This course examines the climate change problem in terms of vulnerability and adaptation from primarily scientific, societal and policy perspectives. There is now a certain amount of unavoidable climate change, and therefore a need to adapt to these changing climatic conditions and their consequences. The need to adapt, and the kinds of adaptation responses necessary will depend on how the climate changes at a specific location over time, whether the direct or indirect impacts are positive or negative, and the capacity of people and systems to respond. Participants in this intensive course (two weeks) will gain knowledge of methods for assessing climate change impacts, vulnerability and adaptation, as well as how societies in developed and developing nations can effectively adapt to climate change.

Learning Outcomes

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

1. Describe the kinds of climate change adaptation responses that may be necessary and the risks, costs and benefits that these may entail
2. Understand key theories, analytical methods and sources of information for climate change adaptation.
3. Critically consider the elements of effective climate change adaptation policies at national and sub-national scales.

Research-Led Teaching

The research activities of a number of ANU research staff, who are guest lecturers, are the basis of this course. The course field trip visits Fenner School research sites. The adaptation research of the course convenor underpins the course curriculum.

Field Trips

There will be an in person and a virtual field trip on Thursday 12th September. The virtual field trip has pre-recorded videos in and around the ACT, showcasing some examples of (mal)-adaptation. The in-person field trip by minibus leaves ANU at 8.45am and returns at 4.30pm.  In-person field trip participants need to bring their lunch, drinking water, solid shoes and a hat.

Additional Course Costs

There are no extra costs for students. 

Examination Material or equipment

There are no exams :)

Required Resources

No special resources are required.

Recommended Resources

Key reference:

IPCC 2022. Climate Change 2022: Impacts, Adaptation, and Vulnerability. Contribution of Working Group II to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [H.-O. Pörtner, D.C. Roberts, M. Tignor, E.S. Poloczanska, K. Mintenbeck, A. Alegría, M. Craig, S. Langsdorf, S. Löschke, V. Möller, A. Okem, B. Rama (eds.)].

Cambridge University Press. Cambridge. https://www.ipcc.ch/report/sixth-assessment-report-working-group-ii/

Academic and government information:

Adger, W.N., Arnell, N.W., & Tompkins, E.L. 2005. Successful adaptation to climate change across scales. Global Environmental Change, 15(2), 77-86 http://www.sciencedirect.com/science/article/pii/S0959378004000901

Australian Government policies on adapting to climate change: https://www.dcceew.gov.au/climate-change/policy/adaptation

Barnett, J., & O'Neill, S. 2010. Maladaptation. Global Environmental Change, 20(2), 211-213. https://www.sciencedirect.com/science/article/pii/S0959378009000995

Birkmann, J. & Teichman, K. 2010. Integrating disaster risk reduction and climate change adaptation: key challenges—scales, knowledge, and norms. Sustainability Science, 5(2), pp.171–184. http://link.springer.com/10.1007/s11625-010-0108-y

Convention on Biological Diversity (CBD) 2009. Connecting biodiversity and climate change mitigation and adaptation: Report of the Second Ad Hoc Technical Expert Group on Biodiversity and Climate Change., CBD, Montreal. http://www.cbd.int/doc/publications/cbd-ts-41-en.pdf

Dovers S.R. and Hezri A.A. 2010. Institutions and policy processes: the means to the ends of adaptation. WIREs Climate Change 1, 212–231. http://onlinelibrary.wiley.com/doi/10.1002/wcc.29/abstract

Ford, J. D., Berrang-Ford, L., & Paterson, J. 2011. A systematic review of observed climate change adaptation in developed nations. Climatic Change, 106(2), 327-336. http://link.springer.com/article/10.1007/s10584-011-0045-5

Fankhauser, S. and McDermott, T.K.J. 2014. Understanding the adaptation deficit: Why are poor countries more vulnerable to climate events than rich countries? Global Environmental Change, 27:9-18. https://www.sciencedirect.com/science/article/pii/S0959378014000806?via%3Dihub

Hallegatte, S. 2009. Strategies to adapt to an uncertain climate change. Global Environmental Change, 19(2), 240-247. https://www.sciencedirect.com/science/article/pii/S0959378008001192

IIED 2017. Ecosystem-based approaches to climate change adaptation. International Institute for Environment and Development, London. https://www.iied.org/ecosystem-based-approaches-climate-change-adaptation

Kane, S. and Shogren, J.F. 2000 Linking Adaptation and Mitigation in Climate Change Policy. Climatic Change, 45(1): 75-102. http://link.springer.com/article/10.1023/A%3A1005688900676#

Marshall, N. and Stokes, C.J. 2014. Identifying thresholds and barriers to adaptation through measuring climate sensitivity and capacity to change in an Australian primary industry. Climatic Change, 126(3-4): 399-411. http://dx.doi.org/10.1007/s10584-014-1233-x

Mercer, J. 2010. Disaster risk reduction or climate change adaptation: Are we reinventing the wheel? Journal of International Development 22(2), 247-264. https://doi.org/10.1002/jid.1677

Mertz, O., Halsnæs, K., Olesen, J. E. and Rasmussen, K. 2009. Adaptation to climate change in developing countries. Environmental management, 43(5), 743-752. http://link.springer.com/article/10.1007/s00267-008-9259-3#page-1

National Climate Change Adaptation Research Facility publications: https://nccarf.edu.au/nccarf-publications/

Productivity Commission 2013. Barriers to effective climate change adaptation. Report No. 59, Final Inquiry Report. Canberra: Productivity Commission. http://www.pc.gov.au/inquiries/completed/climate-change-adaptation

Smit, B. and Wandel, J. 2006. Adaptation, adaptive capacity and vulnerability. Global Environmental Change, 16(3), 282-292. http://www.sciencedirect.com/science/article/pii/S0959378006000410

UNFCCC Adaptation processes: https://unfccc.int/topics/adaptation-and-resilience/the-big-picture/introduction  

Walker B., Holling C.S., Carpenter S.R. and Kinzig, A. 2004. Resilience, Adaptability and Transformability in Social–ecological Systems. Ecology and Society 9(2): 5. [online] URL: http://www.ecologyandsociety.org/vol9/iss2/art5

Weiland, S. and J. Tröltzsch, Eds. 2015. BASE evaluation criteria for climate adaptation. European Union (online), Bottom-Up Climate Adaptation Strategies Towards a Sustainable Europe. https://base-adaptation.eu/base-evaluation-criteria-climate-adaptation-becca

Wise, R.M., Fazey, I., Smith, M.S., Park, S.E., Eakin, H.C., Van Garderen, E.A. and Campbell, B. 2014. Reconceptualising adaptation to climate change as part of pathways of change and response. Global Environmental Change, 28, 325-336. http://www.sciencedirect.com/science/article/pii/S095937801300232X

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments on assignments;
• Verbal comments on individual presentations;
• Verbal feedback to the whole class on group exercises and on assignments;
• Additional, individual feedback on request.

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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	In-person and online teaching in this course consists of ten full days (9:00 am to 4:30 pm) from 2-13 September (weekdays only). Daily activities include lectures, discussions, practicals and field trips. Students should refer to the course Wattle site for a detailed daily schedule.

Tutorial Registration

Not applicable

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Defining climate change concepts	10 %	02/09/2024	05/09/2024	1,2
Learning portfolio	25 %	08/09/2024	12/09/2024	1,2
Presentation	15 %	10/09/2024	12/09/2024	1,2
Adaptation plan evaluation report	50 %	06/10/2024	03/11/2024	1,2,3

* 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.

Examination(s)

There is no examination.

Assessment Task 1

Defining climate change concepts

Details of task: Drawing on authoritative academic standard publications, in less than 400 words define: 

1. Vulnerability to climate change 

2. Climate change adaptation 

3. Climate change mitigation 

4. The key differences between climate change mitigation and adaptation. 

Justify this research by citing at least three academic standard publications in Harvard (author, date) format in a reference list (references are not included in the word count). 

 

Submission via Wattle by midnight on Monday 2nd September. 

 

Assessment Rubric 

Assessment will be based on: 

a) clear definition of each of the terms and differences (45%), 

b) nature of references and academic standard referencing (35%) 

c) clearly structured and written text (20%). 

 

Note: we do know that there might be a high “similarity score” in Turnitin, nevertheless, you need to show an understanding of the differences between the terms. 

Word limit: 500 words plus references

Value: 10%

Estimated return date: Thursday, 5th September 2024 

Assessment Task 2

Learning portfolio

Details of task: The learning portfolio task is intended to help you connect your existing knowledge with ideas, concepts, and issues that you are exposed to in the course. The learning portfolio will help you to make sense of the course by drawing upon what you have already learned through life experience, other courses, and participation in the first five days of the course. The learning portfolio is a place for reflection. Reflection is a way of thinking critically about the ideas presented in course material, weighing up the arguments and reacting to them in logical prose that shows your engagement with the course material. Detailed, day by day description of concepts DOES NOT constitute engagement with course material, your reflections need to be analytical. 

 

Your task is to identify the two (2) climate change vulnerability or adaptation course readings or lectures presented thus far in the course that you feel are most relevant to your life. This may include relevance to place that you are from, your core discipline and/or your current or future work. Please explain the key ideas in each of these course materials that you found most important to you and why. 

 

You should also include at least two academic references in the work (and not more than five). The reference list is not included in the word count. 

 

Appendices: You should include a photo of your group’s influence diagram as an appendix. The image should be presented as for academic work, labelled as a figure and with a legend below the figure. 

 

Submission via Wattle by midnight on Sunday 8th September 2024. 

Word limit: 1000 words plus references and appendices

Value: 25%

Rubric: Please refer to the course Wattle site

Estimated return date: Thursday, 12th September 2024 

Assessment Task 3

Presentation

Details of task: Individually you are to use Prezi or PowerPoint to present in 5 minutes on:  

1. The climate change vulnerability and adaptation policy or policies of a country of your choosing (the nation that will be the focus of your essay is recommended). You may also choose a state or province, or major societal sector where there is an adaptation policy or policies. 
2. Your assessment of the adequacy of the adaptation policy or policies with respect to key elements that you have learnt in the course so far. 

 

Student presentations will be held on Tuesday, 10th and/or Wednesday 11th of September. The schedule of presentations will be worked out in the class on the preceding Monday. Your presentations need to be pre-loaded in class. Please note that we do not have final student numbers yet and potentially have to provide an additional slot.  

 

A possible format (please feel free to devise your own approach): 

1. Introduce yourself and your approach to the presentation; 
2. Explain which country you are assessing and its key vulnerabilities to climate change; 
3. Outline any climate change adaptation policy or policies for the country; 
4. Assess the adequately of the climate change adaptation policy or policies based on your key learnings from the course to date; 
5. Make sure you end with a strong concluding statement. 

 

For the short, 5-minute presentation students would be expected to have no more than eight slides and to have carefully selected a limited number of the most important points.  

 

Penalties: 10% penalty if you are still talking at 5m 30s and you will be told your time is up and asked to sit down

Word limit: 5 minutes presentation time (sharp!)

Value: 15%

Rubric: Please refer to the course Wattle site

Estimated return date: Thursday, 12th September 2024 

Assessment Task 4

Adaptation plan evaluation report

Details of task: Select a nation of your choice and critically evaluate its national adaptation policy or policies. You may also choose to assess a state or province or a major organised sector of society that has some form of adaptation policy or policies. 

 

Developing country national adaptation policies may be found here: 

National Adaptation Plans: https://unfccc.int/topics/adaptation-and-resilience/workstreams/national-adaptation-plans  

National Adaptation Programmes of Action: https://unfccc.int/topics/resilience/workstreams/national-adaptation-programmes-of-action/napas-received   

 

You will need to specify the evaluation criteria you used to evaluate the national adaptation plan. 

 

In your evaluation, include consideration of the:  

1. Kinds of adaptation activities being proposed (e.g. technological and structural, ecosystem-based, governance/institutional; behavioural);  
2. Appropriateness and adequacy of proposed adaptation activities given projected impacts, vulnerabilities and capacities; 
3. Use being made (or not) of (a) the ecosystem-based approach and (b) systems and resilience thinking; 
4. Roles of different stakeholders and scales of government. 

Submission via Wattle by midnight on Sunday, 6th October 2024 (after the end of the course) 

 

Required format:  

1. The general structure of your evaluation report should include:  

• An “Introduction” section where you state the question being addressed and provide context to the problem using key background information;  
• A ‘Methods’ section where you describe (i) the criteria being used for the evaluation and (ii) a brief overview of your selected developing nation;  
• A “Comparison” section or sections where you make the necessary evaluations as noted in the report question above;  
• A “Discussion” section where you synthesise the information you have produced from the various comparisons; and  
• A “Conclusion” section where you state the main conclusions you have reached from your evaluations.  

2. Use the Fenner School Harvard referencing style available on Wattle. 

3. The Fenner School policy on word limits and late submission will be applied. 

 

Word limit: 2,500 words plus references

Value: 50%

Rubric: Please refer to the course Wattle site

Estimated return date: 3rd November 2024 

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

Assignments are submitted using Turnitin in the course Wattle site. You will be required to attach an assignment cover sheet and electronically sign that declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records.

Hardcopy Submission

Hard copy submission is not permitted.

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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

Feedback on assignments is provided electronically on TurnItIn via the Wattle course page.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students