This course uses three case studies to develop a multi-faceted, research-based understanding of complex environmental problems that graduating students can apply in future research or work environments. The course emphasises integrative, engaged, and research-based approaches to complexity. The first two cases present complex local and national issues in collaboration with key stakeholders. Students engage with these issues by drawing on a range of theoretical concepts and practical tools. The learning from these cases is then applied to a developing a research project proposal. The focus throughout is on case studies as vehicles for learning and reflection, as well as a testing ground for tools, techniques and approaches discussed in the course.   

 

Note: This course is co-taught with undergraduate students but assessed separately. During the second part of the course graduate students attend specialist case-based tutorials with peers.

Learning Outcomes

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

1. Understand and engage with the methodological and practical challenges posed by complex environmental problems.
2. Critically evaluate the complex nature of environmental problems.
3. Apply higher-level problem solving skills in environmental studies and environmental science, including problem framing, social learning and critical reflection.
4. Create innovative, collaborative research-based responses to complex environmental problems.
5. Understand and apply effective stakeholder engagement practices within a case-based framework.
6. Demonstrate a critical understanding of the case study approach as a means of addressing complexity.

Research-Led Teaching

Students are engaged and active researchers throughout this course, developing the skills to apply research skills to complex, multi-faceted problems.

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 related to each of the assessment criteria.

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	The following provides a broad summary of the activities undertaken in the course. A week-by-week outline of events is available on the course Canvas site. Week 1Introduction: thinking about complex problems
2	Weeks 2-3Case study 1: Problem Framing - ANU Environmental Management Your first case study aims to develop awareness of the importance of problem framing as a first step in understanding a complex environmental problem. You will work in groups to apply problem framing tools, engage in interdisciplinary conversations and create a potential solutions for the complex challenge of achieving decarbonisation at ANU.	Learning portfolio #1:Group work: the completed problem statement template, including analysis and suggested solutions.Individual work: short reflection on the process and relations between problem frames and solutions.
3	Weeks 4-6 Case study 2: First Nations Economic Self-determination in a post-Native Title world The second case study draws upon an ongoing process of engagement with Binthi Land Holding Group Aboriginal Corporation to support and facilitate dialogue and action towards greater self-determination. Provided materials and presentations will outline the context and goals of the Binthi community.Students will be required to write Briefing Paper for Binthi leaders in response to these goals.A synthesis of briefing papers will be shared with the Binthi Land Holding Group Aboriginal Corporation to support their ongoing program of work.	Learning portfolio #2:Individual work: Briefing paper responding to the question and context posed by First Nations leadersIndividual work: short personal reflection on the case study.
4	Weeks 7-12Designing projects for complex problems - Transdisciplinary project prospectus. The workshop sessions after the mid-semester break will provide an opportunity for postgraduates to conduct background analyses and develop a project prospectus to invite collaborators to work with them on complex environmental problem of their choice. We explore the transdisciplinary tools that can be applied to engage pro-actively with collaborators and stakeholders on complex issues.	Learning Portfolio #3:Individual work: Transdisciplinary project Background and ProspectusThis portfolio includes three sections: Background analyses; Project Prospectus; and Individual reflection.

Tutorial Registration

n/a

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Learning portfolio #1: Problem framing and Operationalising ANU Environmental Management	15 %	21/08/2026	07/09/2026	1,2
Learning Portfolio #2 : First Nations' economic self-determination and pathways to prosperity through connection to Country: Briefing paper and reflection	35 %	14/09/2026	01/10/2026	2,4,5,6
Learning Portfolio #3: Transdisciplinary project Background analyses and prospectus	50 %	30/10/2026	20/11/2026	1,3,4,5,6

* 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 ‘Canvas’ 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

In-person participation in weekly workshops is expected. Online participation cannot be accommodated in this course.

Examination(s)

n/a

Assessment Task 1

Learning portfolio #1: Problem framing and Operationalising ANU Environmental Management

Aims:

• Build students’ skills and abilities in identifying and applying problem framing techniques, and analysing diversity in problem frames. 
• Build an understanding and self-awareness of each student’s individual perspective and way of approaching a complex environmental problem, including both its strengths and limitations, in the context of consultation
• Offer meaningful and useful contributions to ANU on environmental management implementation.

Your task: Learning portfolio part 1

Part a. Team work

Word limit = 1000 words, excluding any references, evidence may be included as appendices (60% of your assignment mark)

Drawing on your group discussion across weeks 2 and 3, and using the template/questions provided the team will:

a.      write an agreed problem statement. Answer the questions provided in that template regarding for whom, when, where, and how this problems arises;

b.      Reframe the problem statement and provide three action suggestions that follow. These should specify what the action is, who should take it, and what the expected outcome would be.

A mark will be allocated to the team for this component.

Part b. Individual work

Word limit = 400 words, excluding any references, evidence may be included as appendices or refer to part A. (40% of your assignment mark).

Using reflective questions provided, write a personal reflection that documents your learning from this problem-framing approach and engagement with the group.

See Canvas for more details and assessment criteria.

Assessment Task 2

Learning Portfolio #2 : First Nations' economic self-determination and pathways to prosperity through connection to Country: Briefing paper and reflection

Aims:

·        learn how to formulate an evaluation about a complex issue that synthesises across a range of perspectives

·        offer useful, tangible steps for the ANU First Nations Portfolio to consider in their implementation strategy

Individual work project output: Briefing paper

Length and format: 2,500 words (excluding appendices and reference list). Harvard referencing system.

Worth 80% of assignment mark.

Question:

What steps can First Nations’ Native Title holders take to develop positive socio-economic and cultural outcomes through engaging with private sector actors?

Your task:

In this assignment you will develop a Briefing Paper that the Binthi Land Holding Group Aboriginal Corporation can consider and draw on to support future engagement with non-Indigenous private sector organisations to grow economic opportunities and generate positive outcomes for Country (land, water, sea). The overarching intent of the assignment is to identify opportunities and pathways for First Nations’ to develop sustainable income from Country via private sector partnerships. 

Details will be provided on the Canvas Assignments page as they are negotiated with the Binthi representatives.   

Part B. Individual work: personal reflection

Worth 20% of assignment mark.

Write a short reflection (word limit = 500 words, excluding references) that demonstrates your learning from this case study.

Guiding questions and assessment criteria will be provided on the Canvas assignments pages.

Assessment Task 3

Learning Portfolio #3: Transdisciplinary project Background analyses and prospectus

Part A Background analyses (1500 words)

Part B Collaboration Prospectus (1500 words)

You will be required to conduct background analyses and develop a project prospectus document intended to “pitch” your project to a potential collaborator or partner. This project prospectus may be for a research project, or a project suited to delivery in a work environment (e.g. a community consultation project; a resilience action plan project; an infrastructure project). Whatever the aims of the project, it must address the aspects of complexity discussed in this course and apply the transdisciplinary tools (stakeholder analysis, participation assessment, theory of change and potential for wider societal transformation) presented in Weeks 7-10. 

Part C Individual reflection.

Reflect upon how you have sought to implement the activities and material covered in the workshops. 

All items are to be submitted as a single learning portfolio document.

More detailed requirements and assessment criteria are available on Canvas.

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. 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. 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

Via the course Canvas 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 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