Students are required to complete the subjects
| Accordion | |
|---|---|
| Environmental Sustainability · 12.5 pts |
Environmental Sustainability is one of two core subjects for the Master of Environment degree. This subject provides students with a strong foundation in interdisciplinary understanding of critical environmental sustainability issues, and how and why they have emerged, in the context of policy, management, and governance across scales and sectors. |
| Partnerships for Sustainable Futures · 12.5 pts |
Environmental sustainability issues are often complex, controversial and associated with uncertain conditions. Multiple individuals and organisations may have an interest or stake in the problem, may have relevant expertise or resources, or may contribute to decision-making and management. Developing, implementing and evaluating pathways for sustainable futures thus often requires cooperation across institutions, sectors, and communities. Private, public and not-for-profit sectors; local, national, regional and global jurisdictions; disciplinary, practitioner, local, and Indigenous knowledges: these all have different commitments, priorities, and ways of working. How do we successfully translate and collaborate across these areas, and how does this support transformational change for sustainable futures? |
Choose 2 subjects from the list
| Accordion | |
|---|---|
| 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. |
| Monitoring Environmental Impacts · 12.5 pts |
AIMS
This subject is a critical foundation for a career for environmental engineering but is also relevant to civil and other engineering disciplines where environmental impacts of engineering projects must be addressed to ensure sustainable engineering solutions. |
| Global Environmental Change · 12.5 pts |
This subject equips participants with an understanding of the role and limitations of science in environmental debates and decision-making. Global changes to the atmosphere, hydrological cycle, land-uses, urbanisation, climate, pollution, biodiversity, pests, and diseases are having profound impacts on the planet, its people and other species. You will gain an appreciation of strengths and limitations in the diversity of scientific approaches used to understand and manage environmental changes. These approaches include empirical observation, mathematical and statistical modelling, and expert opinion. The subject highlights the breadth of environmental changes, and the range of scientific methods that can be used to address these issues. Collectively, these elements provide a sound foundation for science-based advocacy and management that recognises the scientific and social contexts of environmental debates. |
Students must complete at least 12.5 points from the following compulsory capstone subjects - please note that if you select either a 25 or 50 point research project that spreads across two semesters you must enrol into the Part 1 and Part 2 subjects over consecutive semesters. Students in the 100 point pathway will normally be exempt from this requirement
| Accordion | |
|---|---|
| Fieldwork in Complex and Hostile Places · 25 pts |
Fieldwork is demanding and poses unique risks to the security and safety of the researcher and research participants. Fieldwork also relies on the researcher’s ability to clearly understand their research design and methods and access, collect and manage data in the field. This eight-day intensive subject prepares students for undertaking detailed fieldwork for extended periods overseas in less secure and/or complex environments. Students will develop a working knowledge of what is required to develop an integrated Research Plan, Ethics Application and Fieldwork Risk Management Plan as required for postgraduate research theses. The subject consists of four days of classroom-based lectures and four days in a scenario/simulation learning environment. Designed to deliver theoretical and practical skills, the subject is taught by a combination of academics and professional security consultants. It covers applied research philosophy, methodologies, field skills and techniques to prepare students for undertaking detailed fieldwork research with vulnerable research participants and/or for extended periods in less secure, complex and/or hostile environments. The subject builds upon the introductory level of knowledge students learned in undergraduate and honours level research methods subjects, and focuses on applied research methods. Learning applied research methods and field-craft skills will enhance student’s ability to make original contributions to knowledge. The subject equips students with a working appreciation for the major methodological, ethical and logistical challenges they are likely to confront during fieldwork. The subject is structured to be of relevance to students in social science and humanities based disciplines, and to provide skills relevant for careers in International Development, NGOs and Government agencies. The following elements are covered in the practical training:
The practical component enables students to apply their new knowledge regarding equipment, organisation, physical and mental states, risk management and contingency planning. (i.e. what to do on arrival in-country, how to fine-tune plans, flexible organisation, importance of travelling light for mobility). Practical skills taught through experiential scenarios include but are not limited to:
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| Environmental Research Review (12.5) · 12.5 pts |
This subject allows students to conduct an original literature review of research relevant to clearly specified area of environment and sustainability. The project comprises a substantial review of a body of literature or an evaluation of research or experimental protocols. The specific focus of the literature review will be initiated by the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise. Proposals for projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 12.5 points The work commitment includes regular one hour meetings with supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. |
| Environmental Research Project (25) · 25 pts |
This subject allows students to conduct an independent, original research project in a specified area of environment and sustainability. The project comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 25 points. The work commitment includes regular one hour meetings with supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. |
| Environmental Research Project (50) · 50 pts |
This subject allows students to conduct a substantial, independent, original research project in a specified area of environment and sustainability. The project comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 50 points. The work commitment includes regular one hour meetings with supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. |
| Environmental Industry Research (25) · 25 pts |
This subject allows students to conduct an independent, original research project in a specified area of environment and sustainability, in collaboration with an industry partner. The project addresses a real world problem in an industry context and comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by either the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise, or by an industry partner. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 25 points. The work commitment includes regular one hour meetings with academic and industry partner supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. |
| Environmental Industry Research (50) · 50 pts |
This subject allows students to conduct an substantial independent, original research project in a specified area of environment and sustainability, in collaboration with an industry partner. The project addresses a real world problem in an industry context and comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by either the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise, or by an industry partner. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject coordinator. The work will be equivalent to lecture and practical based subjects worth 25 points. The work commitment includes regular one hour meetings with academic and industry partner supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. |
| Environmental Research Project - 25 Pt1 · 12.5 pts |
This subject allows students to conduct an independent, original research project in a specified area of environment and sustainability. The project comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 25 points. The work commitment includes regular one hour meetings with supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. Students enrol in the Part 1 subject in the first semester and the Part 2 subject in the second semester. |
| Environmental Research Project - 25 Pt2 · 12.5 pts |
This subject allows students to conduct an independent, original research project in a specified area of environment and sustainability. The project comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 25 points. The work commitment includes regular one hour meetings with supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. Students enrol in the Part 1 subject in the first semester and the Part 2 subject in the second semester. |
| Environmental Research Project - 50 Pt1 · 25 pts |
This subject allows students to conduct a substantial, independent, original research project in a specified area of environment and sustainability. The project comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject coordinator. The work will be equivalent to lecture and practical based subjects worth 50 points. The work commitment includes regular one hour meetings with supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. Students enrol in the Part 1 subject in the first semester and the Part 2 subject in the second semester. |
| Environmental Research Project - 50 Pt2 · 25 pts |
This subject allows students to conduct a substantial, independent, original research project in a specified area of environment and sustainability. The project comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 50 points. The work commitment includes regular one hour meetings with supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. Students enrol in the Part 1 subject in the first semester and the Part 2 subject in the second semester. |
| Environmental Industry Research - 25 Pt1 · 12.5 pts |
This subject allows students to conduct an independent, original research project in a specified area of environment and sustainability, in collaboration with an industry partner. The project addresses a real world problem in an industry context and comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by either the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise, or by an industry partner. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 25 points. The work commitment includes regular one hour meetings with academic and industry partner supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. Students enrol in the Part 1 subject in the first semester and the Part 2 subject in the second semester |
| Environmental Industry Research - 25 Pt2 · 12.5 pts |
This subject allows students to conduct an independent, original research project in a specified area of environment and sustainability, in collaboration with an industry partner. The project addresses a real world problem in an industry context and comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by either the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise, or by an industry partner. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 25 points. The work commitment includes regular one hour meetings with academic and industry partner supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. Students enrol in the Part 1 subject in the first semester and the Part 2 subject in the second semester |
| Environmental Industry Research - 50 Pt1 · 25 pts |
This subject allows students to conduct an substantial independent, original research project in a specified area of environment and sustainability, in collaboration with an industry partner. The project addresses a real world problem in an industry context and comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by either the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise, or by an industry partner. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 25 points. The work commitment includes regular one hour meetings with academic and industry partner supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. Students enrol in the Part 1 subject in the first semester and the Part 2 subject in the second semester. |
| Environmental Industry Research - 50 Pt2 · 25 pts |
This subject allows students to conduct an substantial independent, original research project in a specified area of environment and sustainability, in collaboration with an industry partner. The project addresses a real world problem in an industry context and comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by either the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise, or by an industry partner. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 25 points. The work commitment includes regular one hour meetings with academic and industry partner supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. Students enrol in the Part 1 subject in the first semester and the Part 2 subject in the second semester. |
| 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. |
| 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 |
| 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. |
Students should make up the balance of the award with electives. Subjects in the list below are recommended. Other subjects may be taken with the approval of specialisation coordinator
| Accordion | |
|---|---|
| Participatory Planning · 12.5 pts |
Urban governance and citizen participation influence both the structure of the planning process (e.g. who participates, and how and when they participate) and the built environment outcomes produced from this process. All practitioners who work in local and regional environments (built, natural, social) need to be aware of the strategies and techniques that can be employed to elicit involvement from the public and private sector, and the modes of governance that shape citizen and stakeholder participation at different scales of government and at different points in the planning process. This subject will impart to students the skills involved in encouraging and managing participation in the overall governance and planning of urban regions. These skills include:
There will be considerable reliance on hand-on exercises based on case studies from Melbourne and around the world. The subject aims to be relevant to urban and social planners, landscape architects, urban designers, architects, property professionals, community developers, and environmental activities. This subject replaces ABPL90315 Urban Governance, and was previously known as Participation and Negotiation. |
| Climate Change:Agric.Impacts&Adaptation · 12.5 pts |
Global food production is facing many challenges to meet current and future demand. Impacts of climate change on agriculture will add stress to our ability to produce enough food for a growing population with fewer resources. Adapting agriculture to climate change to meet these needs is a critical challenge for current and future generations. This subject will examine the potential impacts of climate change on agricultural production and explore adaptation options within various sectors of agriculture and food production. This exploration of adaptation options will include consideration of barriers that may hinder effective adaptation. |
| Soil Science and Management · 12.5 pts |
This subject will examine the major current issues in the management of soils under various land uses in Australia. The dynamic nature of soils will be explored through study of the chemical, physical and biological processes in the soil environment, particularly those which impact directly on plant growth. The subject should develop an understanding of how soils can be managed to optimise plant growth and minimise adverse effects on the environment and present practical solutions to soil management. |
| Climate Science for Decision-Making · 12.5 pts |
This subject focuses on how to access and understand basic climate science and data and how to accurately communicate to a broader audience. The subject covers the fundamentals of climate science, including the physics and chemistry of climate change, future climate projections, climate extremes, and the interactions between the atmosphere and land, forests and the oceans. The subject also interrogates how global changes in climate lead to impacts on society, ecosystems, and economies. The subject has a particular focus on the Intergovernmental Panel on Climate Change (IPCC) reports. To develop practical skills, students will make use of these scientific reports and concepts learnt in class to prepare short assessments that clearly and concisely communicate and translate aspects of climate science. The course culminates in a negotiation session where students take on the role of a state representative within the United Nations Framework Convention on Climate Change. |
| Current Topics in Climate Science · 12.5 pts |
This subject will address current topics in the area of physical climate science. Topics will vary from year to year depending on developments in the field but may focus on new research discoveries, areas of scientific debate, or recent climate events. The subject brings together knowledge from previous studies in climate science and related areas to discuss and critically analyse up to date knowledge of the field and its application to the world around us. |
| 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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| Environmental Chemistry · 12.5 pts |
This subject delves into the intricate chemistry of Earth's environmental systems, with a focus on the interconnected realms of the hydrosphere, atmosphere, and lithosphere (soil). Through an exploration of the structure, composition, and chemical processes within these systems, students will gain a deeper understanding of the delicate balances that sustain life on our planet. Additionally, students will examine the influence of human activities on environmental health and learn how environmental data informs the development of protective measures at both national and international levels. Key topics include:
A key aspect of this subject will be the investigation of a current advanced environmental chemistry issue that will be covered in lecture material during weeks 7 and 8. The students will work in a small group for this assignment. The practical component of this subject will involve the application of titrimetric, optical (spectrophotometry, atomic absorption/emission spectrometries) and chromatographic (gas chromatography, high performance liquid chromatography) analytical techniques commonly used in environmental chemistry. |
| Environmental Management ISO 14000 · 12.5 pts |
AIMS INDICATIVE CONTENT |
| Energy Efficiency Technology · 12.5 pts |
AIMS These are applied to the following thematic areas;
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| Energy for Sustainable Development · 12.5 pts |
AIMS
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| Monitoring Environmental Impacts · 12.5 pts |
AIMS
This subject is a critical foundation for a career for environmental engineering but is also relevant to civil and other engineering disciplines where environmental impacts of engineering projects must be addressed to ensure sustainable engineering solutions. |
| Environmental Politics and Policy · 12.5 pts |
This subject engages with critical concepts and issues related to environmental politics and policy. Special attention is paid to the political dimensions of policy development and implementation, with reference to national and international domains. Students will be introduced to relevant theories, cases, and tools for policy makers and environmental activists. Students will consider a variety of case studies including climate change, ozone depletion, water management, land conflict, forest preservation, waste and 'sustainability planning'. Case studies will be drawn from Australia, Southeast Asia, and other global contexts. The subject is taught through a combination of lectures and seminars. Students will gain a practical understanding of issues confronting policymakers and other political actors in relation to a range of environment problems and solutions. |
| Environmental Impact Assessment · 12.5 pts |
This subject prepares students for environmental management roles by providing them with the principles of how human impacts on the environment might be detected and managed. The principles will be placed within the legal and social contexts of environmental impact assessment. At the completion of the subject, students should understand three aspects: prediction of the kind of changes that might occur with human activities; the design and implementation of proper monitoring programs that can detect changes; and assessment of those changes. Additionally, a strong emphasis is placed on the practical implementation of principles. |
| 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. |
| 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. |
| Integrated River & Catchment Management · 12.5 pts |
Rivers are amongst the hardest of natural resources to manage. They are long and thin, and so maximise the impact of catchment changes; they also focus environmental, social and production pressures. Rivers are the archetypal example of the conflict between private and public goods. In most western countries we have done an effective job of degrading these resources. The last 20 years has seen a transformation in the way rivers have been managed. We are now less concerned with protecting people from rivers (via flood mitigation), and more focused on environmental rehabilitation and protection. This subject equips students to manage rivers more effectively by integrating catchment management activities. In reality, there are not many things that we do to manage rivers: change landuse, change flow, change water quality, change riparian vegetation, or make structural changes to the river. In this course we concentrate on (a) how much do you have to alter each of these management levers in order to produce the most cost effective improvements in river condition and sustainability; (b) how do we integrate the management of many levers at different scales; and (c) how do we evaluate whether we have had any effect. The subject has a strong emphasis on how to develop strong and successful policy for managing natural systems. The principles for managing rivers apply to managing most natural resources, so students can be confident of learning general management and policy principles. |
| Hydrogeology/Environmental Geochemistry · 12.5 pts |
This subject will investigate, both qualitatively and quantitatively, the fundamental physical and chemical processes governing groundwater flow and composition, including aquifer properties, regional geology, hydrology and water-rock interactions. Field and laboratory methods such as well tests, water analysis in the field and in the laboratory and data analysis are demonstrated and used to characterise hydraulic conductivity and mixing, water types and potential contamination. A one-week field excursion to the Newer Volcanic Province and the Limestone Coast will draw together many of these concepts and will emphasise surface and groundwater connectivity and groundwater supported ecosystems. This subject will have a 1-week intensive field trip that will be delivered in the week prior to the start of Semester 1 (pre-teaching period) and 6 weeks of teaching during weeks 1-6 of Semester 1. |
| Spatial Data Analytics · 12.5 pts |
Much of the world’s data relates to processes and objects situated in space. Spatial data is a rich source of insights about patterns, processes, trends and behaviours in space and time. To tap into these insights, specialised statistical, analytical and computational techniques are required. This subject exposes students to fundamental aspects of spatial analytics. Students are introduced to key techniques and principles for the analysis of point, area, and field data, covering concepts such as point pattern analysis, spatial autocorrelation and geostatistics. As part of putting these techniques and principles into practice, students learn computational thinking approaches and acquire technical software skills in a high-level scripting language (such as Python and R) that enable them to effectively address spatial data science problems across a variety of domains. The subject partners with other subjects on spatial data management and visualisation and is of particular relevance to people wishing to establish a career in digital infrastructure, spatial information technology, or the quantitative environmental modelling or planning sectors. The subject delivers underlying and cross-disciplinary concepts of geographic information science (GIS) and spatial analytics in managing environmental and infrastructure data, and the visual representation of spatial and temporal information. Relating these relevant concepts to applications through case study examples from various sectors such as digital infrastructure, spatial information technology, quantitative environmental modelling, urban sustainability, and planning. Defining and realizing a student-driven project employing a modern scripting language and spatial-temporal relationships of the observed data from real world. Students will be provided with pointers and material to familiarise themselves with the tools used in this subject before the semester starts; this element of preparation is expected for successful participation in the subject. Advice will be provided on LMS. Please view this video for further information: Spatial Data Analytics |
| Thinking and Reasoning with Data · 12.5 pts |
What conclusion can be drawn from a pool of data? How can a scientist draw meaningful conclusions while not overreaching? How can modelling help the scientist interpret data? This subject will address these questions by teaching students critical thinking and data analysis skills. After completing this subject students will understand the basic principles of sampling and experimental design, how the results of statistical analyses are reported, the statistical thinking behind common statistical procedures and will be able to carry out a range of standard statistical techniques. |
| Systems Modelling and Simulation · 12.5 pts |
Modern science and business makes extensive use of computers for simulation, because complex real-world systems often cannot be analysed exactly, but can be simulated. Using simulation we can perform virtual experiments with the system, to see how it responds when we change parameters, which thus allows us to optimise its performance. We use the language R, which is one of the most popular modern languages for data analysis. |
| Biosecurity: Managing Invasive Species · 12.5 pts |
Invasions are natural ecological phenomena. Dispersing individuals encounter suitable habitat, establish, spread and evolve. In this way, species have radiated outwards from their origins, colonised distant offshore islands, and species have spread in response to changes in climate. Human-induced invasions of plants, animals and diseases in modern times have dramatically altered the scales of time and distance over which invasions take place. Their impacts can be considerable, wiping out unique communities, endangering rare species, adding considerable costs to agriculture, horticulture and forestry, and having effects on the health, leisure and livelihoods of people. Tools such as pesticides and biological control can often be used to great effect, while for other invaders there are no obvious solutions. There may be unwanted side-effects of control methods on non-target species, they may adversely affect human health, and may cause considerable public concern. Integrated management strategies can be developed using ecological information about the species but these must be implemented in a real world that involves economics, politics, opinions and social interactions. |
| 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. |
| Wildlife Management · 12.5 pts |
Wildlife Management has varied goals, addressing issues as diverse as conservation and biodiversity, human-animal conflict, pest animal control, overabundance and potential for disease spill over. This subject will expose students to real-life examples of wildlife management in Australia, and provide them with opportunities to meet and interact with relevant professionals in this field during synchronous online teaching sessions. Although examples in this subject are based in Australia, the principles students engage with are applicable across the globe. All synchronous teaching activities will also be recorded, and thus available asynchronously. Staff from a variety of government and not-for-profit agencies involved in wildlife management will present an outline of their management programs and provide detailed information about specific management issues and activities. Further materials to support the themes discussed, and to provide students with additional background and context for each management example, will be provided through asynchronous delivery. |
| 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. |
| Data and Decision Making · 12.5 pts |
The basis for decision making in biotechnology is often the analysis of data. For these decisions to be reliable data must be correctly collected and analysed. To control costs data should be efficiently collected and it needs to be properly stored and managed. The interpretation of an analysis requires some knowledge of basic statistical ideas and techniques, and the results will often be communicated to a non-specialist audience who will make decisions based on the presentation. Alternatively, decisions may be made from the analyses and interpretations of others. This subject examines the whole process of data collection, analysis and decision making. This subject is a core subject for Master of Biotechnology (MC-SCIBIT) and examples and curriculum are designed for MC-SCIBIT students. |
| Commercialisation of Science · 12.5 pts |
Successful commercialisation of scientific discoveries and new technologies occurs in a unique business environment where scientific and business interests and personalities must productively interact. The subject will develop a critical understanding of the context in which the commercialisation of science occurs, and the opportunities and challenges encountered. Topics covered within the subject will include the nature and types of intellectual property (IP), how it can be protected, valued, managed and strengthened, its use as a commercial tool, exploration of the barriers to commercialisation, what strategies can be used to exploit IP, how to develop a commercial plan and leverage finance for the commercialisation of IP. |
| 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. |
| Graduate Seminar: Environmental Science · 12.5 pts |
This subject will examine current topics in the discipline of environmental science. The choice of topics will be driven by the students in the subject under the direction of the subject coordinators. Students will organise, lead and participate in discussions of relevant material such as journal articles, media stories and environmental impact assessments. Students will also deliver an oral presentation to communicate their research on a current topic in environmental science. |
| 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. |
| Internship in Development · 12.5 pts |
Internship in Development is an elective subject available to graduate students in Development and various cognate disciplines and fields of study. The internship subject aims to provide students with the opportunity to apply their knowledge and skills learnt in class and enhance their understanding of the current approaches to the broad field of development through a structured period of contributing as a temporary staff member in a government, non-government or private corporation inside or outside Australia. Students are able to select a host organisation to further develop their knowledge and skills in their chosen area of interest. The exposure to a different cultural, socio-political or organisational context provides students with vast opportunities to critically reflect on the relationship between theory and practice, and the thus the nature of development as they have studied it and as they observe it to be approached or practiced during their internship placement. |
| Environmental Research Review (12.5) · 12.5 pts |
This subject allows students to conduct an original literature review of research relevant to clearly specified area of environment and sustainability. The project comprises a substantial review of a body of literature or an evaluation of research or experimental protocols. The specific focus of the literature review will be initiated by the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise. Proposals for projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 12.5 points The work commitment includes regular one hour meetings with supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. |
| Environmental Research Project (25) · 25 pts |
This subject allows students to conduct an independent, original research project in a specified area of environment and sustainability. The project comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 25 points. The work commitment includes regular one hour meetings with supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. |
| Environmental Research Project (50) · 50 pts |
This subject allows students to conduct a substantial, independent, original research project in a specified area of environment and sustainability. The project comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject co-ordinator. The work will be equivalent to lecture and practical based subjects worth 50 points. The work commitment includes regular one hour meetings with supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. |
| Environmental Industry Research (50) · 50 pts |
This subject allows students to conduct an substantial independent, original research project in a specified area of environment and sustainability, in collaboration with an industry partner. The project addresses a real world problem in an industry context and comprises a review of a body of literature, a review and discussion of methodology and/ or an evaluation of research or experimental protocols and some original research. The specific focus of the research project will be initiated by either the student arising from their keen interests and consultations with other networks and academic staff with relevant expertise, or by an industry partner. Proposals for research projects must be submitted to the subject coordinator in the semester prior to commencement in the subject. Final approval for the topic lies with the subject coordinator. The work will be equivalent to lecture and practical based subjects worth 25 points. The work commitment includes regular one hour meetings with academic and industry partner supervisors where students report on progress, difficulties and research plans. Workshops conducted by the subject coordinator will deliver skill development in research practice including oral and written report presentation, with a focus on communication of research in interdisciplinary contexts. |
| Air Quality Monitoring · 12.5 pts |
The air is an undervalued environmental resource - subject at times to catastrophic and chronic pollution events. 'What constitutes good air?' 'What environmental protections are in place?' and 'How do we know the air quality?' are all questions addressed in this subject. Major infrastructure projects require air quality assessments and emergency/health service providers need to assess air quality data to advise the public. Working with industry professionals working in the air quality space and exploring low-cost sensor technology interfaced with python code students will build their own air monitoring sensor and design an experiment to evaluate the air we breathe - synthesizing the findings into an air action plan. |
| China Field Class PG · 25 pts |
This subject consists of a two-week field class in China in July with some pre-departure (in semester 1) and post-field-trip (in semester 2) workshops/seminars in Melbourne. The subject is designed to develop students' interests in Asia, in China in particular, and in the interactions between society, economy, government, and the environment. While in China, students will interact with local communities, academics and environmental managers who will inform them about issues and processes in China. These interactions will be supplemented by site visits and household interviews. The field trip will be under the supervision of the subject coordinator. Students are responsible for the cost of travel, accommodation and food. |
| Riverine Landscapes: Hydrology & Ecology · 12.5 pts |
This subject examines principles in the two disciplines of hydrology and ecology, emphasising the application of both to understand how to solve environmental management problems in river ecosystems. The subject focuses primarily on processes occurring within the channel, while the surrounding catchment type is considered as background context. The subject examines water in terms of quantity and quality; and the physical channel and floodplain systems in which it is conveyed and stored, along with transported materials such as sediments and organic matter. The subject also examines population, community and ecosystem dynamics of riverine organisms and their geographical distributions and diversities. Through practicals and fieldwork, students should develop skills in acquiring, analysing and presenting hydrological and ecological data, and in the identification and proper field sampling of stream biota. Students should become aware of the multidisciplinary nature of environmental management and the need for critical examination of ideas in the literature. |
| Participatory Risk Management · 12.5 pts |
Interactions between risk managers and publics represent the ‘coalface’ for disaster risk reduction. Despite the centrality of these relationships, they are rarely the focus of teaching and learning. This challenge is acute in the context of ‘risk management’, where competing theories and the diversity of cases and factors contribute to masses of content, often with little connection to skill development for students. Furthermore, risk is by its nature difficult to study and often dangerous, making experience-based inquiry exceptionally rare but desperately needed. This subject addresses this gap by providing students with active participation and experience with community engagement through self-directed field research. This subject will train students to utilise the Community Engagement for Disaster Risk Reduction (CEDRR) methodology, which uses traditional door-knocking between the emergency services and publics, but alters those interactions in order to nurture inter-personal relationships. The subject and method is premised on research that demonstrates that publics do not respond to ‘top-down instructions’ nor to awareness raising. In this subject, students will learn community engagement by doing it with individuals in their social networks (e.g., friends, neighbours, family). Students will use the web-application for data collection, producing data that will form the basis of their assessments. The subject will deliver skills not currently taught in Australian universities, skills that organisations are increasingly seeking given acceptance that community engagement, participation, and citizen science are required for effective governance. |
| Academic English for Graduate Studies · 12.5 pts |
This subject focuses on the advanced language required for successful graduate study in English. In this subject students will develop critical approaches to researching, reading and writing. They will also develop the ability to plan and present confidently on a research topic and to write a literature review fluently and accurately. Particular attention is paid to grammatical and stylistic aspects of written and spoken academic discourse. Students write and present on a research topic that is relevant to their field of study. |
| 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. |
| 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. |
| 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. |
| Climate Change Mitigation · 12.5 pts |
This subject will focus on the complex topic of climate change mitigation. Climate change mitigation includes actions we take globally, nationally and individually to limit changes in the global climate caused by human activities. Mitigation activities are designed to reduce greenhouse emissions and/or increase the amount of greenhouse gases removed from the atmosphere by greenhouse sinks. The subject will provide a critical and multidisciplinary overview of strategies for climate change mitigation but focuses on the technical feasibility and effectiveness of different mitigation options in the many different sectors that emit or sequester greenhouse gases. We will discuss in detail the emissions profiles and potentials for reducing emissions in energy systems, transport, buildings and industry, but we also include agriculture and land based systems and new breakthrough technologies. The subject will discuss the criteria and considerations for evaluating climate change mitigation, assess the feasibility in a technical and economic sense and the potential transformation pathways. The strengths and weaknesses of mitigation strategies will be discussed in the context of national and international frameworks and economies. It will be demonstrated that climate change mitigation cannot be achieved by a single action but that multiple approaches may be necessary to achieve meaningful mitigation and that many societal sectors will be required to take action. |
| 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. |
| 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. |
| Analytical & Environmental Chemistry · 12.5 pts |
The lecture component of this subject covers the main sources and types of environmental contaminants with a focus on water contaminants and their effect on water quality. Frequently used analytical techniques in environmental and industrial monitoring and analysis, not covered in the prerequisite or other second year level chemistry subjects, will be outlined in the context of achieving desirable environmental outcomes. These include: volumetric analysis; gravimetric analysis; optical techniques (inductively coupled plasma optical emission spectrometry); electroanalytical techniques such as potentiometry (ion-selective electrodes, potentiometric stripping analysis) and voltammetry (polarography, anodic stripping voltammetry); analytical separation techniques (ion chromatography, extraction); and automatic analytical techniques (flow injection analysis). The practical component of this subject involves the application of chromatographic (ion chromatography, gas chromatography and high performance liquid chromatography), electroanalytical (potentiometry, polarography and anodic stripping volatmmetry) and optical (atomic absorption spectrometry) analytical techniques to environmental samples. |
| Coastal Landforms and Management · 12.5 pts |
This subject provides a detailed understanding about the dynamics of coastal landforms, the processes driving change and the impact on human occupation of the coastal zone. The coast is one of the most intensively utilised landscapes worldwide and Australia is no exception. Population densities and development pressures are all rapidly rising providing ever increasing stress on the landscape. Intense human development is however a relatively recent phenomena. Coastal landforms operate over much longer timescales than people. Beaches and dunes have natural cycles of erosion and deposition of decadal to centennial scales while cliffs may have a history of several thousand years. It is therefore impossible to successfully manage, or simply enjoy this environment without knowledge of how it evolved and operates. During this course we will explore the operation and management of the key landforms found at the shore. |
| Water Sensitive Urban Design · 12.5 pts |
There is increasing recognition around the world of the threats facing urban environments and their water resources. In many cities water demand is approaching or exceeding limits of sustainability, leading to increasing interest in alternative water sources, such as stormwater harvesting, wastewater recycling and desalination. At the same time, receiving environments such as urban streams and bays are threatened by pollution and erosion from stormwater runoff, or eutrophication due to discharge of poorly-treated wastewater. There is also increasing recognition of the importance of water in the urban landscape, and of its role in the welfare and health of humans. The concept of “water sensitive urban design” (WSUD), also known as Integrated Urban Water Management (IUWM) has developed in response to these changes. It aims to better integrate water into the urban landscape, improving the sustainability and liveability of cities (for example through the sustaining of health urban vegetation), while securing adequate resources for growing cities. This subject reflects the integration inherent in WSUD. The course will teach you about the individual urban water cycle components (water supply, wastewater, stormwater, groundwater), but will primary focus on their interactions and integration, and particularly their interaction with the built and natural environment. The subject includes a mix of lectures and project-based learning, including a major project (broken up into stages throughout the semester), a full-day excursion and workshops involving leading WSUD experts from public and private industry. The subject will cover:
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| 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. |
| Global Climate Change In Context · 12.5 pts |
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. |
| Climate Modelling and Climate Change · 12.5 pts |
This subject describes the physics of the climate system, and how the system is represented in numerical models. Key aspects include:
It covers aspects of uncertainty and chaos to understand why climate models are imperfect but invaluable tools. Students will build a simple climate model and run numerical experiments with different greenhouse gases. Existing knowledge in python programming is recommended but can be acquired throughout the course. The subject will also briefly discuss the processes of the United Nations Framework Convention on Climate Change (UNCCC) and Intergovernmental Panel on Climate Change (IPCC). The 12 lectures cover the following themes: 1. Introduction; 2. Radiative forcing; 3. Climate feedbacks; 4. Carbon & gas cycles; 5. Oceans & sea level rise; 6. Aerosols & Clouds; 7. Variability and El Nino*; 8. Water Cycle and Extremes; 9. Ensemble & probabilistic projections, D&A; 10. Scenarios, carbon dioxide removal and solar radiation management; 11. Climate Targets, carbon budgets and the Paris Agreement*; 12. Wrap Up The lectures are accompanied with weekly exercises that provide students with hands-on conceptual learning, modelling and data analysis experience. |
| Solid Wastes to Sustainable Resources · 12.5 pts |
AIMS |
| Water and Waste Water Management · 12.5 pts |
AIMS
The students will produce a conceptual design of a water and wastewater treatment system for a small town. |
| Quantitative Environmental Modelling · 12.5 pts |
AIMS INDICATIVE CONTENT
Students will use a numerical programming language to undertake modelling tasks and will be required to learn some programming skills in the subject. Please view this video for further information: Quantitative Environmental Modelling |
| Environmental Analysis Tools · 12.5 pts |
AIMS The subject is organised into three integrated parts: Exploratory Data Analysis, Time Series Analysis, and Multivariate Data Analysis. It begins with methods for summarising and visualising data, probability models, hypothesis testing, and linear regression, providing a foundation for statistical reasoning and uncertainty analysis. It then examines the temporal structure of environmental data through time series decomposition, stochastic processes, forecasting, and forecast verification. The final part introduces multivariate methods for analysing complex environmental data sets, including matrix-based concepts, principal component analysis, and multivariate data-driven modelling. Throughout the subject, students work with environmental data sets drawn from real applications and develop practical analytical skills through Python-based tutorials and exercises. The mathematical content builds on concepts introduced in undergraduate engineering mathematics and statistics, and this subject extends them in an applied environmental context. A key component of the subject is the translation of conceptual understanding into real-world problem solving through numerical methods and Python-based data analysis. The subject provides an essential analytical foundation for capstone design projects, research training, and professional practice, where the ability to interpret variability, uncertainty, temporal dynamics, and multivariable relationships in environmental data is increasingly important. It therefore supports the development of fundamental skills for careers in environmental engineering and related fields, where evidence-based analysis and clear communication of data-driven findings are critical. INDICATIVE CONTENT 1. Exploratory Data Analysis – Understanding Data, Variation, Uncertainty, and Relationships
2. Time Series Analysis – Understanding Temporal Dynamics and Predictability
3. Multivariate Data Analysis – Understanding Structure and Predictability in High-dimensional Environmental Data
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| Fieldwork in Complex and Hostile Places · 25 pts |
Fieldwork is demanding and poses unique risks to the security and safety of the researcher and research participants. Fieldwork also relies on the researcher’s ability to clearly understand their research design and methods and access, collect and manage data in the field. This eight-day intensive subject prepares students for undertaking detailed fieldwork for extended periods overseas in less secure and/or complex environments. Students will develop a working knowledge of what is required to develop an integrated Research Plan, Ethics Application and Fieldwork Risk Management Plan as required for postgraduate research theses. The subject consists of four days of classroom-based lectures and four days in a scenario/simulation learning environment. Designed to deliver theoretical and practical skills, the subject is taught by a combination of academics and professional security consultants. It covers applied research philosophy, methodologies, field skills and techniques to prepare students for undertaking detailed fieldwork research with vulnerable research participants and/or for extended periods in less secure, complex and/or hostile environments. The subject builds upon the introductory level of knowledge students learned in undergraduate and honours level research methods subjects, and focuses on applied research methods. Learning applied research methods and field-craft skills will enhance student’s ability to make original contributions to knowledge. The subject equips students with a working appreciation for the major methodological, ethical and logistical challenges they are likely to confront during fieldwork. The subject is structured to be of relevance to students in social science and humanities based disciplines, and to provide skills relevant for careers in International Development, NGOs and Government agencies. The following elements are covered in the practical training:
The practical component enables students to apply their new knowledge regarding equipment, organisation, physical and mental states, risk management and contingency planning. (i.e. what to do on arrival in-country, how to fine-tune plans, flexible organisation, importance of travelling light for mobility). Practical skills taught through experiential scenarios include but are not limited to:
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| 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. |
| 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. |
| Remote Sensing · 12.5 pts |
AIMS To introduce students to the techniques and technology of remote sensing: the extraction of information from satellite and airborne image data. This subject assumes prior knowledge of image processing techniques such as that acquired in subjects such as GEOM30009 Imaging the Environment. Students passing this subject will have the skills to work under supervision in a spatial information or remote sensing agency of consultancy providing services, for example, to natural resource managers. INDICATIVE CONTENT Use of image processing systems. High level digital image processing, correction and classification; applications of remote sensing in the geosciences, engineering, and resource assessment and inventory; image data in geographic information systems. Detailed application studies in emergency/disaster management, environmental assessment and geological mapping. |
| Marketing, Society and Sustainability · 12.5 pts |
This subject explores the role of marketing and consumption in a world facing significant social and environmental challenges. What is the role of marketing and marketers in climate change, digital privacy, or the obesity crisis? Does marketing actually improve consumers’ wellbeing? Many ‘ethical’ consumers now integrate their concern for society and the environment into their purchasing decisions. And many ‘ethical’ brands now promote their social and/or environmental credentials. So, can we market and consume our way out of these crises? This subject will address the criticisms of marketing’s role in sustainability issues, and then equip students with the strategic and ethical direction to respond proactively to the opportunities these challenges provide. |
| 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. |
| Computational Genomics · 12.5 pts |
AIM The study of genomics is on the forefront of biology. Current laboratory technologies generate huge amounts of data and computational analysis is necessary to make sense of these data. This subject covers a broad range of approaches to the computational analysis of genomic data. Students will learn the theory behind a variety of different approaches to genomic analysis, and be introduced to key tools in current use, preparing them to use existing methods appropriately as well as developing new ways to analyse genomic data. Students will also have opportunities to apply their skills in workshops and assignments using both existing computational genomics tools and writing custom Python functions. Computational Genomics can be taken as an elective subject. It can also be taken by undergraduate students, exchange students and PhD students, subject to the written approval of the subject coordinator. INDICATIVE CONTENT This subject covers the computational analysis of several important forms of genomic data. Topics include computational resource management, reproducible research principles, genomics workflows, sequence alignment, genome annotation, parallel computing, metagenomics and single-cell sequencing. The subject domain rapidly progresses, and subject content is regularly revised and updated. Practical work includes writing bioinformatics functions with Python code, accessing genomics data repositories and using popular command-line tools. Please view this video for further information: Computational Genomics |