- Class Number 4254
- Term Code 3350
- Class Info
- Unit Value 6 to 12 units
- Mode of Delivery In Person
- Dr Sara Beavis
- Class Dates
- Class Start Date 01/07/2023
- Class End Date 13/08/2023
- Census Date 14/07/2023
- Last Date to Enrol 14/07/2023
Small island states face considerable challenges as they attempt to achieve sustainable development. Particular challenges for these nations were recognised in the 1984 Barbados Programme of Action for Small Island Developing States and in the 2014 SAMOA Pathway. These meetings recognised that Small Island Developing States (SIDS) have a narrow range of resources, which forces undue specialization; excessive dependence on international trade and hence vulnerability to global developments; relatively small watersheds and threatened supplies of fresh water; costly public administration and infrastructure, including transportation and communication; and limited institutional capacities and domestic markets, which are too small to provide significant scale economies.
The particular challenges faced by a Fiji as a SIDS will be explored in this course. The field trip aims to give students a first-hand experience of the real-world circumstances that confront an island nation by exploring important sectoral themes in the context of sustainable development.
The course will investigate the interactions between economic development and the sustainable management of key sectors including fisheries, agriculture, water catchment management, tourism, waste management, cultural heritage management and marine and coastal biodiversity. Within each theme students will consider factors relevant to island nations, including climate change, natural disasters, water availability, gender, cultural identity, population and race relations, governance and globalization.
The course will be undertaken in collaboration with the University of the South Pacific’s Pacific Centre for Sustainable Development PACE-SD.
Upon successful completion, students will have the knowledge and skills to:
- Understand the complex social, environmental and cultural challenges that confront an island nation, like Fiji
- Interact with people from another country in a culturally sensitive manner
- Apply interdisciplinary approaches to resolving sustainable development issues in an island context
- Effectively present and discuss ideas, and to listen, assess and respond to ideas of others
- Apply observation skills and to document these pictorially showing perceptions towards unfamiliar cultural and environmental circumstances and their linkages
- Undertake analysis of issues related to island sustainable development and to present these in a coherent manner
Additional Course Costs
There are additional field trip fees of approximately $1100 applicable to participation in this course (payment to ANU Science Shop). Students will also need to cover the costs of their own airfares as well as some meals.
Reading on Wattle - pre and in-country on Wattle.
Orientation outlines resources.
Whether you are on campus or studying online, 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:
- Verbal feedback is provided on a daily basis in-country and forms an integral part of the course.
- Written feedback in hard copy is provided on all assessment items.
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.
Referencing style: The Fenner School uses the Harvard System of referencing. Please make yourself familiar with this system and use it for the Policy Paper or Research Paper.
|Week/Session||Summary of Activities||Assessment|
|1||This course is an intensive course delivered in-country (Fiji) from 1 July - 14 July inclusive.|
|2||OrientationA compulsory orientation session (29 -30 April) will be conducted to ensure that participating students are properly briefed on what to expect during the Field School, and this is also an opportunity to get to know everyone within the group.|
|3||In-CountryWe will engage with local communities at various locations on the main island of Viti Levu and the island of Ovalau. We will explore a number of sustainability issues including but not limited to: water catchment management and large scale tourism in the Nadi Basin, an eco-tourism resort run by a local Fijian village, management of a World Heritage Site at Levuka, a tuna cannery and a community-based water management project. We will undertake various surveys and studies which will contribute to a greater understanding of the complex relationships that are inherent in island communities. In association with localised in-country studies, students will explore sustainable development policies in a broader context including the Barbados Programme of Action for Small Island Developing States, the Mauritius Strategy for Implementation, the SAMOA Pathway, the UN Framework Convention on Climate Change, the Convention on Biological Diversity, and the United Nations Conference on Sustainable Development - 2012, (Rio +20).
The course will be undertaken in collaboration with the University of the South Pacific’s Pacific Centre for Sustainable Development PACE-SD.
Please refer to the course Wattle site for detailed program.
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Pre-trip preparatory exam||5 %||*||*||1|
|Learning and Photographic Journal (2200 words)||30 %||31/07/2023||14/08/2019||1,3,4,5,6|
|Group project||30 %||*||*||1,2,3,4,6|
* 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.
All required work must be submitted in order to pass the course. In addition, a pass must be reached for each element of assessment to pass the course.
There is no formal examination for this course.
Assessment Task 1
Learning Outcomes: 1
Pre-trip preparatory exam
This will be a multiple-choice exam posted on the Wattle site. It will be based on a list of preliminary readings provided. Students can elect when to undertake the test, so long as it is done before the commencement of the field school. Further details will be provided.
Requirement: Multiple choice exam.
Assessment Task 2
Learning Outcomes: 1,3,4,5,6
Learning and Photographic Journal (2200 words)
The learning journal will be a daily record of your experiences and learning during the field school. Time is allocated each day after the “Talanoa” session (talking and exchange of views), to write up your journal as a Wiki within Wattle. as a Wiki on the Wattle site. The journal will need to be submitted in the final format a week after the conclusion of the Field School, but the Wiki should reflect daily inputs throughout the trip. The journal should be supported by 2-4 photographs per day. The photographs should provide visual support to the text of your daily journal. They should not be ‘travel snaps’.
Requirement: 2200 words (11 thematic days with 200 words per day)
Assessment Task 3
Learning Outcomes: 1,2,3,4,6
During the Orientation session, you will be given the chance to sign up for a group working on a specific research topic relevant to our travels:
· River extraction
· Agriculture in the context of climate change and variability
· Marine protected areas
· Adaptation and resilience to extreme climate
· Island sustainability and COVID
As a small group or in pairs, you can undertake preliminary research prior to the trip and then in-country make as many observations and talk to relevant people as much as possible. NOTE: your in-country research activities and oral presentation (6 unit students) or blog (12 unit students) will all be group based. This is a team effort.
ENVS2005 (6 unit) Group project (summary document 500 words) with oral presentation at conclusion of trip
ENVS2005 (12 unit) (1500 words) with blog posted up on Wattle.
Assessment Task 4
Learning Outcomes: 1,2,3
4 (a). Policy paper
Who: ENVS2005 (6 unit)
This is a paper that explores a specific policy issue in Fiji. The paper needs to identify the issue, identify current policy status, the potential problems or challenges to those policies, and options for Fiji in its efforts to work towards a sustainable future.
Requirement: 2000 words with appropriate references
4 (b). Analytical Research Paper:
Who: ENVS2005 (12 unit)
This is an analytical research paper investigating one of the key sectors studied during the Field School and exploring how this sector can evolve to meet the sustainable development challenges of Fiji as a Small Island Developing State. The report should clearly state your research question and explain the context and importance of your question. It should describe how you went about conducting your research (methods), what you found (results) and the significance of your results (discussion). Please also reflect on how your research questions and methods changed/developed as you went along. I expect you to use at least 5 quality (peer-reviewed) literature references, as well as grey literature from Government departments or NGOs.
Please feel free to discuss the development/evolution of your research with the convenor (Sara) and the tutor (Nunu/Lex) on the course as well as our Fenner staff who are providing additional academic support in-country.
Requirement: ENVS2005 - 3000 words with appropriate references
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) as submission must be through Turnitin.
The Learning Journal and Photographic Journal should be submitted to Sara Beavis in HARDCOPY via the assignment box on the ground floor of the Forestry Building, and also in soft copy by email/Turnitin (you have to be careful with the size of these journals because there is an upper limit for Turnitin.
If work is submitted after the due date, and prior arrangements have not been made with the course convenor, then:
a. For work that is between 1 and 10 days late, 5% per day of the final grade for that assessment will be deducted per working day. Work that is more than 10 days late will be graded as “submitted” and therefore meeting course requirements, but scored as 0%.
b. for more information see: https://policies.anu.edu.au/ppl/document/ANUP_004604 (Procedure: Student assessment (coursework))
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.
All written work will be returned in hard copy. Students will be advised in writing how they can access their work.
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
In exceptional circumstances the convenor will allow an assignment to be resubmitted, but this must be negotiated in person with the convenor.
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