- Class Number 9789
- Term Code 3060
- Class Info
- Unit Value 6 units
- Mode of Delivery In-Person and Online
- Dr Daniel Connell
- Dr Daniel Connell
- Class Dates
- Class Start Date 27/07/2020
- Class End Date 30/10/2020
- Census Date 31/08/2020
- Last Date to Enrol 03/08/2020
Although the precise content of this course varies from year to year, students will find that this course examines an emerging issue in environemental management and development from a multi-disciplinary perspective. Topics vary with the interests of changing lecturers. The aim is to bring students face to face with experts who have substantial practical experience within the field. Further details regarding the topic content and when they are offered is detailed in the other information below.
Upon successful completion, students will have the knowledge and skills to:
- Learning outcomes for each topic are outlined under other information below
Staff FeedbackStudents 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 FeedbackANU 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||Eco-Cultural Tourism a. What are the questions that should concern researchers? b. Who benefits from eco-cultural tourism? Who does not? c. What are the challenges re assessing the costs and the benefits of eco-cultural tourism? d. What is meant by the phrase ‘the commodification of culture’? Is it a problem? If so how should it be managed?||Four Items 1 - At some stage during the semester, each student will give a short power point presentation relevant to one of the tutorial topics to stimulate group discussion. (15%) 2 - An essay, 1250 words, re further research needed re the subject of the presentation to be submitted a week later. (15%) 3 - Starting from the second week students will submit a 350 word weekly commentary for seven of the eleven subsequent weeks (total 35%). Students can select the weeks that suit them. Commentaries are to be submitted the day before the relevant tutorial. (35%) 4 - Research Essay, 2500 words, on a subject selected by the student in consultation with the course coordinator to be submitted one week after the last tutorial. (35%)|
|2||Economics, Poverty and Justice a. Looking at a particular sector how could you make it more pro-poor? b. What are the obstacles to pro-poor tourism? c. What are the costs and benefits of community based tourism? d. How would you go about introducing community based tourism? e. Do indigenous people benefit from tourism? f. Why is cultural appropriation an issue in the tourism sector? What can be done to manage it?||See week one|
|3||Using History a. “Whenever debates about the past become a public controversy people are really talking about the present and the future”. Discuss b. What are the issues at stake in struggles to define the past in museums and activities such as history tours? c. What roles do museums and war memorials play in the cultural, political and economic lives of their countries? d. The funding and donor related connections of major museums and art galleries are increasingly controversial. Do you think that the issues raised that should concern the wider public? e. Compare and contrast two institutions that present different interpretations of the history of their country.||See week one|
|4||Intangible Heritage a. What is intangible heritage? Is it important? b. Thinking of an activity, skill or a pattern of behaviour – hunting, cooking in a particular way, weddings funerals – to what extent can you preserve the original emotions, values, and thinking that gave it cultural significance? If you cannot does that matter? c. Can efforts to preserve intangible heritage be compatible with tourism? d. Museum farms and protected occupations – are they effective ways of protecting intangible heritage or helping tourists understand the past in that place? e. Choose an example of intangible heritage that is important to your family or community and discuss the issues involved in integrating it into a commercial activity designed for tourists.||See week one|
|5||Pilgrims a. What are pilgrims seeking? b. Do pilgrimages differ from other forms of tourism? c. Many major pilgrimage sites are important for both spiritual and financial reasons. Discuss examples of the ways that controllers of such sites balance these competing demands. d. Some pilgrimage sites are important to more than one religion. Discuss examples of ways in which these differences are managed. e. Thinking about visits to conflict related sites (Anzac Cove, Auschwitz, the 'killing fields' in Cambodia) – What are visitors seeking? What are the implications for host communities?||See week one|
|6||Experiential Learning a. Who benefits and how from volunteering (archaeological digs, environmental rehabilitation programs, disaster relief projects etc) and tourist citizen science programs? b. Internships and work experience programs - what are the issues for participants and also hosts? c. Homestays – what is needed to make such experiences positive for both guest and host? What could go wrong? d. Educational tours – in what ways and to what extent do people in host communities benefit? Any costs or risks?||See week one|
|7||Dark Tourism a. Discuss the issues involved in so-called dark tourism to places like Rome's Colosseum, war zones, Pr Arthur in Tasmania, concentration camps such as Auschwitz, the Chernobyl nuclear power plant or Cambodia's 'killing fields'. b. What effects does dark tourism have on visitors, the people who live there, or returning victims, their families or friends? c. Choose a dark tourism site and imagine you are a consultant commissioned by a regional government that wants to promote tourism. Outline: the issues to be considered, and prepare recommendations about development options.||See week one|
|8||Zoos, Aquariums, Gardens a. Are zoos and aquariums cruel and unjustified? b. Some zoos, aquariums and gardens have strategies to promote biodiversity and environmental rehabilitation. Do they result in real benefits or are they just clever public relations? c. Select examples of zoos/aquariums and discuss their collection/management approaches. Have they evolved over time? d. Discuss the philosophies involved in different types of public gardens open to tourists (botanical gardens, French, English, Chinese, Arab etc). e. The places where animal or plants come from are often very different from the places where they are displayed. Using examples discuss the cultural, economic and political connections.||see week one|
|9||UNESCO World Heritage, National Parks, Rewilding a. Wilderness – how can it be utilized without damaging the qualities that make it ‘wild’? b. What is the purpose of UNESCO World Heritage certification, national parks? How do they relate to tourism? c. How can rewilding projects be used to promote tourism? d. Discuss the tensions involved in the management of UNESCO World Heritage sites/regions, national parks – terrestrial or marine – where restraints are placed on the behaviour of inhabitants (ie re the collection of plants, firewood, hunting or fishing). Under what circumstances are they justified? e. With national parks and UNESCO Heritage sites/regions – is it important to maintain the beliefs, social arrangements and relationships with the environment of original inhabitants still living in the region? If so how can that be done?||See week one|
|10||Other Animals (ie non-human) a. Hunting and fishing are popular and lucrative forms of tourism. Is that a problem? b. Elephant and horse rides, camel safaris etc have been human activities in various forms for thousands of years but in the context of tourism they now attract some criticism. Do you agree or disagree? c. Discuss the adequacy of codes of best practice introduced to regulate the treatment of animals used in tourism related activity. How can they be implemented? d. A justification often put forward for hunting and shooting related tourism is that it can be used to generate revenue for biodiversity rehabilitation etc. What do you think? e. What lens should we apply to discussions about the welfare of non-human animals - instrumental? rights? religious?||See week one|
|11||Boycotts and Protests a. How can you promote change in other societies? Under what circumstances – if any – are you justified in doing so? b. Choose a major boycott or protest campaign. Discuss how it was it conducted. What was the response of the country or region that was the object of the campaign? Did it work? Was it justified? Who benefited and who did not? c. An alternative approach to boycotts is to go to the country engage with people, argue your case and come back with direct experience that can influence your subsequent thinking and activities. Is that better or does it provide support and make you complicit in the ongoing success of a situation of which you disapprove?||See week one|
|12||Sustainable Tourism? a. How do sustainable tourism certification programs work? Where have they been successful? b. Given its original objectives, to what degree has the UNESCO World Heritage program been successful? Any unintended benefits or consequences? c. What is involved in obtaining and maintaining UNESCO World Heritage status for a region? Is it worth it? d. Why do governments voluntarily agree to bind themselves and future governments to the restrictions and commitments involved in gaining UNESCO world heritage status for a site/region or declaring national parks? e. How can tourism contribute to sustainable management of the planet?||See week one|
Tutorial groups will be arranged in the first week. Students should sign in to either the tutorial group for Monday 27th July or Tuesday 28th July by clicking on the ZOOM site on the Wattle page.
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Presentation power point||15 %||*||*||LO 1|
|Essay linked to Power Point Presentation||15 %||*||*||LO 1|
|Weekly Commentaries (for seven out of eleven weeks starting second week)||35 %||*||*||LO 2 & 3|
|Research Essay||35 %||09/11/2020||30/11/2020||LO 4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU 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 RequirementsThe 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 AssessmentMarks 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
Learning Outcomes: LO 1
Presentation power point
At some stage through the semester each student will give a 7/8 minute power point presentation to their tutorial group worth 15%. Topics and weeks will be allocated in the first week. Submission of the presentation will be due the day before the tutorial. Assessment will be provided within two weeks of submission.
Assessment Task 2
Learning Outcomes: LO 1
Essay linked to Power Point Presentation
Within one week of delivery of the power point presentation - see above - a 1250 word essay worth 15% discussing future research needs related to the subject of the presentation should be submitted. Assessment will be provided within two weeks of submission.
Assessment Task 3
Learning Outcomes: LO 2 & 3
Weekly Commentaries (for seven out of eleven weeks starting second week)
Starting from the second week students will submit a 350 word weekly commentary for seven of the eleven subsequent weeks (total 35%). A number of questions will be provided for each week. Students can choose the weeks and questions that suit them. Commentaries are to be submitted the day before the relevant tutorial and should not overlap with the power point presentation (ie students cannot submit their presentation and a commentary for the same week.) Assessment will be provided within two weeks of submission.
Assessment Task 4
Learning Outcomes: LO 4
Research Essay, 2500 words, on a subject selected by the student in consultation with the course coordinator to be submitted one week after the last tutorial. (35%) Assessment will be provided by November 30th.
Academic IntegrityAcademic 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 SubmissionThe 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 SubmissionFor 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 SubmissionNo submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded. OR 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 RequirementsAccepted 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 PenaltiesExtensions 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.
Distribution of grades policyAcademic 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 studentsThe 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
Dr Daniel Connell
Dr Daniel Connell