The course focuses on the dynamic field of international environmental policy (IEP), a field that has grown rapidly and dramatically over the last three decades, driven by concern over unprecedented and large-scale global environmental change, including climate change, biodiversity loss, deforestation, marine degradation, and expanding trade and consumption. International environmental policy now directly and indirectly affects the behaviour and decisions of governments, corporations, NGOs, local communities and individuals.

 

The course takes an interdisciplinary approach, drawing insights from areas including ecology, law, economics, international relations and politics, and incorporates lectures, guest speakers from NGOs and government, panel discussions, debates and workshops, with an emphasis on understanding the real-world dynamics of policy formation and debate. The course will cover the nature of IEP; its development over recent decades; the actors and institutions which form and influence it; and the conflicts which shape it. Key areas of debate within IEP will be examined, including tensions between conservation and development; conflicts around knowledge, science, and uncertainty; and reliance on 'command and control' vs market-based approaches. Cross-cutting issues include gender, the fight against poverty, the role of corporations and international initiatives such as the Sustainable Development Goals. These issues will be explored through analysis of topical case studies, such as equity and climate change; biodiversity and livelihoods; biofuels and deforestation; and genetically modified organisms and international trade.

Learning Outcomes

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

1. Broadly describe the development and nature of international environmental policy (IEP), including the operation of regimes
2. Describe and analyse key debates that shape IEP, and the key challenges it faces
3. Describe and evaluate the strengths and limitations of international governance responses to environmental issues
4. Design, participate in, and lead group learning processes and activities in the context of environmental policy

Required Resources

There is no specific text for the course.

Recommended Resources

Suggested reading: UNEP, Global Environment Outlook 6 Summary for Policymakers

https://www.unep.org/resources/assessment/global-environment-outlook-6-summary-policymakers

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, groups, individuals, focus group etc

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

Study Group

I have set aside two sessions for an informal Study Group. This is to help students who may have difficulties with the course material. There is one group in the first and second week. Attendance at this study group is entirely voluntary.

It will be in an open format so that people can ask questions and seek clarifications about issues. This is to make sure that nobody is left behind, due to language issues and study difficulties.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	This course is delivered on an intensive basis over the course of 10 full teaching days (9:00-17:00) from 5-16 February. A detailed program of study is available on the Wattle site. Please look at the timetable carefully as there are different times for undergraduates and post graduates. All students need to attend tutorials as these are combined undergraduate and post graduate Please note that the last day of the course is a full day negotiations exercise. You are expected to attend the full day as this is an assessable element of the course. But its interesting to do anyway. Please check the schedule regularly as it may change. I have some guest lecturers coming to the course and I may need to make adjustments to suit their availability

Tutorial Registration

n/a

Assessment Summary

Assessment task	Value	Learning Outcomes
E-poster on an international treaty	10 %	1
Policy paper	35 %	2,3,4,5
Tutorial input	40 %	1,2,3,4
Mini-Conference of Parties (COP)	15 %	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

Participation in this course requires as a minimum:

• attendance and positive contribution to tutorials
• tutorial facilitation
• submission of all assignments with a pass in each
• attendance at video discussions
• a collective assessment of at least 50%

Examination(s)

There is no formal examination for this course.

Assessment Task 1

E-poster on an international treaty

Students are to work in pairs to prepare an E-poster on an international environmental treaty. They are to provide an overview of the treaty and a recent feature relating to the implementation of the treaty. Student pairs will be able to select a treaty to write on based on a list provided by the lecturer at the commencement of the course.

Word limit: 500 words

Presentation requirements:

Students will be provided with a template for the E-poster. The poster will require the inclusion of graphics and written content.

The assessment will be primarily based on the quality of the information provided. Layout and writing style appropriate for the poster will be a minor aspect of assessment.

Estimated return date: 28 February

Assessment Task 2

Policy paper

The policy paper is an individual research and writing exercise to be carried out at the complete of the intensive. The topic for the policy papers will be explained during the course. You are encouraged to draw on and integrate material presented/discussed in class and tutorials as well as your own research. Topics and more detailed guidance, including an important style guide, will be available on Wattle.

The assessment of the Policy Paper will be based on:

Scholarship: How widely has the student researched the question? Have authoritative sources been used (rather than primarily non-scholarly sources such as Wikipedia)? Is this information reflected in the policy brief? How accurate, detailed, and well-evidenced is the work?

Understanding: To what extent has the student grasped the issues involved? To what extent have their complexities, their links to other relevant IEP issues, and links to broader issues been understood?

Depth and reflection: To what extent has the student thought about and reflected on the issues involved and the viewpoints expressed (their’s or others’)? To what extent are the complexities of the issues involved recognised and addressed: for instance, to what extent have the “downsides” of any policy prescriptions or “ways forward” presented been considered? Has the student been able to come to personal, well-supported conclusions or opinions on issues discussed?

Structure, presentation and flow: Is the paper well-organised, with clear and logical headings (preferred) or textual “signposts”? Are information and arguments arranged in logical order, and are they integrated into a coherent whole? Are arguments well-supported by evidence (this overlaps with other categories)? Is punctuation, spelling and grammar correct? Are diagrams, tables, pictures or other aids to communication used where helpful or necessary? Is the essay easy to read and follow?

Targeting the readership: Has the student targeted the policy brief to the reader?

Word limit: 2000 words (not including references)

Assessment Task 3

Tutorial input

Readings and Responses for each Tutorial (20%):

For each tutorial you will have two papers which you will be required to read.

For each tutorial I will provide one paper for everyone to read. I will also provide a set of questions which everyone will be required to answer and provide to me, before the tutorial commences. This should be submitted on the Wattle quiz site. You will discuss the responses to these questions during the tutorial.

From the second tutorial onward, the tutorial will be facilitated by pairs of students/groups of 3. Like the first tutorial, I will provide a paper for everyone to read and you will be required to provide answers to questions and submit these on the Wattle Site.

In addition, each student facilitation group will provide an additional paper for you to read. You will be required to answer the questions set by the facilitators during the tutorial. You will be expected to undertake activities and discussions during the tutorial.

In summary, for each tutorial you will have two papers to read. You will need to submit answers to the first paper I provide via the Wattle quiz. You will discuss responses to the second paper during the tutorial.

Student-led tutorials (20%):

Pairs of students/groups of 3 will facilitate a tutorial for the class. Topics will be given out on the first day of the course, and the guidance for facilitators will be available via Wattle.

Tutorial preparation for facilitators

Readings: You will be given a short introduction note to the topic. You will need to find a paper for your tutorial group in addition to the one provided by me. You should set some questions for the tute group to discuss based on the reading you have provided. You should also prepare some activities for students to undertake. This could be a debate, a game, a video, etc.

The reading you provide and the discussion questions you have set should be uploaded to the IEP Wattle site at least one day (24 hours) before the tutorial, to give other students enough time to read the suggested paper and prepare responses.

Facilitators will be required to produce a mind-map of the key concepts discussed during the tutorial. They will give a presentation of their mind-map in the second half of the tutorial session.

Tutorial preparation if you are not facilitating a tute

Those not facilitating the tutorial will be required to submit answers to the questions I have set prior to the start of the tutorial. You will need to post this to the Wattle site before the start of the tutorial.

You will also need to come to the tutorial with answers to the questions set by the facilitators. These answers do not need to be submitted.

Any tutorials missed without a valid excuse (i.e. sickness will require a doctor’s certificate) will incur a penalty of 2% of the participation mark (i.e. 2% of your overall course mark).

Tute assessment

Tutorial assessment is based on four elements:

Correctly answering the questions on the tutorial quiz.

Tutorial facilitation (each student will facilitate once during the course)

Participation in each tutorial.

Students are expected to contribute on an on-going basis during the face-to-face component of the course. The date range for this task comprises the start of the session and the date final results are published on ISIS.

Assessment Task 4

Mini-Conference of Parties (COP)

As a final exercise during the course, drawing together much of what you have learnt in the course, we will be having a mini –COP (Conference of the Parties) negotiation exercise. We will try to simulate an actual international agreement negotiation. Each participant/pair of students will be given a fictitious country to represent. You will work in pairs. You will be given a briefing on your country’s position and background material on the issue. You will start the day by meeting in your regional groups. Then we will meet in an opening plenary setting where each country will be expected to give an opening statement on the issue. Participants will then meet in regional groupings again to find common positions. Finally, we meet in a contact group format where we will negotiate a decision for adoption by the COP. In preparation for this simulation you will be given a lecture on the negotiation process. A national briefing on the position of the country you represent will be given to each country.

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

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.

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

Feedback for the Policy Paper will be provided via Turnitin. Feedback for all other assessments will be provided by email.

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 is permitted. Please discuss with course convener if required.

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