This course develops skills for real world problem solving that are increasingly important in today’s world. It is a workshop-based, solutions-oriented course.  Students and faculty from a range of disciplines, work with community stakeholders and decision-makers to collaboratively design whole-system solutions. The course develops students’ capacity for systems thinking within a structured problem-solving working environment typical of modern work settings. The course uses collaborative methods to develop solutions to complex, topical research, policy and management challenges. The five main areas of learning include: (1) transdisciplinary and systems-oriented thinking around real world problems; (2) community/client involvement and stakeholder participation; (3) understanding the importance of problem framing a part of developing strategies and solutions (4) adaptive management and flexible working groups; and (5) appropriate and practical communication of results.

The course addresses a different problem from year to year and some topics may be repeated in subsequent years if appropriate. Course topics speak to the most relevant and timely problems, and will be decided in consultation with the Resources, Environment and Development group in the Crawford School.  Examples of previous problems that have been addressed include: scenario planning for Australia, measuring sustainable human well-being, payment for ecosystem services, management and the valuation of coastal ecosystems, integrated watershed management, and overcoming institutional roadblocks to sustainability.

The first half of the course is dedicated to ensuring that the students understand the background of the problem, and how problem-framing can incorporate multiple perspectives. This part of the course is run like a traditional course with lectures, activities, discussion, assigned readings, guest lecturers, and understanding the tools used in the area, like model conceptualization.

The second half of the course is an adaptive ‘design studio’ where students, faculty and stakeholders work together to creatively design solutions.  The typical process involves a cycle of group discussion of possible solutions, initial exploration of these ideas by subgroups, group evaluation of the ideas, and revision or exploration of new ideas based on the evaluation.

The group outputs are documents that can take the form of journal articles, newspaper articles, blog posts, reports, or book chapters, and are prepared to a publishable standard. To follow through with publication, the documents would typically need to undergo further revision after the course ends. The course assessment is divided between individually assessed items (50%) and group assessments (50%)

 

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Critically analyse the problem from a transdisciplinary and systems-oriented perspective
2. Analyse the role of stakeholders and develop strategies to work with them on real world problems.
3. Exhibit problem-solving skills including problem definition and determining a strategy for working towards a solution
4. Work collaboratively with groups to address complex, real world problems
5. Identify appropriate media for communication of results and write persuasively for them.

Research-Led Teaching

This course develops skills for real world problem solving. It is a workshop-based, solutions-oriented course. Students and faculty from a range of disciplines, work with community stakeholders and decision-makers to collaboratively design whole-system solutions. The course develops students’ capacity for systems thinking within a structured problem-solving working environment typical of modern work settings. The course uses collaborative methods to develop solutions to complex, topical research, policy and management challenges. The five main areas of learning include: (1) transdisciplinary and systems-oriented thinking around real world problems; (2) community/client involvement and stakeholder participation; (3) understanding the importance of problem framing a part of developing strategies and solutions (4) adaptive management and flexible working groups; and (5) appropriate and practical communication of results.

The course addresses a different problem from year to year and some topics may be repeated if appropriate. In the case of the 2019 course, we will focus on understanding the relationships between natural capital (i.e. soil, vegetation, water) and farm performance, where farm performance is defined as financial performance over the short and long term, the provision of valuable ecosystem services, and farm resilience to climate, market, and other shocks.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction and overview of natural capital on farms and course objectives and process.
2	Farmer’s perspective on natural capital and it’s relationship to financial performance
3	Banker’s perspective on the financial performance of farms and natural
4	Environmentalist’s perspective on natural capital and financial performance
5	Data on natural capital and financial performance
6	Conceptual modelling to integrate across perspectives and sectors
7	Systems simulation modelling of farms and landscapes
8	Group work on analysis and modelling
9	Group work on analysis and modelling
10	Group work on analysis and modelling
11	Preliminary presentations and feedback
12	Presentation of draft results and plans for publication

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Quiz 1	10 %	15/03/2019	22/03/2019	1
Quiz 2	10 %	29/03/2019	05/04/2019	1
Participation in class discussions	20 %	31/05/2019	31/05/2019	1,2,3,4
Reflective Summary	10 %	24/05/2019	31/05/2019	1,2,3,4,5
Group documents for presentation and publication	40 %	31/05/2019	05/06/2019	1,2,3,4,5
Presentation of final results	10 %	31/05/2019	05/06/2019	1,2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Quiz 1

multiple choice quiz to test competence on the class readings. [Individual mark]

Assessment Task 2

Quiz 2

multiple choice quiz to test competence on the class readings. [Individual mark]

Assessment Task 3

Participation in class discussions

participation in class discussions, activities, and group work – 5% instructor, 5% peer evaluated. [Individual mark]

Assessment Task 4

Reflective Summary

Reflective summary of individual learning on the 5 main elements of the course experience (see course description for these 5 elements) [Individual mark]

Assessment Task 5

Group documents for presentation and publication

Contributions to preparing group documents for presentation and publication. Papers for eventual publication describing the process and product are planned. Effort equivalent to one 3000-word essay per student. [Group mark]

Assessment Task 6

Presentation of final results

Presentation of final results to the class and visitors. [Group mark]

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students