Students must complete the following core 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? |
Students must complete three of the following subjects
| Accordion | |
|---|---|
| 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. |
| 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. |
| 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. |
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 completing the 100 point pathway will normally be exempt from this requirement
| Accordion | |
|---|---|
| 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. |
| 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 |
| 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. |
| 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 | |
|---|---|
| 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. |
| Applied Statistics for Biologists · 12.5 pts |
This subject focuses on common statistical approaches used to analyse biological data sets. Topics covered include research and experimental design, hypothesis testing, estimation, and statistical modelling for univariate and multivariate data. In interactive classes, students will consolidate concepts before working through examples in the context of different disciplines within the biosciences (including biomedicine, genetics, environmental science and ecology). The computer-based workshops will provide opportunities to translate theoretical knowledge into practice with emphasis on statistical interpretation, reasoning, and basic coding skills. By the end of the subject, students will have the statistical skills required to design, analyse, and interpret their own biological research. |
| 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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| Social Impact Assessment and Evaluation · 12.5 pts |
This subject develops the skills to understand and assess the social impacts of development, including international development projects, resource management, and proposed infrastructure or new policies. We do this in two ways: by looking at how to assess the impacts of proposed projects, and through evaluation techniques for existing developments or projects. In each case we develop practical skills and interdisciplinary techniques to appraise and evaluate impacts. These techniques draw from anthropology, development studies, and the policy sciences, and move beyond simple summative assessments and financial accounting. We consider the social and environmental contexts in which any form of appraisal is embedded, and the capacities of different actors (from the state to NGOs and community groups) to avert or mitigate negative impacts through learning, negotiation, and citizen participation. Examples, some presented by guest speakers, are drawn from Australia, Europe, the Americas, Africa, and Asia. At the completion of the subject students will have developed the conceptual skills to understand the impacts of development; be familiar with the range of methodologies and techniques used in impact assessment; understand development evaluation; and will be able to apply this in critical evaluation of the impact of projects and programmes. |
| 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 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 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. |
| 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. |
| Environmental Law · 12.5 pts |
This subject is designed as an overview of environmental law for students without a legal background who are admitted to courses through the Office for Environmental Programs. It provides students with an understanding of the sources and conceptual foundations of environmental law and aims to develop the ability and confidence of students to understand and critically analyse environmental regulation as an approach to environmental issues. The subject will provide an examination of the development and current scope of Australian environmental law, with a focus on the Environmental Protection and Biodiversity Conservation Act 1999 (Cth) and Victorian pollution control laws . There will also be an introduction to international environmental law. Indicative list of principal topics:
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| Communities and Ecosystem Management · 12.5 pts |
This subject explores the ways people know and interact with nature in the context of ecosystem management. Through a series of local and global case studies, students will critically reflect on real world examples, grounded in ideas and theories drawn from social sciences. By exploring dimensions of power, knowledge, and values, students will analyse the ways in which communities participate, drive, and determine what healthy ecosystems mean. Tensions between government, corporate and community aspirations will be drawn out through the case study examples. This subject has a particular emphasis on Indigenous knowledges, self-determination and conceptualisations of Country. The field trip will provide students an opportunity to hear from communities directly about their connections to, and applications of caring for Country. Students will gain insights into different nature framings and perspectives. |
| Farm Trees & Agroforestry · 12.5 pts |
This subject covers the principles and practices of integrating trees into the rural agricultural landscape for both conservation and profit. The farming community require trees and shrubs for shade and shelter, soil conservation, salinity control and aesthetics. Farmers can also produce commercial tree products such as timber, fuel, fodder, essential oils and food. Because farmers manage the majority of the Australian landscape governments, community groups and industry are increasingly working in partnership with them to grow trees for environmental services including carbon sequestration, biodiversity and downstream water quality. |
| Sustainable Landscapes · 12.5 pts |
Sustainable Landscapes combines social and ecological disciplines to consider the management of urban and rural/regional landscapes for sustainable futures. Subject teaching includes weekly lectures and a 1x weekend field trip to observe and discuss management of landscapes for sustainable outcomes. Australian and overseas case studies are drawn upon to cover the following topics:
The content and the issues raised will draw upon and integrate theory, knowledge and practices from different disciplines familiarising students with systems theory and how it is integral to framing an understanding of landscape management. Theories of complex adaptive systems, social ecological systems, uncertainty, resilience and complexity will also frame the investigation of these issues. Landscape ecology sciences, social sciences (including cultural geographies) and policy frameworks will be drawn upon in analysing and evaluating landscapes and their futures, with a strong focus on community-based knowledge systems. Students will engage deeply with the literature that informs these ideas and will develop a critical understanding of their value and limitations. |
| Conservation and Cultural Environments · 12.5 pts |
This subject provides students with advanced level analysis and interpretation of the range of issues associated with the conservation and management of cultural environments. The subject advances student knowledge of cross cultural issues as they relate to natural and cultural resource management in diverse socio-cultural environments and examines specific issues pertaining to the evaluation and management of cultural resources. The range of topics includes conservation trends; world heritage cultural landscapes; heritage and conservation management tensions; valuing nature through diverse knowledge interfaces; and the reclamation of ethnographic images and objects by indigenous and local peoples |
| Environmental Economics and Strategy · 12.5 pts |
The subject provides an understanding of the economic analysis of market and government decisions affecting the environment. Topics include economic principles used in analysing private sector decisions on resource use and preservation, externalities and public goods reasons for government intervention, the theory and practice of benefit cost analysis, case study illustrations to water, forests, greenhouse gases and biodiversity. |
| 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. |
| 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. |
| 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. |
| Forests in the Asia Pacific Region · 12.5 pts |
The Asia Pacific region is of crucial importance to Australia and to the future management of global forest resources. The region has over half the world’s population and countries with the fastest growing populations and economies. This is placing increased demand on forest resources in the region and elsewhere. There are extensive spiritual and cultural associations between people and forests in this region and an extensive history of forest use and development. In this subject students experience the diversity of connections between forests and people in Laos and Vietnam to illustrate the importance of forests to local and national development, and contemporary forest policy and management challenges in the region. The program includes policy briefings and site visits to conservation and production forests, local village forests, hydropower and plantation development projects and small- and large-scale forest industries. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| Sustainability and Behaviour Change · 12.5 pts |
It is perhaps obvious that human behaviour is having a negative impact on our environment. Behavioural change, thus, is pivotal to ensure a more environmentally sustainable future. However the question of behavioural change is vexed. Some argue that humans are ‘naturally’ greedy and selfish, others suggest that we are ‘puppets’ - the victims of the social structures engendered by capitalism, and yet others trust that good behaviour will follow from the ‘truth’; knowledge about environmental problems. These and other views of behaviour set up particular change strategies. The above examples suggest three strategies for changing behaviour: provide people with incentives that will lead them to ‘choose’ different behaviours, or the transformation of social structures such as capitalism and patriarchy, or the provision of environmental education. This subject examines the question of behavioural change from a number of disciplinary perspectives (psychology, sociology ecology, marketing and economics). Each discipline ‘sees’ the problem differently and this allows us to map insights and gaps in these knowledges. These purported differences can be understood and reconciled; behaviour is show to be a function of the physical, social and psychological aspects of social practices. This allows for a more holistic understanding of behaviour and the strategies that might create behaviour change. NB: This subject uses a ‘flipped classroom’ mode of delivery. Most weeks require the watching of a vodcast prior to attending a 2 hour seminar. The success of the seminars and student learning is governed by individuals’ preparation and participation. This subject covers a lot of theory and requires active engagement. The consideration of societal behaviour change will likely engender a consideration of your own behaviour, including as a student. Topics and themes include: The effect of disciplines: behaviour and behavioural change from the perspectives of psychology, sociology, behavioural economics, ecology and marketing Weekly topics: (1) Defining behaviour, (2) Perspectives: Behavioural Economics, (3) Perspectives: Marketing, (4) Perspectives: Psychology, (5) Perspectives: Sociology, (6) Perspective Ecology, (7) Integration, (8) Strategies: Social Marketing, (9) Strategies: Nudge, (10) Trans-disciplinary Perspectives 1, (11) Trans-disciplinary Perspectives 2 |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| Ecosystem Processes of Water and Soil · 12.5 pts |
The subject follows the fate of water as it moves into and through a broad range of land systems and the soil processes that influence the quality and quantity of water. These landscapes include upland forested catchments, extensively managed rural landscapes, intensive land use along floodplains and urban landscapes. The subject develops knowledge of the key water and soil processes that interact with natural and managed terrestrial systems, and students will gain a solid understanding of ecosystem functioning that will allow them to apply soil and water knowledge to address environmental, conservation and rehabilitation issues. Understanding the role of hydrology and soils across these ecosystems is critical for a range of professions including environmental and agricultural scientists, geographers, ecologists and plant scientists. |
| 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. |
| 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. |
| Environmental Education · 12.5 pts |
Students will learn the theoretical underpinnings of environmental education through a study of the concept of environmentalism. The subject will combine an introduction to theory and practice in the field of environmental education. A particular focus will be on different understandings of nature and the environment and the implications of these for education. This will include the role that science has played and continues to play in our understanding of both the environment and education. The subject will provide students with some of the important strategies for the development of environmental education in a variety of sectors. It will also provide ideas for educational activities. In addition, the subject will deal with ways of actualising individuals or groups who wish to learn how to become involved in action for the environment and social change. |
| 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 |
| 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. |
| 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. |
| Project Management · 12.5 pts |
The use of project management techniques has risen sharply. Examples of projects include research and development studies, reorganisation efforts, implementation of change programs, installation of a new piece of equipment, advertising campaigns, construction, organising special events and other one-off endeavours. The subject will cover the key drivers of project success, training and leadership in project environments. Project selection is the first critical set of decisions. Matching of the projects selected to the organisation’s strategy is taken as the starting point. Practical tools and techniques will then be introduced to manage the project or special event for success. The subject will also involve the use of an appropriate Project Management software package such as MS Project. |
| Decision Analysis and Project Management · 12.5 pts |
This subject covers key frameworks for making complex business decisions and implementing using the philosophy and techniques of project management. It specifically covers an in-depth study of decision trees and risk analysis, followed by decision implementation and organisation. Case studies relating to supply chain management will be used to develop applied knowledge of how to use these procedures to formulate and implement strategy in supply chains. Project management concepts and applications are developed as the powerful approach for managing strategy implementation, change management and facilities development. Project management philosophies and techniques are applied to supply chain design and implementation. |
| 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. |
| 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. |
| Communicating Science at Work · 12.5 pts |
Being an effective communicator is essential to gaining employment and for ongoing career success. Technical skills matter, but to be a valued member of a workplace, you need to be able to communicate your ideas, analyses and conclusions effectively to a variety of stakeholders. This subject will equip you with the written, oral and interpersonal communication skills required to survive and thrive in a scientific workplace. Through seminars and interactive workshops, you will be exposed to a wide range of communication elements, from how to craft the perfect email to working in culturally diverse settings. You will be given regular opportunities to practise and develop your skills, give and receive feedback and work in a variety of group settings to improve your teamwork and interpersonal skills. Understanding your own communication preferences is another key aspect of this subject. All assessment tasks in this subject are modelled around real-world activities you will encounter in the workplace and will enable you to develop your professional skills. |
| Data Science for Biologists · 12.5 pts |
This subject provides an overview of data science concepts and techniques as they pertain to the field of biology. Students will learn how to apply data science methods to real-world biological data, including techniques for data collection, curation, analysis, and visualization. The subject will provide practical skills in programming languages commonly used for data science, such as R or Python, and best practices for reproducible research, including documentation and data sharing. It will also provide with the students a practical experience of high-performance computing (HPC) and cloud computing. By the end of the subject, students will have developed a robust foundation across this set of skills, empowering them to work confidently with the kind of large-scale dataset that is becoming increasingly common across all fields of biology. |
| Advances in Environmental Microbiomes · 12.5 pts |
Microorganisms, ubiquitous in diverse environments on Earth, play a pivotal role in multiple ecosystem functions and services through their interactions with a complex environment and other organisms. This subject will introduce students to recent advances in environmental microbiomes across a spectrum of ecosystems on Earth, including terrestrial, marine, agricultural, urban, natural, engineered, built and extreme environments, as well as their connectivity with animal, human and plant microbiomes. We will explore latest knowledge and applications on the microbiome spanning agricultural advances, environmental outcomes, sustainable food production, plant/animal/human health, microbiome engineering, and bioinformatic innovation. This subject aims to equip students not only with a foundational understanding of microbiomes but also with practical skills to contribute to global solutions and address pressing challenges. |
| Landscape Governance and Policy · 12.5 pts |
Environmental decisions are not made in a vacuum, rather a complex web of social, political and ecological factors influence how decisions are made and whether or not they are effective. Conflicts over how environmental issues should be managed may arise due to differences in values and interests and are influenced by discrepancies in knowledge and power. Understanding how environmental decision-making is situated in broader societal processes and movements can help in delivering more effective, equitable and just decisions that stick. This subject adopts an interdisciplinary and participatory approach to exploring environmental decision-making and the broader societal context in which they are situated. Concepts, such as knowledge, power and values will form the foundation for the analysis of decision-making, while cross-sectional issues, such as gender, racism, colonialism and activism will be examined as case-studies to highlight how these fundamental issues play out in different contexts. A 3-day field trip in Week 3 will provide an experiential field experience where students will have the opportunity to observe and discuss environmental decision-making in practice across a variety of different local contexts. |
| 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. |