Economics for Environmental Scientists · 12.5 pts | View detailed information in the Handbook |
| Nature, Conservation and Society · 12.5 pts |
Conservation planners and managers must contend with important questions about competing priorities and strategies. Which species should we protect? What should be the objectives for the conservation of an ecosystem? How should we balance multiple values of a site, and which sites should be prioritised for protection or conservation action? Which conservation practices and tools will best achieve the intended outcomes? The answers to these questions depend not only on the biological and physical characteristics of ecological systems, but on human relationships with nature. The subject builds on foundational knowledge in ecology and environments. Students will develop an understanding of psychological and sociological theory relevant to conservation decision making, scenarios and practice. They will also develop skills grounded in social science that can support conservation planning based on integrated ecological and social principles. Topics for consideration include:
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