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.

Learning Outcomes

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

1. Demonstrate an advanced understanding of the diversity of forms of forested landscapes and systems, both internationally and in Australia;
2. Identify and analyse the diversity of values gained from forested landscapes, and the objectives for which they are managed, both internationally and in Australia;
3. Identify and analyse relevant governance and management regimes, both internationally and in Australia;
4. Convincingly communicate your advanced understanding of forest governance and management concepts, principles, policies and practices.

Research-Led Teaching

Each component of the course (global, national, local) draws from and links to contemporary and foundational research in the management of forested landscapes.

Guest speakers contribute current knowledge in policy and practice to each theme.

Field Trips

Refer to the Course Program Overview on the Wattle for a full schedule of field trips.

In addition, please see the Fenner School Day Field Trip page for more general advice about field trips.

Additional Course Costs

None

Examination Material or equipment

No examination

Required Resources

For field classes - appropriate field wear (closed shoes, hat, sun and rain protection)

Recommended Resources

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.
• Webcam
• 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

Staff Feedback

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.

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). 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.

Other Information

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).

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Students should refer to the Wattle site for current delivery information for the course this semester. Weeks 1-2 Introduction and global overview	Week 1: on-campus field class: session 2-3 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 forested 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 Summary

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 %	21/03/2023	05/04/2023	1, 2, 3, 4
Australian forested landscapes issue media summary and briefing	10 %	17/04/2023	09/05/2023	1, 2, 3, 4
Oral presentation of forested landscape topic	10 %	*	*	4
Literature review of an agreed forested landscape topic	35 %	13/06/2023	29/06/2023	1, 2, 3, 4

* 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 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

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 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.

Participation

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.

Examination(s)

None

Assessment Task 1

Field class-based learning journal

Your learning journal records your reflective learning in relation to 4 of the 6 field classes, including the background information and class material that supported them. The length of each journal entry is 500 words, excluding supporting material. 

 

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 required to participate in each of the 4 classed 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.

 

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.

 

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 marking rubric for each learning journal entry is:

1. only reports facts and/ or does not show evidence of reflection or reading: 50-59%
2. mostly reports facts and/ or show limited evidence of reflection and reading: 60-69%
3. some evidence of reflection/ critical thinking drawing from a range of sources and experience: 70-79%
4. insightful reflections/ critical thinking drawing from a range of sources and experience: 80-89%
5. outstanding reflections/ critical thinking drawing deeply from a range of sources and experience: 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

World café preparatory notes, and World café co-facilitation

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 23 March.

You will prepare two individual set of notes for the café topic that you co-convene, ahead of discussion and agreement with your co-convenor(s) about conduct of your table discussion.

Content notes

You can think of the first set of notes (Content) as being similar to the Abstract in an academic journal paper, although much of them can be in dot point format. 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.

Facilitation notes

The second set of notes outline (Facilitation) 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 your approach. You can also use diagrams or other forms of summary information;
• 7-10 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

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.

 

Specifically:

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 these 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 discussions, organized by theme, on 28 April.

 

Your presentation of your summary is not marked, but you will be provided with feedback.

 

Rubric: 

• Media summary draws from a range of sources
• Media summary provides succinct, 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

Oral presentation of forested landscape topic

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.

Due: 17 or 24 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

Literature review of an agreed forested landscape topic

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. Fenner School 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, media articles, etc 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.

Due: 13 June, 9.00am

Academic Integrity

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.

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

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

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.

Referencing Requirements

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.

Returning Assignments

Assignments will be returned through Wattle and/or email to your ANU email address.

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

There is no provision for resubmission of assignments.

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 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