Twenty-five years on from the first call for sustainable development, we are still struggling with fundamental questions surrounding what it is, how we can usefully characterise it and, most importantly, how to actually achieve it. In this course we critically examine the concept of sustainable development, explore its history, and analyse the present-day challenges it presents. Drawing on international case studies in both developed and developing countries, as well as global initiatives, we investigate the goals of sustainability as they relate to environmental, social and economic goals.

Students are introduced to a range of viewpoints, theories and frameworks useful for thinking about and understanding social and environmental change in the context of sustainable development. We explore a range of contemporary sustainability issues, at local, national and global scales. Using case studies and problem-based learning, students draw connections and apply concepts and techniques that may help inform practical solutions and shape our collective future. 

Learning Outcomes

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

1. Describe an integrated understanding of the current principles and practice of sustainable development as it is manifested at local, national and global levels.
2. Recognise, understand and explain the complexity of linkages between drivers, pressures, impacts and responses for contemporary sustainable development challenges.
3. Draw on current theories to articulate and analyse local, national and global initiatives and efforts to achieve sustainable development.
4. Apply research, writing and presentation skills to complex issues.

Staff Feedback

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

• written comments
• verbal comments where requested
• feedback to whole class, tutorial groups and individuals

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.

Other Information

Assessment:

• Please note that assessment due dates and return of assessment dates for Assessment Items 1-3 will vary depending on which case study students elect to focus on under each task. Dates included in the summary above indicate the full date range for each Assessment Task. Assessment Students who are unsure of their due dates for these assessment tasks are advised to confirm this with their tutor. 
• For Assessment Item 5 the dates included in the table above indicate the full date ranges for this task. Quizzes will be available throughout the indicated dates.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Lectures will be recorded and made available weekly. Whole group discussion times will be available Tuesdays 2-3pm. Lectures will focus on the case studies, and include key issues, theories and debates. Often, the second lecture of the week will include a presentation by a guest lecturer addressing the case study. Tutorials commence in Week 2. For 2020 all tutorials will be online through Zoom. Tutorials are two hours in length and students will be asked to choose one from several options, available on Wattle in Week 1. The first come, first served principle applies. Each week’s tutorial has a different theme and structure as outline in the schedule below. We treat tutorials as forums where you can discuss any matters of interest or concern about the course content.
2	Weeks 1-2 Intro, welcome DPSIR model	Led by: Associate Professor Lorrae Van Kerkhoff
3	Weeks 3-4 Case Study 1: Africa Population, poverty and food security in Africa Resilience	Led by: Louise Blessington
4	Weeks 5-6 Case Study 2: Pacific Climate change and migration in the Pacific Environmental and social justice	Led by: Melanie Pill
5	Teaching break: 4-15 September
6	Weeks 7-8 Case Study 3: South Korea Green energy and economic growth, South Korea Consumption and ‘green growth’	Led by: Lorrae van Kerkhoff
7	Weeks 9-11 Case Study 4: Global, SDGs -- COVID edition Global governance and the Sustainable Development Goals Global governance & State capability COVID and sustainable development	Led by: Chalaka Fernando
8	Week 12 Close Ways Forward	Led by: Associate Professor Lorrae Van Kerkhoff

Tutorial Registration

Via the course Wattle site

Assessment Summary

Assessment task	Value	Learning Outcomes
Case study reflection A	10 %	2,4
Case study reflection B	10 %	3
Analytical report	35 %	2,3
Sustainable development goals essay	35 %	1,3,4
Quiz completion marks	10 %	1,2

* 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 Academic Integrity . 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.

Participation

Beside our general expectations that you will review lectures and join online tutorials and participate actively in them, you are also required to complete all assessment items, with the exception of the quiz assessment. If you are having trouble with assignments or meeting deadlines, speak to your tutor, the course convener, or the Fenner 1st year coordinator early.

Assessment Task 1

Case study reflection A

This assessment item applies to the two cases you do NOT choose to write your Assessment #3 Case study analytical report on.

Due: 11:59 pm Friday one week after completion of that case study.

These dates are:

• Case study #1 :28 August
• Case study #2: 11 September
• Case study #3: 09 October

Each reflection is worth 10% of your total mark

Word limit: 750 words

Drawing on the material from the case study write a short reflection on what you learned about the key concept for that case by answering the following questions:

For case study 1: Food security, poverty and population in Africa

• before starting this case study, what was your understanding of the relationships between food security, poverty and population in Africa?
• did your understanding change over the two weeks of looking more closely at this issue? Why / why not? How?
• This case study drew on the concept of social-ecological systems. What did you learn about social-ecological systems by looking at the issue of food security, poverty and population in Africa?

For case study 2: Climate change and migration in the Pacific

• before starting this case study, what was your understanding of the relationships between climate change and migration in the Pacific?
• did your understanding change over the two weeks of looking more closely at this issue? Why / why not? How?
• This case study drew on the concept of environmental and social justice. What did you learn about environmental and social justice by looking at the issue of climate change and migration in the Pacific?

For case study 3: Green economy and economic growth in South Korea

• before starting this case study, what was your understanding of the relationships between green economy and economic growth?
• did your understanding change over the two weeks of looking more closely at this issue? Why / why not? How?
• This case study drew on the concept of the green economy. What did you learn about the green economy by looking at the issue of green energy and economic growth in South Korea?

Assessment criteria

Your reflection will be assessed on the extent to which it demonstrates:

• Depth of understanding of key concepts the key issues
• Demonstrated engagement with the case study materials and ideas
• Honest and personal account of learning
• Correct and appropriate referencing

Assessment Task 2

Case study reflection B

This assessment item applies to the two cases you do NOT choose to write your Assessment #3 Case study analytical report on.

Due: 11:59 pm Friday one week after completion of that case study.

These dates are:

• Case study #1 :28 August
• Case study #2: 11 September
• Case study #3: 09 October

Each reflection is worth 10% of your total mark

Word limit: 750 words

Drawing on the material from the case study write a short reflection on what you learned about the key concept for that case by answering the following questions:

For case study 1: Food security, poverty and population in Africa

Before starting this case study, what was your understanding of the relationships between food security, poverty and population in Africa?

Did your understanding change over the two weeks of looking more closely at this issue? Why / why not? How?

This case study drew on the concept of social-ecological systems. What did you learn about social-ecological systems by looking at the issue of food security, poverty and population in Africa?

For case study 2: Climate change and migration in the Pacific

Before starting this case study, what was your understanding of the relationships between climate change and migration in the Pacific?

Did your understanding change over the two weeks of looking more closely at this issue? Why / why not? How?

This case study drew on the concept of environmental and social justice. What did you learn about environmental and social justice by looking at the issue of climate change and migration in the Pacific?

For case study 3: Green economy and economic growth in South Korea

Before starting this case study, what was your understanding of the relationships between green economy and economic growth?

Did your understanding change over the two weeks of looking more closely at this issue? Why / why not? How?

This case study drew on the concept of the green economy. What did you learn about the green economy by looking at the issue of green energy and economic growth in South Korea?

Assessment criteria

Your reflection will be assessed on the extent to which it demonstrates:

Depth of understanding of key concepts the key issues

Demonstrated engagement with the case study materials and ideas

Honest and personal account of learning

Correct and appropriate referencing

Assessment Task 3

Analytical report

Worth 35% of your final mark

Due date: Your assignment is due at 11:59pm on the Friday two weeks after the conclusion of that case study. Remember you only need to complete this report for one of the three case studies.

These dates are:

• Case study #1 : 4 September
• Case study #2: 18 September (end of teaching break)
• Case study #3: 16 October

Word length: 2000 words.

NOTE that reference list, text in tables, charts, figures or captions ARE NOT included in the word count, in text citations e.g. (van Kerkhoff 2014) ARE included.

Choose ONE of the three two week case studies (Case study 1, 2 or 3) as the subject for your report.

Drawing on core and optional case study materials, lectures, guest lectures and your own research, write an analytical report that applies the DPSIR framework presented in lectures and discussed in tutorials to:

• describe the sustainable development challenge,
• unpack the challenge into component parts
• use the related key concept to evaluate proposed or in train responses in relation to the underlying causes of the challenge

The analytical report must include the following components. These could be used as sub-headings to structure the report.

INTRODUCTION: Introduce the sustainable development challenge (topic) in your own words.

DPSIR ANALYSIS: Describe, in your own words, the Driving forces; Pressure(s); State(s); Impact(s); and Response(s).

EVALUATION: using the key concept discussed in relation to the challenge, evaluate whether the responses demonstrate progress towards sustainable development.

Assessment criteria

Your analytical report will be assessed on whether and to what extent it demonstrates:

• Integrated understanding: does your report integrate the course materials (lectures, readings, tutorial activities) in order to explicitly address the task? (20%)
• Links and analysis: does your report use the DPSIR framework effectively to analyse the challenges, rather than just describe them? Is the analysis supported by evidence? Are links clear? (30%)
• Critical interpretation of materials and original contribution: does your report demonstrate your own interpretation of materials, and originality in your evaluation and judgements? (30%)
• Clear organization, expression and referencing: Are your ideas effectively presented, including visual impact, effective use of diagrams, logical flow, grammar, clarity and conciseness of writing? Are references consistent, adequate and correct? Consult the Fenner Guide to referencing on Wattle if uncertain - especially the example List of References on the last 2 pages). (20%)

Assessment Task 4

Sustainable development goals essay

Worth 35% of your final mark.

Due: 11:59pm 30 October 2020

Word length undergraduates 2000 words

NOTE that reference list, text in tables, charts, figures or captions ARE NOT included in the word count, in text citations e.g. (van Kerkhoff 2014) ARE included. Footnotes are not permitted.

In this essay you must answer the following question:

“Do the SDGs represent a positive example of global governance towards sustainable development?”

You should attempt to integrate concepts and ideas covered within the course. The essay must be written from an international perspective, but must also refer specifically to (undergraduates) two examples (or postgraduates) 4 examples of your own choice from the 'News' items in the SDGs in action app https://sdgsinaction.com/ or for those of you who can't access the app use the http://sdgactioncampaign.org/. Analysis of examples may consider the linkages between the global SDGs program and their local implementation.

Structure

There is no set structure for this essay. There are numerous ways to approach this topic and all are valid as long you keep to the general conventions of an essay (introduction, conclusion and a body composed into logically split paragraphs). The guidance found at http://www.anu.edu.au/students/learning-development/writing-assessment/essay-writing will be the basis for assessing the structure and approach of the essay.

Assessment Criteria

Please refer to the course Wattle site for a detailed rubric.

Assessment Task 5

Quiz completion marks

Worth 10% of your final mark

Due : intended to be completed before your tutorial each week, but the window for answering the quiz questions is from Friday of the week before to Friday of the week of that quiz. For example, the week 2 quiz will open on Friday of week 1, and close on Friday of week 2. After the quiz is closed you have no further option to complete it.

For each of weeks 2-11 we will post a short quiz based on the core materials for that week. You are expected to complete this before your tutorial. For each quiz completed you will receive 1%. Your mark does not depend on how many answers you got correct, but the results may be used in tutorials to pick up and refresh any issues or concepts students are struggling with.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

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.

Hardcopy Submission

There are no hardcopy submissions.

Late Submission

Late submission permitted. 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.

Returning Assignments

Via the course Wattle site.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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

Resubmission of assignments is not permitted.

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