Outline

Overview

This unit provides both a conceptual and an empirical foundation for the analysis of relationships between society, the environment and natural resources. In our recent past the rapid rate of global environmental change has necessitated a breakdown of traditional disciplinary boundaries in research and social scientists are increasingly called upon to work alongside natural scientists in unraveling the complexities of the human-environmental nexus. Students will examine a number of environmental issues and consider a variety of social science academic perspectives about environmental management.

Unit details and rules

Academic unit	Geosciences Academic Operations
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jeffrey Neilson, jeffrey.neilson@sydney.edu.au
Lecturer(s)	Robert Fisher, robert.fisher@sydney.edu.au
Lecturer(s)	Danilo Ignacio Urzedo, danilo.urzedo@sydney.edu.au

Type	Description	Weight	Due	Length
Participation	Participation in class discussions Students are assessed based on class participation.	10%	Ongoing	Ongoing
Outcomes assessed:
Assignment	Online discussion board posts Students make online discussion posts.	20%	Ongoing Closing date: 29 May 2020	At least 4 posts and 800 words.
Outcomes assessed:
Assignment	Article Review Review of an academic article	20%	Week 04 Due date: 20 Mar 2020 at 23:00	800 words
Outcomes assessed:
Assignment	Environmental management essay Students are to write a major essay.	50%	Week 13 Due date: 29 May 2020 at 23:00	3000 words (excluding references)
Outcomes assessed:

Assessment summary

Article Review:听Students are required to review a journal article from a list provided.听Students should submit an 800 word review that highlights how the authors use social science to address an environmental challenge and reflect upon the usefulness of these findings.
Online discussion participation:听Throughout semester, you are required to make posts on the discussion board of the Canvas site about the week鈥檚 topic. These should be posted during the week of the lecture topic. You are required to: i)听critically reflect on the required readings and any other relevant material, highlighting aspects you either found interesting and novel, or alternatively aspects which you would like to critique; ii) demonstrate a clear understanding of the topic(s); and iii).听respond appropriately to (and not repeat arguments made in) previous posts. You are expected to make at least 4 posts throughout the semester and contribute approximately 800 words.
Major essay:听The essay should address one of the prescribed essay听questions. More information on the essay will be provided on Canvas. The essay will need to develop a logical听argument and demonstrate an understanding of social science concepts. Students听are expected to draw upon a variety of literature sources, including articles published in the peer-reviewed academic literature.
Participation in class discussions:听Students are expected to attend lectures and discussions each week of the semester and to make thoughtful, informed and considered contributions to the discussion. Students should have read the required reading prior to coming to class and be ready to give their opinions and responses to the reading. Students will be assessed based on the quality of their contribution to these discussions.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Student鈥檚 work is i) innovative, ii) original and iii) highly analytical. Written work is at a standard that could potentially be published for a broader readership, and it contains no factual, referencing or grammatical errors. Demonstrates an intimate conceptual understanding of a broad literature and uses this to make sophisticated arguments and promote thought-provoking discussion during lectures and tutorials. Draws on a wide variety of reference material to develop advanced understanding of pertinent development issues.
Distinction	75 - 84	Performs at a high level of competence meeting at least two of the three HD criteria. Written work is at a high standard with few factual, referencing or grammatical errors. Demonstrates a strong conceptual understanding of the literature and uses this effectively to make logical arguments and actively engage in class discussions. Able to clearly articulate an understanding of all concepts in an exam format.
Credit	65 - 74	The defining difference between a 鈥榗redit鈥� and 鈥榙istinction鈥� grade is a powerful and original argument binding essays together in a Distinction and the possible appearance of some factual, referencing or grammatical errors in a Credit grade. Credit essays will, however, still have a logically constructed argument and be well-written, but may lack originality or flair. While raw data will be used, it may be less effectively presented. Credit-level exam responses will address the question and comply with basic requirements of the task, but may do so indirectly or suggesting a partial understanding of the question. Provides original and thoughtful contributions to debate most of the time, capturing the main points of the seminar in an informed way with solid attendance
Pass	50 - 64	Addresses the question and complies with the basic requirements of the task, but indicates a rudimentary understanding of key concepts, with limited exploration of reputable literature, and whose written work usually contains some factual, referencing or grammatical errors. Contributes sometimes to class debate, but doesn鈥檛 show a deep conceptual understanding of the issues, and may have some unexplained absences.
Fail	0 - 49	When you don鈥檛 meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

5% per day for article review and major essay.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the .

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the .

Outside assessment tasks, generative AI tools may be used to support your learning. The contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a听simple extension.鈥� The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can鈥檛 complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for听special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students,听听includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Why social science of the environment? (Neilson)	Lecture and tutorial (2 hr)
Week 02	Social science methodologies (Neilson)	Lecture and tutorial (2 hr)
Week 03	Social impact assessment (Fisher)	Lecture and tutorial (2 hr)
Week 04	Common Property and Collective action (Fisher)	Lecture and tutorial (2 hr)
Week 05	Community-based natural resource management (Fisher)	Lecture and tutorial (2 hr)
Week 06	Writing about social science and the environment (Fisher)	Lecture and tutorial (2 hr)
Week 07	Environmental governance and value chains (Neilson)	Lecture and tutorial (2 hr)
Week 08	Economics and the environment (Neilson)	Lecture and tutorial (2 hr)
Week 09	Climate change and social science (Fisher)	Lecture and tutorial (2 hr)
Week 10	Indigenous people and the environment (Urzedo)	Lecture and tutorial (2 hr)
Week 11	Land use and ecosystem restoration (Urzedo)	Lecture and tutorial (2 hr)
Week 12	Supply chains, social science and the private sector (Bray)	Lecture and tutorial (2 hr)
Week 13	Conclusion and future research	Tutorial (2 hr)

Attendance and class requirements

础迟迟别苍诲补苍肠别:听Attendance at lectures and seminars will be recorded and attendance at 80% minimum of classes is required to pass this Unit (unless special consideration is provided).

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All students are expected to come to the lecture and tutorial prepared to discuss the reading. These are听鈥渞equired readings鈥� 鈥� essential for every student. Some weeks also have 鈥渟uggested readings鈥� for students who wish to develop a deeper understanding of the topic, which will be available on Canvas.

Week 1 Why social science of the environment (Neilson)听听听听听听听听听听听听

Moran, E.F., (2010), Chapter 1, The Challenge of Human-Environment Interactions Research. In: Environmental Social Science: Human-Environment Interactions and Sustainability. Hoboken, New Jersey, Wiley鈥怋lackwell.

Week 2 Social sciences, methodology and interdisciplinarity (Neilson)听

Calhoun, C. (2017). Integrating the Social Sciences: Area Studies, Quantitative Methods, and Problem-Oriented Research, The Oxford Handbook of Interdisciplinarity (Edited by R. Frodeman) 117-130. DOI: 10.1093/oxfordhb/9780198733522.013.11

Week 3 Social Impact Assessment (Fisher)

Fisher, R.J. (2008). Anthropologists and Social Impact Assessment: Negotiating the Ethical Minefield. The Asia Pacific Journal of Anthropology, special issue 鈥淐onnecting the Miles鈥�. Vol 9(3): 231-242.

Week 4 Common Property and Collectve Action (Fisher)

Hardin, Garrett, (1968), The tragedy of the commons, Science, Vol 162, pp 1243鈥�1248.

Week 5 Community-based Natural Resource Management (Fisher)

Ostrom, Elinor, (1990). Analyzing long鈥恊nduring, self鈥恛rganized, and self-governed CPRs, Chapter 3 in E. Ostrom Governing the Commons: The Evolution of Institutions for Collective Action. Cambridge University Press.

Week 7 Environmental Governance and value chains (Neilson)

Newell, P., Pattberg, P., and Schroeder, H. (2012). Multiactor Governance and the Environment. Annual Review of Environment and Resources, 37, pp. 365鈥�87

Week 8 Economics and the environment (Neilson)

Czech, B. (2017). The Steady State Economy. In Routledge Handbook of Ecological Economics, Nature and Society Routledge. P 467-476.

Week 9 Social Science and the Environment (Fisher)

Crate, Susan A. and Mark Nuttall (eds) (2016) Anthropology and Climate Change: From Actions to Transformations. 2nd edition. Routledge: New York and London.

Week 10听Indigenous peoples and the environment听(Urzedo)

Garnett, S. T. et al. (2018) Indigenous lands for conservation, Nature Sustainability, 1(July), pp. 369鈥�374.

Week 11听Land use and ecosystem restoration听(Urzedo)

Griscom, B. W. et al. (2017) Natural climate solutions, Proceedings of the National Academy of Sciences of the United States of America. National Academy of Sciences, 114(44), pp. 11645鈥�11650.

Week 13 (Neilson)

ENVI5502 Environmental Science Research Project Information Sheet.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate an awareness of the diversity of social science approaches used to study the relationship between society and the environment
LO2. demonstrate an understanding of the ways in which social sciences engages in, addresses and contributes towards solving environmental issues
LO3. demonstrate an awareness of the role of social scientists as policy-makers and environmental managers
LO4. recognition of the social science dimension of environmental problems as part of an integrated trans-disciplinary approach.

Graduate qualities

The graduate qualities are the qualities and skills that all 爆料王 graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one鈥檚 personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Based on student feedback, a new room has been booked, more specific information has been provided on the revised assessment tasks. The class format has been changed to a lecture followed by a tutorial.

Additional information

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University鈥檚 explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

General Laboratory Safety Rules

No eating or drinking is allowed in any laboratory under any circumstances
A laboratory coat and closed-toe shoes are mandatory
Follow safety instructions in your manual and posted in laboratories
In case of fire, follow instructions posted outside the laboratory door
First aid kits, eye wash and fire extinguishers are located in or immediately outside each laboratory
As a precautionary measure, it is recommended that you have a current tetanus immunisation. This can be obtained from University Health Service:

Disclaimer

Important: the 爆料王 regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an .

爆料王

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

ENVI5801: Social Science of Environment

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Unit details and rules

Teaching staff

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Additional information

Work, health and safety

Disclaimer

On this page

Useful links