- Class Number 7117
- Term Code 3260
- Class Info
- Unit Value 6 units
- Topic Online
- Mode of Delivery Online
- Dr James Mortensen
- Dr James Mortensen
- Class Dates
- Class Start Date 25/07/2022
- Class End Date 28/10/2022
- Census Date 31/08/2022
- Last Date to Enrol 01/08/2022
Climate change is one of the most defining - and contested - issues of the 21st century. While catastrophic weather events such as fires, cyclones, and droughts increasingly tax state capacity, the political, economic and social consequences pose potentially grave risks for state stability and global order. This course examines climate change and environmental security from a national security lens, examining the potential for conflict, confrontation and cooperation. Students will closely examine the securitisation and politicisation of climate change issues, the flow on effects for national security, and policy options for adaptation. Scholars and policy practitioners from NSC, the Crawford School and the wider policy community will provide deep insights into the science, economics and policy of climate change and environmental security. Throughout, this course examines the challenges faced by scientists, security scholars, and practitioners to influence policy in the post-truth age.
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate an understanding of the scientific basis of climate change and its main drivers including anthropogenic factors
- Analyse the potential impacts of climate change for national security along a range of political, economic, social and ecological lines
- Explain the transformation in energy systems that will be required to mitigate climate change.
- Compare national security strategies, governance mechanisms and policy options in relation to climate change and environmental security
- Develop and communicate ideas, analysis and argument related to climate and environmental security for scholarly and professional audiences.
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos 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/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
|Week/Session||Summary of Activities||Assessment|
|1||What are we talking about? Climate and security|
|3||Water, and the lack thereof|
|4||Fire, heat and smoke|
|5||Australia’s oceans||Short Essay due end of week 5|
|6||Fragility, finance and security|
|7||Hotspots and flashpoints – global issues|
|8||Strategy, the military, and the environment|
|9||Scarcity and excess|
|10||Emissions; diplomacy||Research essays due end of week 10|
|11||Systematics and risk– the future of climate|
|12||The future role of government||Final assessment due in exam period|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Short Essay||20 %||26/08/2022||10/09/2022||1, 2, 3, 4, 5|
|Research Essay||50 %||14/10/2022||26/10/2022||1, 2, 3, 4, 5|
|FInal Assessment||30 %||11/11/2022||01/12/2022||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
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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
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 Skills 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.
There are no participation requirements for this course
Assessment Task 1
Learning Outcomes: 1, 2, 3, 4, 5
Due: Week 5
Length: 1,200 - 1,500
You will choose one question from a list distributed in week one. Each question will pertain to environmental issues facing Australia covered in the first five weeks. Use of course readings is encouraged, however please note that as per the marking rubric, to achieve the highest possible result, students will need to demonstrate initiative through engagement with wider sources. Like the first assessment, evidence of systemic thinking is required, however unlike the first assessment, this paper will also be marked on engagement with the specific subject matter, and is required to be written in referenced, essay format.
Students may request permission to do a question of their own choosing, however it will be subject to approval. While the questions (and course material) largely focus on Australia, students may instead focus on another country if they choose; in this case, they should make themselves known to the convenor.
Is constructed in a way that enhances the argument made, methodology is thoughtful, clear and followed by the text
Clearly and persuasively makes a novel and insightful argument
Lucid, easily readable and well-presented text, clearly worded and articulate, free from obvious typos or formatting errors
Judiciously referenced, uses a wide variety of reputable sources, critically analyses evidence to support wider claims
Is constructed in a way that makes the argument clear, methodology is suitable and followed by the text
Clearly makes an argument
Well written text presented clearly, few typos or formatting errors
Well referenced, uses a variety of reputable sources, some good analysis of evidence
Is constructed in a way that attempts to make the argument clear, methodology is suitable and is largely followed by the text
Attempts to make a clear argument
Understandable text, basic presentation, a handful of textual or format errors
Adequately referenced, uses a variety of sources, displays some awareness of suitability of sources chosen
Is constructed in a way that attempts to make the argument, methodology attempts to be coherent but is not always followed by the text
Attempts to make an appreciable argument
Sometimes confusing textual style, inconsistent formatting, somewhat regular textual or formatting errors
Minimal referencing, few sources chosen beyond course material, little critical engagement with sources
Claims to have a structure but is largely incoherent, methodology consistently ill-applied or absent
Claims to make an argument that is not appreciably attempted, or makes no argument at all
Confusing textual style, poor formatting, regular errors in text
Barely referenced, heavily reliant on a small number of sources, no critical engagement with sources used
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4, 5
Due: Week 10
You will choose a single question of a list distributed in week one. Responses should be clear in their aims; they should have a concise statement of the intent of the piece, have clear and consistent relevance to the question, and make concrete claims as to the importance of the answer to the question addressed. Students will be expected to demonstrate independent research and critical engagement with their chosen material. Additionally, analytical rigour will be assessed in line with the rubric and students are encouraged to both think deeply on their approach, and to express that approach clearly in the text.
Students may request permission to write on a question of their own design, however permission will be granted on the basis of; 1) the question relating to a concept or technology relevant to the course, and 2) on the basis of the question being clear and concise.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4, 5
Due: 11 November
Length: 800 - 1,000
Students will be tasked with recommending/arguing for a particular course of action in regards to the environment and national security; this may be something taken from the course material, or an issue found elsewhere. Students will be assessed on the quality of their analysis and their clarity and relevance of their justifications, more so than form or content. The written portion itself does not need to conform to a specific essay or report format, and can instead be framed as a short opinion piece or policy paper if students choose.
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
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.
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 without an extension 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.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
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.
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 Access 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 James Mortensen
Dr James Mortensen