Geography

This subject examines the nature and causes of past changes in Earth’s climate during the Quaternary Period (the last 2.7 million years), with a particular emphasis on the last glacial-interglacial cycle. It aims to place modern climate and the projections of future global warming into a longer-term perspective, and will allow students to understand why human interference in the climate system may be a legitimate cause for concern. Emphasis is placed on how Earth materials (ice, rocks, sediments, biological materials) record past climate changes, the techniques used to extract this ‘palaeoenvironmental information’, and the principles that govern how this information is interpreted.

A series of lectures covering the theoretical elements of the subject will immediately precede 10 days of field study (in either Tasmania, mainland SE Australia or New Zealand). The field component focuses on how particular environments (e.g. coastal, lake, fluvial, cave, and glacial) preserve evidence of past climate change. Additional lectures and practicals following completion of the field work will focus on the types of analytical methods employed in this field, the nature of the data that are produced and how these are processed and interpreted. By the end of the subject, students will not only appreciate the dynamics of Earth’s past climate and the mechanisms that have forced it, but also the way in which we practice this important and growing field of study.

Note this subject may be taken as the Capstone subject in the Geography major of the 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, and will be invited to a discussion session together at the end of their Capstone study and experience.

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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

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This subject consists of a 12-day field trip to East Timor in the mid-year break, with a series of compulsory pre-departure information sessions in late semester 1 and a post-trip workshop in early Semester two. The subject is designed to develop students’ understanding of the Asia-Pacific region and in particular of the complex geographies of small island and post-conflict states. Students will gain an in situ appreciation of the historical and contemporary issues relevant to East Timor and develop their empirical and analytical research skills while carrying out small group research into the impacts of conflict, climate and culture on social and economic development and the environment. While in East Timor, students will participate in a number of rural, urban and remote site visits during which time they will interact with local communities, civil society leaders, academics, government and aid organizations.

The East Timor Field Class subject (GEOG30026/GEOG90025) involves a full program of activities comprising travel to and around East Timor, including across remote and rough terrain using various modes of transportation (car, boat, foot). Students will be provided with privileged access to local Timorese communities and experiences, in both an urban, regional and rural setting. The East Timor Field Class subject can be emotionally and physically demanding and will include a level of personal intensity and challenge, and students are expected to be active managers of their own personal health and safety (with the support of teaching staff). A further field work plan, risk assessment, with Faculty OHS team review and approval, covering COVID-19 global pandemic and general field/travel risk mitigation in the East Timorese and Australian context will be carried out in consultation with students closer to departure.

The field trip will be under the supervision of the subject coordinators. Students are responsible for the cost of airfares, internal travel, accommodation and food. Expected costs for the field class in 2025 will between $5000-$6000 (in addition to tuition fees). To offset subject travel costs students are able to apply for a New Colombo Plan Mobility Program scholarship of $3000 (subject to eligibility). The Mobility Program is open to Australian university undergraduates aged 18 to 28. Participation by undergraduates over 28 is permitted in some circumstances (as outlined in the Guidelines).

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This field class subject, combining on-campus classes with periodic off-campus field work in the Melbourne area, asks the question: in what ways are local sites globally connected? Sites selected for field study around Melbourne will vary year by year, as will the specific processes studied geographically at those sites. For example, study might be made of a selection of places and communities damaged by recent bushfire or flood, investigating how globally-sourced advice, personnel and equipment played a part in responding to those events, forging lasting links between those local places and the sources of their global assistance. Or, the global sources of contamination of local ocean sites might be studied. Or, the global worlds of social media might be mapped, by looking at a set of local social media users within particular urban populations. Or, the manner in which local environmental or urban policies may be drawn from overseas situations might be examined and critiqued, involving investigation of governance sites/settings in our local area and the ways they connect globally.

This is a field class subject, for which the field work will be conducted in Melbourne or its immediate environs. It is not an intensive subject.

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 learning materials that are common across all field classes.

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Understanding past landscapes and environmental change is important for contextualising current and future climate changes. This subject will enable students to develop a profound understanding of Quaternary environments and environmental change through field and lab‐based learning in the Australian arid zone. Students will learn a range of key palaeoenvironmental and palaeoclimatological field and laboratory techniques.

The subject consists of a 10‐day field trip into the dry heart of the continent along a transect across a diverse range of Australian landscapes and ecosystems. The fieldtrip takes place in semester break with pre‐departure information sessions and practical classes following the field trip.

The subject is designed to develop students’ understanding of (i) past and present environments along the southern margin of the Australian outback, (ii) the links between long‐term climate change, landscapes, and humans over various Quaternary timescales. In addition, (iii) the subject aims to develop the students’ skills in a wide range of field and lab‐based methods to characterize and reconstruct past landscapes, environments and climates. This will be achieved via practical and project‐based field sessions and sampling carried out in small groups, and will be followed by laboratory‐based analysis and the production of a field research report that targets specific topics.

This subject involves the completion of a field trip, which will incur an incidental cost. Further information regarding any incidental field trip costs (as well as key information regarding the field trip) can be found via the School of Geography, Earth and Atmospheric Sciences Field Trip website here: https://sgeas.unimelb.edu.au/study/field-trips

Note this subject may be taken as the capstone subject for the Geography major in the BA and the BSc.

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This subject aims to think critically and rigorously about the relationship between social and natural worlds. Its primary purpose is to question the idea that the environment exists outside of, and independent from, the realms of science, culture, politics and economy. Students will be introduced to 1) different conceptual frameworks for understanding the environment as a social entity, especially the interdisciplinary field of political ecology, 2) the processes by which capitalism and science structures social and environmental relations, and 3) alternative modes of living in, and thinking about, the environment. These broad themes will be addressed through engaging examples from Australia, Southeast Asia, and beyond. Particular attention will be given to the concept of 'wilderness', the Anthropocene, climate change, environmental justice, intersectional inequalities, and environmental movements.

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The subject focuses on the dynamic surface of our planet and the environments it sustains. The Earth’s surface is shaped by a complex interaction of physical and biological processes operating over a range of spatial and temporal scales. Understanding these processes in the present day, as well as reconstructing landscape and ecological change in the past, enables us to predict their future response to climate change and human activity. In this subject, students will study the processes and spatial patterns that shape natural landscapes and learn about approaches of reconstructing their evolution. Students will gain an appreciation of the ways that the dynamics of natural landscapes need to be incorporated into environmental management and the conservation of biodiversity.

This includes an in-depth understanding of the wide spectrum of landforms (including mountains and hillslopes, glaciers, rivers, dunes, and coasts) and the processes contributing to their formation and decay. In addition, the subject addresses the geographic patterns and dynamics of life on the Earth’s surface and investigates the way in which certain landscapes support particular types of ecosystems (such as rainforest, grassland, desert, estuarine and marine communities). Finally, the factors that may cause change in natural landscapes are explored to assess the roles played by climate, tectonics and humans over various timescales.

Through lectures, practicals and multiple days of field work, students will develop skills in a range of field and lab-based analytical techniques, as well as the use of GIS, for investigating our environment. This subject includes a four-day field trip in Victoria set to take place during the mid-semester break.

This subject involves the completion of a field trip, which will incur an incidental cost. Further information regarding any incidental field trip costs (as well as key information regarding the field trip) can be found via the School of Geography, Earth and Atmospheric Sciences Field Trip website here: https://sgeas.unimelb.edu.au/study/field-trips. Students must submit 80% of the lab practical assignments and attend the field trip to be eligible to pass the subject.

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This subject explores a range of contemporary environmental challenges in Australia and globally, with particular emphasis on climate change, energy transitions, and the role of resources. Through case studies, students will examine the history and emergence of these issues, the key actors involved, and the dynamics that shape their governance. Special attention will be given to the environmental and social impacts of the problems of resource extraction and climate change, as well as the strategies used to manage these two conjoined problems. The subject covers multiple dimensions (scientific, socio-cultural, economic, political) of environmental challenges and highlights the forms of knowledge and power that mediate human-environment relationships. Students will gain insights into the drivers of environmental conflicts and the mechanisms for their resolution, situating these discussions within broader questions of environmental governance, sustainability, and the global shift toward low-carbon energy systems.

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Geography and health are intrinsically linked. This subject examines geographic approaches to the understanding of human health. Its primary purpose is to critically review the links between population health and place/location, including social, built and natural environments. Students will be introduced to different theoretical perspectives and methodological approaches for understanding geographies of health. The subject has particular focus on current health geography concerns including the spatial distribution of (re)emerging infectious diseases, population health impacts of climatic and environmental change, migrant health, neighbourhoods and health, and social and spatial distribution of health risks and vulnerabilities. These themes will be addressed through important case studies from both Australia and internationally.

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The modern world is facing unprecedented anthropogenic environmental change. Understanding the dynamic interplay between humans and our environment is of paramount importance if we are to successfully navigate this period of major environmental upheaval. Climate and environmental change have played a key role in shaping the biological, cultural, and geographic evolution of our species. What can an understanding of the past teach us about dealing with environmental change in the future?

This subject investigates the interrelationship between humans and their natural environments through time using evidence from physical and human geography, archaeology, palaeoanthropology, palaeoclimatology and palaeoecology. We will take a deep-time perspective, journeying from the emergence of humankind 6 million years ago to the present day. We will draw on case studies from around the word and across many different time periods, exploring how changing environments have influenced important transitions including the first migration of humans out of Africa, the emergence of symbolic behaviour, the beginning of agriculture and animal domestication, and resilience and collapse of complex societies. We will explore questions such as: Did environmental complexity shape brain development? Why did all other Homo species go extinct while Homo sapiens became dominant? Did humans play a role in the extinction of megafauna? Was the emergence of agriculture and domestication linked to changing environments? Is there a correlation between environmental change and the collapse of complex societies? How have human subsistence strategies and resource use impacted vegetation, animal species, soils and climate? How will anthropogenic climate change affect the future of our species?

The subject will include a 4-day fieldtrip to the World Heritage-nominated World Heritage site of Budj Bin National Park in Victoria to learn about the long-term and continuing relationship that the Gunditjmara people have with their natural environment, and the ways in which they have both driven and adapted to environmental change. The field trip will take place in the mid-semester break. Further information regarding any incidental field trip costs (as well as key information regarding the field trip) can be found via the School of Geography, Earth and Atmospheric Sciences Field Trip website here: https://sgeas.unimelb.edu.au/study/field-trips

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This subject serves as an introduction to demography: the scientific study of human populations. The subject provides an overview of concepts, theories, and methodological approaches for understanding the changing patterns and determinants of population size, composition, and spatial distribution. Students will learn how components of population change – fertility, mortality, and migration – are interlinked with broader forces of development and social change in a comparative geographic perspective. Case studies will be used to discuss the socio-political and economic implications of population change in both developed and less developed regions of the world. In doing so, the subject highlights contemporary debates and policy challenges around demographic bonus, population ageing, immigration, marriage and family change, fertility and reproductive health, gender and work, urbanisation, poverty and inequality, and population and environment. Although the subject is non-technical, students will be introduced to online resources and tools for basic analysis and visualisation techniques of population data.

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There has been an explosion in the collection, and availability, of spatial information in the modern era. Locational data from smart phones, drones, and new generations of satellites, are examples of the growing opportunities that spatial data present for geography. Spatial analysis skills are now in high demand among many employers.

Understanding how to think about spatial data, and how to analyse those data, provides transformational skills. This subject equips students to map connections between nature and people, spatialise the impacts of climate change on humans and their environment, and use spatial data to inform decisions. Students will also gain an understanding of technical, ethical and analytical dimensions of spatial data. This subject teaches broad spatial skills and is equally useful for students of human, environmental, or physical geography.

While the subject develops competency with relevant software, the emphasis is on understanding key concepts regarding spatial data and how to formulate and answer spatial questions. The subject is structured around weekly, computer-based practicals which combine spatial skills with critical thinking. Half of the assessment comes from assignments in which students individually solve spatial data problems in geography.

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This subject is designed to develop students’ understanding of the physical processes, dynamics and linkages operating within the earth’s coastal systems. The beaches, dunes, estuaries and rocky cliffs that comprise the coast are some of the most intensively utilised landscapes worldwide and Australia is no exception. Population growth, development, and climate change are pushing natural functioning systems to the brink. However, intense human impact is only a relatively recent phenomenon. Coastal landforms operate over much longer timescales than people. Beaches and dunes have natural cycles of erosion and deposition over decadal to centennial scales while cliff erosion may relate to a history developed over several hundred thousand years. It is therefore impossible to successfully manage, or simply enjoy this environment, without knowledge of how it evolved and operates. During this subject we will explore the operation and management of the key landforms found at the shore. The drivers of change on the coast, from waves and sea level to weathering and sediment, will all be analysed. The key management strategies from seawalls to nature-based infrastructure will be discussed and critiqued. Only through a thorough understanding how landforms operate can our coasts be managed for current and future generations. This subject will equip you with the skills and knowledge fundamental for a successful career in the public, private and not-for-profit environmental sectors. This subject involves the completion of a field trip, which will incur an incidental cost. Further information regarding any incidental field trip costs (as well as key information regarding the field trip) can be found via the School of Geography, Earth and Atmospheric Sciences Field Trip website here: https://sgeas.unimelb.edu.au/study/field-trips

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Everyone knows what ‘Sustainable Development’ is, but if you stop to think, it may become less clear. Sustainable development has become a chameleon, suiting different needs and fulfilling different roles for different people with different interests. In this subject, we will explore this appealing-yet-slippery idea with the aim of deciding whether it is a suitable concept with which to explore the cultural, environmental, and economic challenges facing society. Is sustainable development a useful idea, do we need to move on, or can we take it back?

In addition to the debates over sustainable development, this subject will provide students with the skills needed to examine, analyse, and report on challenges related to their interests. At its heart, the subject explores the primary question of sustainable development, which is whether it can be useful in a world (seemingly) approaching numerous catastrophic tipping points. The climate is changing, the oceans are acidifying, the soils cannot keep producing our food, and wealth is being concentrated amongst a smaller and smaller segment of the world. Is sustainable development helpful in understanding, and ideally changing, these trends?

There are also more practical considerations surrounding the debate over sustainable development. Some people might be interested in having a greater impact on the world through development projects, micro-credit, or volunteering. Is sustainable development helpful? Can the concept help individuals seeking to improve our world (or at least trying)? Does it help ensure that their efforts are beneficial and not perverted by opposing interests and processes?

It is also worth considering whether sustainable development might not be better thought of as an analytical framing: as a way of pulling apart problems or projects in order to better understand or assess their impact on ecological sustainability, development, or economics? Is sustainable development an analytical tool for making sense of ‘wicked’ problems?

In this subject we will review the history of sustainable development, which draws together literature from Geography, Sociology, Engineering, Psychology, Economics, and the Sciences. We will explore critiques of sustainable development, and force ourselves to consider whether it is possible, practical, or even useful in the ‘real world’. We will explore several key challenges, using sustainable development as a lens or framing. And finally and most creatively, we will attempt to reinterpret sustainable development in a world of growing inequality.

For more information see: http://briansresearch.wordpress.com/teaching/sustainable-development/

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This subject examines the impacts of disasters in cities. It will explore why some groups are more vulnerable to particular hazards than others, while considering the role of social capital and adaptation for increasing the resilience of urban communities to disasters.This is important because the trend towards increasing urbanisation and larger cities is a major contributor to the rising toll of disaster losses globally. In addition, climate change predictions indicate that natural hazards such as bushfires, floods, storms and cyclones are likely to increase in intensity and possibly also frequency in many places, including cities. Contemporary cases will be used to highlight key issues and policy debates. Implications for urban planning and disaster planning and management in cities and at the rural-urban interface will be considered.

Cases and examples will be drawn from around the world, primarily from developed countries. Students will have the opportunity to examine case/s of their own choosing (with approval from the subject coordinator), and will undertake locally based research in preparation of the field report. There will be a local field trip associated with this subject.

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This subject introduces students to the physical environment, history and development challenges facing contemporary Sub-Saharan Africa. Students will examine in detail intellectual and ethical debates surrounding the strategies undertaken by postcolonial African states and the overseas development “industry” to tackle poverty, inequality, environmental change and the colonial legacy. Students will consider how Africa’s problems are portrayed and understood by the rest of the world. Topics may include: the physical environment and competing understandings of environmental change; the history and governance of the continent; regional case studies (West Africa and the D.R. Congo); agrarian transformations and rural livelihoods; development projects and rise of the NGO; military conflict and mineral wealth; hunger, famine, and the controversies of the relief industry; forestry; wildlife conservation; and urban geographies.

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Spatial modelling and analysis underpins many successful management applications for our environment and society. Questions surrounding humans, natural environments, and the relationships between them are inherently complex and necessitate advanced spatial analysis skills to understand and solve.

This subject will provide highly desired competency in geospatial modelling. These skills are sought after in the workplace, and are also advantageous for students planning further study or research. Here, students will not only learn spatial modelling techniques, but they will also gain a thorough understanding of how to use these methods to address complex environmental, physical and human geography issues. Students will learn to analyse spatial patterns, build their own models, and relate observations to processes in natural and human environments.

This subject builds on students’ existing skills and knowledge in spatial analysis for geography. It covers advanced spatial analysis and modelling topics spanning geoprocessing, networks, accessibility, and making predictions relating to the environment (e.g. ecosystem services) or human activities (e.g. land-use change). The primary software used for this subject is ArcGIS, including the Model Builder functionality. Emphasis is placed on project-based learning through computer-based practicals and individual assignments where students build their own geospatial models to answer questions relating to physical, environmental and human geography. This subject is taught in intensive mode, centred around a 2.5 week teaching period beginning late November.

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