- Class Number 3418
- Term Code 3130
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Prof Peter Kanowski
- Class Dates
- Class Start Date 22/02/2021
- Class End Date 28/05/2021
- Census Date 31/03/2021
- Last Date to Enrol 01/03/2021
- Depi Susilawati
- Michael Wellington
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:
- 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.
24 February - on campus
3 March - Canberra arboreta
17 March - Lower Cotter landscapes
31 March - Kowen Forest
5 May - Canberra urban forests
12 May - ACT region farm forests
Additional Course Costs
Examination Material or equipment
For field classes - appropriate field wear (closed shoes, hat, sun and rain protection)
Reading as linked from course Wattle site
Recommended student system requirements
ANU courses commonly use a number of online resources and activities including:
- video material, similar to YouTube, for lectures and other instruction
- two-way video conferencing for interactive learning
- email and other messaging tools for communication
- interactive web apps for formative and collaborative activities
- print and photo/scan for handwritten work
- home-based assessment.
To fully participate in ANU learning, students need:
- A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
- Speakers and a microphone (e.g. headset)
- Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
- Suitable location with minimal interruptions and adequate privacy for classes and assessments.
- Printing, and photo/scanning equipment
For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements
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.
Students who are undertaking this course remotely will do so through a mix of live online streaming and participation within the class timetable, accessing recorded resources (including for field classes), and dedicated sessions for remote students (to be scheduled based on class membership).
|Week/Session||Summary of Activities||Assessment|
|1||Weeks 1-2 Introduction and global overview||Week 1: on-campus field class: session 3 Week 2: Field class, session 2-3.|
|2||Weeks 3-5 Global forested landscapes issues||Field class: week 4, sessions 2-3.|
|3||Week 5 Global forest landscapes review||World cafe exercise: sessions 2-3|
|4||Weeks 6-8 National forested landscapes overview and issues||Field class: week 6, sessions 2-3; Forest issues forum exercise: week 8, session 2-3|
|5||Weeks 9-11 Local forested landscapes overview and issues||Field classes: weeks 9 & 10, sessions 2-3 Forested 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 %||*||*||1, 2, 3, 4|
|World café preparatory notes, and World café co-facilitation||15 %||23/03/2021||06/04/2021||1, 2, 3, 4|
|Australian forested landscapes issue media summary and briefing||10 %||27/04/2021||10/05/2021||1, 2, 3, 4|
|Presentation of literature review topic||10 %||*||*||4|
|Literature review of an agreed forested landscape topic||35 %||14/06/2021||26/06/2021||1, 2, 3, 4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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 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.
You are required to participate in:
- a minimum of 4 field classes to satisfy assessment requirements for Assessment Item 1;
- the World Cafe exercise to satisfy assessment requirements for Assessment Item 2;
- the Forest Issues Media Summary exercise to satisfy assessment requirements for Assessment Item 3;
- the Literature Review Topic presentation to satisfy assessment requirements for Assessment Item 4.
Assessment Task 1
Learning Outcomes: 1, 2, 3, 4
Field class-based learning journal
Your learning journal records your reflective learning in relation to 4 of the 6 field classes classes, including the background information and class material that supported them. The length of each journal entry is 500 words, excluding supporting material.
Each of the 4 learning journal entries you submit will be marked out of 10. Your aggregate learning journal mark of 30% will be the average of the best 3 marks you receive. If you submit fewer than 4 learning journal entries, your aggregate learning journal mark will be scaled back pro-rata according to the number of entries submitted (viz: 3 submitted - scaled to 0.75; 2 submitted - scaled to 0.5; 1 submitted - scaled to 0.25).
The learning journal task is designed to help you reflect on the learning associated with topics addressed in 4 of the 6 field classes. The selection of the 4 classes is your choice; you are encouraged to participate in all field classes; you are required to participate in a class 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 background information and 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 supporting 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%
Please note there are mutiple activities associated with this task, with individual due dates
Due: 6 days following each of the four field classes nominated (23:59 on the Tuesday following the class)
Return: Two weeks following submission
Each field class learning journal has different due and return dates, as noted above.
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4
World café preparatory 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-facilitation of ‘world café’-style group discussion.
The length of each of (1) and (2) is up to a page.
The mark for the World café preparatory 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 18 March.
You will prepare individually two set of notes (Content and Facilitation) 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 Content notes as being similar to the Abstract in an academic journal paper, although they can be in dot point forma in part. 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 Facilitation 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 graphics/ reading/ viewing you are going to assign or use in the session. The notes should comprise:
- a paragraph summarising the background to the topic area. You can also use diagrams or other forms of summary information.;
- 5-10 dot points identifying the key elements of your facilitation, from start to finish of your café session, with brief explanatory notes.
You will receive feedback on the conduct of the World Cafe from participants. This feedback does not form part of the assessment.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4
Australian forested landscapes issue media summary and briefing
You prepare a media summary of a nominated Australian forested landscapes issue, and you speak briefly to that issue as part of a panel.
The length of the media summary is 500 words.
The media summary is worth 10% of the overall mark; your participation in the panel is a requirement for this task.
A common role of professionals working on forested landscapes issues is to contribute to and respond to media reports on forested landscape issues. Media reporting of forested landscapes issues varies in quality and depth, and communicating and interpreting information on complex and contested topics can be challenging.
Your media summary should be developed on a current topic of interest to you relevant to Australia’s forested landscapes. Your summary should:
- draw on at least three different media reports (these would normally be within the last 12 months, and can be in any medium);
- summarise the key focus and elements from the reports;
- assess the framing and accuracy of the reports on the basis of what you consider to be well-informed and reliable information (you should be explicit about the sources you draw on for this information);
- in the contexts, suggest what your response to a media enquiry on the topic would be.
You will be provided with an example.
You will be asked to speak (briefly: c. 3 minutes) to your summary in class panel discussions, organized by theme, on 28 April.
Your presentation of your summary is not marked, but you will be provided with feedback.
- Media summary draws from a range of sources
- Media summary provides succint, clear overview of media reports on the topic
- Assessment of framing and accuracy of media reports draws on appropriate information
- In these contexts, your proposed response is well-positioned and logical
- Media summary is well-presented, adopts appropriate language, is grammatically correct, and avoids jargon (or explains it).
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: 19 or 26 May
Return: 29 May or 5 June
Please note: Presentations will be given across two classes. You will have the option of which date you present, with a cap on numbers for each. 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 English 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 /10
- Scope & content/15
- Quality of writing/5
- Reference list/5
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.
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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.
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