- Class Number 2903
- Term Code 2930
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Prof Peter Kanowski
- Class Dates
- Class Start Date 25/02/2019
- Class End Date 31/05/2019
- Census Date 31/03/2019
- Last Date to Enrol 04/03/2019
- Anna Reboldi
- Depi Susilawati
Forested landscapes are diverse, and are managed for a diversity of values, goods and services. They deliver a suite of ecosystem services, at scales ranging from local to global. Forested landscapes may include some or all of native, plantation, farm and urban forest systems, as well as non-forest land uses. They range from ecologically intact to highly simplified systems; some are managed solely for their intrinsic (non-monetary) values, while others managed primarily for commercial production. Management approaches, constraints and opportunities are correspondingly diverse, although all should be underpinned by the principles of system resilience.
This course considers conceptual frameworks for managing forested landscapes with case studies of native, plantation, farm and urban forestry. Classroom learning is informed by numerous guest speakers, local field trips and discussion fora. We explore the translation of theory, policies and principles into practice by undertaking a major project analysing forest system resilience, policy options and practices of a particular form of forested landscape. We then share our learning with others in the course. The course complements other Fenner School courses on policy and management of natural resources.
Upon successful completion, students will have the knowledge and skills to:
On satisfying the requirements of this course, you will be able to:
- Demonstrate an advanced understanding of the diversity of forms of forested landscapes and systems, both internationally and in Australia;
- Identify and analyse the diversity of values gained from forested landscapes, and the objectives for which they are managed, both internationally and in Australia;
- Identify and analyse relevant governance and management regimes, both internationally and in Australia;
- Convincingly communicate your advanced understanding of forest governance and management concepts, principles, policies and practices.
Each component of the course (global, national, local) draws from and links to contemporary and foundation research in the management of forested landscapes.
Guest speakers contribute current knowledge in policy and practice to each theme.
28 February - on campus
7 March - Canberra arboreta
21 March - Lower Cotter landscapes
4 April - Kowen Forest
9 May - Canberra urban forests
16 May - ACT region farm forests
Additional Course Costs
Examination Material or equipment
For field classes - appropriate field wear (closed shoes, sun protection)
Reading as linked from course Wattle site
Students will be given feedback in the following forms in this course:
- written comments on your submitted work and presentation
- verbal comments if relevant
- feedback to whole class about assessment activities.
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.
|Week/Session||Summary of Activities||Assessment|
|1||Week 1 Introduction and overview||On-campus field class: session 3|
|2||Week 2-4 Global forested landscape issues||Field classes: weeks 2 & 4, session 3.|
|3||Week 5 Global forest landscapes review||World cafe exercise: session 3|
|4||Week 6-8 National forested landscape issues||Field class: week 6, sessions 2-3; Policy forum exercise: week 8, session 3|
|5||Week 9-11 Local forested landscape issues||Field classes: weeks 9 & 10, sessions 2-3 Forest landscapes presentations: week 11, sessions 2-3|
|6||Week 12 Conclusions||Forest landscapes presentations: sessions 2-3|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Field class-based learning journal||30 %||15/04/2019||30/05/2019||1, 2, 3, 4|
|World café pre-facilitation notes, and World café co-facilitation||15 %||27/03/2019||13/04/2019||1, 2, 3, 4|
|Australian forested landscape briefing paper, and participation in briefing.||10 %||30/04/2019||18/05/2019||1, 2, 3, 4|
|Presentation of literature review topic||10 %||23/05/2019||06/06/2019||4|
|Literature review of an agreed forested landscape topic||35 %||10/06/2019||30/06/2019||1, 2, 3, 4|
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:
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. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
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.
You are required to participate in:
- a minimum of 3 field classes to satisfy assessment requirements for Assessment Item 1;
- the World Cafe exercise to satisfy assessment requirements for Assessment Item 2;
- the Policy Brief exercise to satisfy assessment requirements for Assessment Item 3;
- the Literature Review Topic presentation to satisfy assessment requirements for Assessment Item 4a.
Assessment Task 1
Learning Outcomes: 1, 2, 3, 4
Field class-based learning journal
Your learning journal records your reflective learning in relation to 3 of the 5 field classes, including the class material that supported them.
The length of each journal entry is 500 words, excluding supporting material.
Each of the 3 learning journal entries is worth 10% of the overall mark. The total weighting for the 3 learning journal entries is 30% of the overall mark.
The learning journal task is designed to help you reflect on the learning associated with topics addressed in three of the five field classes. The selection of the three classes is your choice; you are required to participate in each of the three classed to receive a mark for the learning journal for that class.
The learning journal is primarily a vehicle for reflection. Reflection means thinking critically, in the context of your experience and knowledge, about the ideas and information presented in the readings, presentations and discussion, and expressing your thoughts logically and concisely. Your reflections should demonstrate your engagement with the topic of the field class, and the class material that contributed to it. Your journal entries need to demonstrate reflection to achieve more than a pass mark.
Each entry should average 500 words, excluding supporting material.
You can annex relevant material, including pictures/ figures, to each week’s entry if you wish; annexes are not part of the word count.
The marking rubric for each learning journal entry is:
- only reports facts and/ or does not show evidence of reflection or reading; presentation of minimal quality: 50-59%
- mostly reports facts and/ or show limited evidence of reflection and reading; presentation of modest quality: 60-69%
- some evidence of reflection/ critical thinking drawing from a range of sources and experience; well-presented: 70-79%
- insightful reflections/ critical thinking drawing from a range of sources and experience; very well-presented: 80-89%
- outstanding reflections/ critical thinking drawing deeply from a range of sources and experience; excellently-presented: 90-100%
Due: 6 days following each of the three field classes nominated
Return: Two weeks following submission
Please note: the date range in the assessment summary is the due date of the first scheduled field trip. The return of assessment date relates to the last scheduled field trip. Each field trip has different due and return dates as noted above.
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4
World café pre-facilitation notes, and World café co-facilitation
Your notes summarise (1) a nominated forest landscape issue, and (2) the approach to facilitation, as the basis for co-facilitate of ‘world café’-style group discussion.
The length of (1) is c. 1 page, and of (2) < 1 page.
The mark for the World café pre-facilitation notes is 15% (7.5% for each of 1 & 2); your participation in the cafe activity is a requirement for this task.
A “World Café” is a style of small group discussions for a large group. Co-convenors host discussions on different topics at ‘café’ tables, for groups of 4-6; groups rotate among tables at specified intervals. We will use the World Café format to discuss a range of environmental science topics, drawing on material and reading covered in weeks 1-5. The number of topics (& “café tables”) and co-convenor groups, and structure and timing of the session, will depend on the numbers in the class. These details will be advised by 21 March.
You will prepare two individual set of topic notes for the café topic that you co-convene, ahead of discussion and agreement with your co-convenor(s) about conduct of your table discussion. You will be provided with an example.
You can think of the first set of notes as being similar to the Abstract in an academic journal paper, although much of them can be in dot point format. The notes should comprise:
- a paragraph summarising the background to the topic area;
- 7-10 dot points identifying the key points for discussion, with brief explanatory notes.
The second set of notes outline your thinking about how to conduct the café table discussion. They should outline the roles of the facilitators, how you will structure the discussion, and what you will expect of participants, including any reading/ watching you are going to assign in the session. You should list these as dot points.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4
Australian forested landscape briefing paper, and participation in briefing.
Your briefing paper summarises an Australian forested landscapes issue, and you speak briefly to that issue as part of a panel.
The length of the briefing paper is 500 words.
The briefing paper is worth 10% of the overall mark; your participation in the briefing panel is a requirement for this task.
A common role of professionals working on policy-related topics is to “brief” (“instruct or inform thoroughly in advance” – OED) other decision makers about a particular issue; the objective is to provide a clear and concise exposition of the issue(s) under consideration, the associated policy dimensions and implications, and recommendations for action. While the preferred form of the brief varies between organizations, common elements include:
- specification of who the brief is for, by whom it was prepared, and the date prepared
- a clear statement of the topic of the brief;
- background to the topic
- analysis of the issues in terms of policy implications and options;
- conclusions & recommendations for action;
- key sources for further information.
Your brief should be developed on a policy-related topic of interest to you that is relevant to Australia’s forested landscapes. You can nominate for whom you are developing the brief, and should orient your brief towards that person’s/ organisation’s responsibilities.
You will be provided with an example.
You will be asked to speak (briefly: c. 3 minutes) to your brief in class panel discussions, organized by theme, on 2 May.
Your presentation of your brief is not marked; you will be provided with feedback.
- Policy brief provides succint, clear and sensible recommendations
- Policy brief background is concise and provides sophisticated and supported evidence/argument
- Policy brief argument & recommendations are persuasive and sensible
- Policy brief identifies sensible risks and sensitivities in respect to recommendations and topic
- Policy brief adopts appropriate language, thus, is grammatically clear and avoids jargon (or explains it)
- Policy brief meets presentation requirements (adequate amount of literature, style and referencing follow example provided, word limit is appropriate)
Assessment Task 4
Learning Outcomes: 4
Presentation of literature review topic
An oral presentation, with supporting visuals, communicating a summary of your literature review topic.
The presentation is of 8-10 minutes duration.
The presentation is worth 10% of the overall mark.
This assessment item is a means for you to communicate the key elements of your literature review topic to the class. You should present the topic, why it is important and/or interesting, what you understand as the key issues associated with the topic, and the broader implications of the topic in the context of managing forested landscapes.
You should speak to visuals (Powerpoint, Prezi, or something else of your choice), but the visuals should support and highlight your key points and narrative rather than simply being a ‘dot point’ version of what you say. The general rule is to have no more slides than the number of minutes available for your presentation.
You will be provided with detailed guidelines.
5 marks for content; 5 marks for presentation and delivery
Due: 2019-05-23 or 2019-05-30
Return: 2019-05-30 or 2019-06-06
Please note: Presentations will be given across two classes. The date range in the assessment summary indicates the date of the first class, the return of assessment date relates to the last class. Each class has different due and return dates as noted above.
Assessment Task 5
Learning Outcomes: 1, 2, 3, 4
Literature review of an agreed forested landscape topic
A literature review presents a summary of knowledge on an agreed topic of your choice. The review should draw from a minimum of 15 papers, and conclude with an overview of major implications.
The length of the literature review is 2000 words.
The literature review is worth 35% of the overall mark.
A literature review is a thorough overview of a particular topic area, focusing on assessing the current state of knowledge, but with reference to earlier foundational work as appropriate. You are required to research and submit a literature of 2000 words. The word count excludes the reference list, but includes in-text referencing. ANU policies on late submission, academic honesty and word counts apply. You must use the Harvard Referencing style.
Your literature review must include a minimum of 15 peer reviewed articles or the equivalent, such as edited book chapters, although you are encouraged to have more. The articles will normally have been published in English. At least 10 of these articles must have been published in the last ten years. You can also include less authoritative sources such as websites or media articles, where relevant, but these are additional to the peer review articles.
Your literature review should follow the format of a typical review article (you will be referred to examples), with a clear and logical structure that includes an Abstract, begins with an Introduction, and ends with a Concluding section that discusses the broader implications of your review findings for managing forested landscapes
- Structure & logic /15
- Scope & content/15
- Quality of writing/5
- Reference list/5
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.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
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.
Policy regarding late submission is detailed below:
- Late submission is not permitted for assessment tasks 2, 3 and 4. A mark of 0 will be awarded.
- Late submission is permitted for assessment tasks 1 and 5. 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.
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.
Assignments will be returned through Wattle and/or email to your ANU email address.
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.
Resubmission of Assignments
There is no provision for resubmission of assignments.
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