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. 

Note: Graduate students attend joint classes with undergraduates but are assessed separately.

Learning Outcomes

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

1. Describe an advanced 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, and critically evaluate related interventions.
3. Draw on current theories and science to anticipate future trajectories and apply recognised principles to guide sustainable development decision-making.
4. Apply sophisticated research, writing and presentation skills to complex issues

Recommended Resources

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
• verbal comments
• 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). 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

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. Students who are unsure of their due dates for these assessment tasks are advised to confirm this with their tutor. 

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Lectures will be recorded and made available weekly. One lecture will be pre-recorded, the other will be presented live and also recorded through Echo360. Lectures will focus on the case studies, and include key issues, theories and debates. Often, one of the two lectures will include a presentation by a guest lecturer addressing the case study. Tutorials commence in Week 2 and are in person. Tutorials are two hours in length and students will be asked to choose one from several options, available through MyTT in Week 1. Graduate students are encouraged to enrol in Lorrae's tutorial class if that is possible with their timetable. The first come, first served principle applies. Each week’s tutorial has a different theme and structure as outlined 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: Professor Lorrae van Kerkhoff
3	Weeks 3-4Case Study 1: Africa  Population, poverty and food security in Africa Resilience	Led by: Dr Steven Lade
4	Weeks 5-6Case Study 2: Pacific  Climate change and migration in the Pacific Environmental and social justice	Led by: Professor Lorrae van Kerkhoff
5	Teaching break: 6-17 September
6	Weeks 7-8Case Study 3: South Korea  Green energy and economic growth, South Korea Consumption and ‘green growth	Led by: Professor Lorrae van Kerkhoff
7	Weeks 9-11Case Study 4: Global governance, SDGs 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: Professor Lorrae Van Kerkhoff

Tutorial Registration

Via MyTT

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Case study reflection	15 %	*	*	2,4
Case study Quiz	15 %	*	*	1,2, 3
DPSIR Analytical report	35 %	*	*	2,3
Sustainable development goals essay	35 %	27/10/2023	17/11/2023	1,3,4

* 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
• Extenuating Circumstances Application
• 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

Beside our general expectations that you will review lectures and join in-person and online tutorials and participate actively in them, you are also required to complete all assessment items. If you are having trouble with assignments or meeting deadlines, speak to your tutor or the course convener early. All applications for extension of assignments must be submitted through the Extension Request Portal on Wattle.

Assessment Task 1

Case study reflection

The student must complete all of assessment tasks 1, 2, and 3, but can choose which one they do for each case study.

This assessment item applies to one of the three regional case studies, student chooses which one.

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

These dates are:

Case study #1: 25 August

Case study #2: 8 September

Case study #3: 6 October

Each reflection is worth 15% of your total mark

Word limit: 1000 words

You will be provided with 4 guiding reflection questions, of which you will need to answer three.

These questions will be available on Wattle under the Assessment Details page.

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 Quiz

This assessment item applies to one of the three regional case studies, student chooses which one.

Due: 11:59 pm Sunday on completion of that case study (e.g. for the case study that runs in Weeks 3 and 4, the quiz must be completed by 11:59 pm on the Sunday of Week 4).

These dates are:

• Case study #1: 20 August
• Case study #2: 3 September
• Case study #3: 1 October

Each quiz is worth 15% of your total mark

There are 15 multiple choice questions, drawn from the case study core readings.

The quiz is open book, and must be completed within 48 hours of the closing of that case study (see dates above).

Assessment criteria

• Each correct answer is worth 1 mark.

Assessment Task 3

DPSIR Analytical report

Worth 35% of your final mark

Due date: Your assignment is due at 11:59 pm 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: 1 September
• Case study #2: 15 September (end of teaching break)
• Case study #3: 13 October

Word length: 2500 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: 11:59 pm 27 October 2023

Word length 2500 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 from the UN SDGs web pages https://www.un.org/sustainabledevelopment/news/ ; https://sdgs.un.org/news , the IISD SDG News pages https://sdg.iisd.org/news/ , or other internet sources that specifically report on activities to implement the SDGs. 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.

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

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

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

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 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 all ANU students