In environment and sustainability fields, research plays a major role in identifying the response of human and natural systems to spatial and temporal differences, disturbances and management actions. Achieving these research outcomes relies upon establishing research questions and testable hypotheses, applying appropriate data collection and analysis methods, critically assessing results, and effectively communicating the observations. That process is common to all science-based disciplines.

ENVS6103 uses a PPDAC (Problem, Plan, Data, Analysis, Conclusion) cycle to introduce fundamental research concepts. You can expect to develop skills in ecological measurement and sampling, and designing and conducting surveys and experiments. You will also develop analytical skills, including data exploration and effective communication and analysis techniques common to all sciences. The course promotes learning through a combination of lectures, and field-/computer-based practical exercises. During field-based exercises you will gain first-hand experience in collecting ecological and social data.

Graduate students attend joint classes with undergraduates but will be assessed separately and have some separate learning activities.

Learning Outcomes

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

1. Demonstrate conceptual understanding of inferential statistics and hypothesis testing.
2. Interpret quantitative research results reported within scientific literature.
3. Summarise data to identify effects and trends.
4. Demonstrate understanding of experimental and research design.
5. Apply the principles of sampling techniques in the environmental and social sciences.
6. Demonstrate a capacity to communicate research results effectively.

Research-Led Teaching

This course includes content that reflects the nature of the Fenner School or Environment and Society. That is, content is delivered within disciplinary fields and current research activities relevant to the course convenorship. The course is also fundamentally research based. That is, learning is founded upon inquiry-based learning and encouraging students to act as researchers. To achieve this, research forms part of learning activities; students contribute to collection of genuine research data and analysis of those data.

Field Trips

Field trips to parts of the Canberra Nature Park, particularly Galambary/Black Mountain Nature Reserve, will occur during scheduled practical times.

Additional Course Costs

No additional costs.

Examination Material or equipment

This course does not normally include an examination. In the place of an exam, students submit an research paper that complements the research activities undertaken by all ENVS1003/6103 students.

Required Resources

No special resources are required.

Recommended Resources

Learning in this course is supported by a set of recommended reading. All referenced texts are accessible via the Readings list the course Canvas site.

The course makes use of JMP and Excel for data analysis and to support learning. JMP has an excellent user interface and reports statistics in a fashion that is both comprehensive and comprehensible. Course participants will receive direct instruction in use of the program. JMP is free to all staff and students via https://www.jmp.com/en/academic/jmp-student-edition. Instructions on creating a MyJMP account, downloading and installing JMP, and using the program are available on the 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, marked rubrics and verbal discussion on assignments;
• Verbal feedback to the whole class on field exercises, data outcomes, analysis tasks, quiz answers exercises and on assignments;
• General online feedback on quizzes
• 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	Students should refer to the Canvas site for a detailed weekly schedule of teaching activities including all readings. Lecturesa) Introduction to ENVS1003/6103 and Ogmograptisb) Galambary/Black MountainPracticalIndependent measurement task	Blue-gum data submission
2	Lecturesa) Error and distributionsb) Sampling and biasPracticalData exploration
3	Lecturesa) Quantitative summary and inferenceb) Central limits theoremPracticalOverstorey composition and structure	Quiz 1: Description Diameter and species data submision
4	Lecturesa) Confidence intervals: theoryb) Confidence intervals: applicationPracticalSummarising diameter data
5	Lecturesa) Experimental design Ib) Experimental design IIPracticalContent/assessment support sessions	Quiz 2: Inference
6	Lecturesa) Hypothesis testsb) Fisher's protocolPracticalCanopy cover	Canopy cover data submission
7	Lecturesa) Paired two-samples tests: theoryb) Paired two-samples tests: applicationPracticalOne-sample and paired two-sample hypothesis testing	Quiz 3: Hypothesis testing
8	Lecturesa) Independent two-sample hypothesis testing: theoryb) Independent two-sample hypothesis testing: applicationPracticalTwo-sample hypothesis testing
9	Lecturesa) ANOVA: theoryb) ANOVA: applicationPracticalANOVA and anthropoda	Quiz 4: Two-sample tests
10	Lecturesa) Non-parametric comparison and x²: theoryb) x² and contingency: applicationPracticalResearch-critique drop-in sessions	Quiz 5: Effects and relations
11	Lecturesa) Linear association: theoryb) Assumpstions, measurement and transformationPracticalx² and linear association	Assignment: Research-article critique
12	Lecturesa) The limits of hypothesis testingPracticalOgmograptis analysis

Tutorial Registration

This course includes weekly 3-hour practical sessions. These sessions connect measurement and data-analysis theory with practice. Registration is via MyTimetable.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Quiz - Description	10 %	10/08/2025	17/08/2025	1, 2
Quiz - Inference	10 %	24/08/2025	01/09/2025	1, 2, 3
Data submissions	10 %	31/08/2025	21/09/2025	1, 4, 5
Quiz - Hypothesis testing	10 %	21/09/2025	28/09/2025	1, 2, 3
Quiz - Differences	10 %	05/10/2025	12/10/2025	1, 2, 3, 4
Quiz - Effects and association	10 %	12/10/2025	19/10/2025	1, 2, 3, 4
Research-article critique	20 %	19/10/2025	14/11/2025	1, 2, 4, 5
Research article	20 %	14/11/2025	21/11/2025	1, 2, 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

The final assessment item is supported by graduate regular tutorial sessions throughout the semester. Students will be expected to review supporting literature and lead discussion during tutorial sessions. Some practicals within this course will be conducted in field locations on Black Mountain. Recorded materials outlining the activities conducted on site, and data collected by local students will be made available for remote participants.

Examination(s)

This course does not include an examination.

Assessment Task 1

Quiz - Description

Online quiz

Assessment Task 2

Quiz - Inference

Online quiz

Assessment Task 3

Data submissions

Online quiz

Assessment Task 4

Quiz - Hypothesis testing

Online quiz

Assessment Task 5

Quiz - Differences

Online quiz

Assessment Task 6

Quiz - Effects and association

Online quiz

Assessment Task 7

Research-article critique

Shinrin yoku, or 'forest bathing', is regarded as an effective approach for alleviating stress and improving mental health. Recently the practice has been the basis of an array of research articles ranging from testing the effect of touching timber, listening to dentists’ drills, to both simulated and actual nature-based experiments. Shinrin-yoku research, however, is prone to a number experimental problems. These problems undermine the genuine attribution of effects and limit understanding of the impact of shinrin yoku. Currently, there is no consistent systematic survey of the shinrin yoku that aims to understand the limitations and strength of the literature, or to identify what the basis of the shinrin-yoku effect.

In this assessment task you will be randomly assigned a shinrin-yoku inspired peer-reviewed paper in Week 3 and have until the end of Week 11 to review and critique the paper in careful detail. 

Throughout the semester you have access to recorded content that will guide you through the structure of research papers. Practical sessions will also give you an opportunity to discuss them in detail. You must draw on those experiences to provide conceptual and methodological critiques. That is, you must assess the paper’s success as a piece of communication and its adequacy as a piece of research. The two elements are described below.

 

1. Conceptual critique

• Does the Title clearly and genuinely reflect the research framework and key outcome?
• Does the Abstract outline the framework and how it was achieved?
• Does the Introduction adequately introduce the research question by highlighting the study’s relevance/significance; sufficiently review peer-reviewed literature as a basis for the research question and methods; support assertions convincingly supported with referencing; reveal a gap in the knowledge which this research will fill; outline a research problem that is genuinely testable?
• Does the Methods section clearly state what was done to support the conceptual framework in the Introduction?
• Does the Results section succinctly summarise results relevant to the Introduction?
• Does the Discussion critically assess and evaluate the results in the context of the research framework?
• Are there Conclusions that offer a reflective/new perspective that builds on the conceptual framework?

 

2. Methodological critique

This critique must separately focus on the methodological rigour of the work. Although you may not be an expert in the field of research, you should be able to assess the methodological components central to all experimental studies. A guide to the questions you should consider is below.

Assess and report on;

• The number of participants, how were they selected and whether the sample represents the population of interest?
• Whether study participants eliminated during the research, if so why and what impact it has?
• Whether the treatment was likely to generate confounding effects?
• Whether control groups are described and if they are an adequate control for the treatment?
• What sources of demand characteristics exist?
• Whether blinding used, whether it was effective? If not, what effect could the lack of blinding have had? 
• How was the treatment applied within the participants (randomly?)
• Were ethics granted/described? How were the rights of participants protected?
• Were the methods applied appropriately validated (i.e. were highly subjective methods applied?)
• Is the scale of replication applied correctly?
• Were the steps involved in the data analysis adequately explained/justified?
• Does the data analysis substantiate the claims?
• Were all data considered? If not, why not?

 Submissions

Your submission must:

• Conform to the critique template
• Be submitted via Turnitin.
• Meet the ANU’s requirements of academic conduct.
• Include appropriate and correct referencing of supporting literature.
• Not exceed 3000 words (submissions exceeding that count by >10% will be penalised; word counts exclude references) .
• Not include attributes (name or ‘u’ number) that allow the author to be identified
• Not have an ANU coversheet.

Marking

Your work will be assessed consistent with a marking rubric. Examples of previous assignments are not available.

Feedback

In addition to your mark and a marked rubric, you will receive specific comments on your writing, argumentation and referencing.

Referencing

Your submission must be supported by in-text referencing and a complete and reference list formatted consistent with the Harvard referencing style. That style is familiar to most students and uses the author-date system (authors' last name and the year of publication) for in-text citations, and reference list should be ordered alphabetically by the last name of the first author of each work. A link to the Fenner School's referencing style guide is below. · Download the Fenner School referencing style guide

As well as supporting a cite-as-you-write facility, referencing software can dramatically reduce the time involved in correctly formatting reference lists. The ANU owns both site and remote licences to Endnote software. Locally, Endnote can be accessed on all Info Commons machines. Alternatively, copies of earlier versions of Endnote can be borrowed from the ANU Library and installed on personal machines. A link to a plugin Endnote style for the Fenner School is below.

While manually entering referencing data in a library can be time consuming, search engines such as Web of Science and Google Scholar directly export references to Endnote. To get you started an Endnote library will be available on the course Wattle site.

Support

Throughout the semester you will have access to recorded content that helps you understand the nature of research papers and have an opportunity to discuss them in detail during practical sessions. The structure of the activity and delivery of content means you have the opportunity to complete the review in discreet components. Content on experimental design will be presented in Week 7.

Reading

You will be assigned your paper in Week 3. Additional broader content on shinrin yoku, including the dominant theorems explaining the phenomenon will be highlighted in Week 7.

Assessment Task 8

Research article

Black Mountain Nature Reserve (BMNR) is an important and well-known part of the Canberra Nature Park. Eucalyptus rossii (syn. E. racemosa ssp. rossii) is one of the best-known species within the reserve and is widely recognised for the scribbles present on the bark. These scribbles are common on stems of the species and are often used as a trait to distinguish the species from species similar in appearance (e.g., E. mannifera).

Scribbles on E. rossii are the product of the larvae of a moth species (Ogmograptis racemosa) and appear to be concentrated on the southern side of tree boles. Although previously ubiquitous, O. racemosa scribbles are now rare in BMNR. Unfortunately, few data are available on the relative incidence of O. racemosa scribbles on E. rossii. Further, while that data that do exist indicate the characteristics of scribbles differ between Ogmograptis species, no data are available on whether these characteristics vary spatially. In addition, previous research has quantified the characteristics of O. racemosa scribbles as specific traits but observations were based upon subjectively selected samples preventing the effect of site- or tree-level differences to be tested and did not explore the basis for apparent within-stem differences in the distribution of scribbles.

 

Task

Throughout the semester you have access to recorded content that will guide you through the structure of research papers. Practical sessions will also give you an opportunity to discuss them in detail. You must draw on those experiences to author a research paper. That paper must address (a) site- and tree-level determinants of scribble presence and density, and (b) the nature and possible basis for the distribution of scribbles within stems. Questions that must be addressed within each of the two research priorities are described below.

 

Site- and tree-level determinants of scribble presence and density

The apparent disappearance of scribbles in 2021 revealed that no data exist indicating the proportion of trees that carry scribbles and how tree or simple site-level factors, such as aspect, affect the occurrence of scribbles. Questions within this research priority focus on addressing these unknowns with an emphasis on testing effects consistent with aspect-related effects on overstorey and understorey composition identified by Pook and Moore (1966). Questions that underpin understanding of site factors that need to be addressed are;

 

• What is the frequency (% ha-1) of trees with scribbles?
• What is the density of scribbles per unit area of bark (n cm-2)?
• Does the frequency (% ha-1) of trees with scribbles differ between aspects?
• Does the density of scribbles (n cm-2) differ between aspects?
• Does the frequency of trees with scribbles and density of scribbles differ between dominance classes
• Does the proportion of trees with scribbles within dominance classes differ between aspects?

 

The nature and possible basis for the distribution of scribbles within stems.

Description of within-tree patterning by Cooke and Edwards (2007) included identification of aspect-related tendencies in the frequency of scribbles. The selective nature of the sample design and absence of explanatory variables means was not possible for Cooke and Edwards (2007) to determine whether wind direction or temperature differences accounted for the patterning. Questions is this research priority focus on testing the observartions of bole-aspect patterning and possible explanations. Questions that underpin understanding of within-tree factors that need to be addressed are;

 

• What is the frequency (% ha-1) of trees with scribbles?
• What is the density of scribbles per unit area of bark (n cm-2)?
• Is there a frequency distribution in scribbles that differs from the null case?
• Is the distribution of scribbles with bole-aspect consistent with that identified by Cooke and Edwards (2007)?
• Does the distribution of scribbles between bole aspects differ between north/south transect aspects?
• Does the distribution of scribbles between bole aspects differ between north/south transect aspects?
• Is the distribution of scribbles with bole-aspect consistent with the distribution of wind directions?

 

Submission

Your work must conform with the requirements of Austral Entomology (AE). Submissions should be formatted consistent with AE’s author guidelines (see link below). All results must be supported by appropriate figures or tables, and tests for differences must be reported using appropriate tests. 

• https://onlinelibrary.wiley.com/page/journal/20521758/homepage/forauthors.html

Marking

Your work will be marked consistent with a marking rubric. Examples of previous assignments are not available.

 

Feedback

In addition to your mark and a marked rubric, you will receive specific comments on your writing, argumentation and referencing.

 

Support

Throughout the semester you will have access to recorded content that helps you understand the nature of research papers and have an opportunity to discuss them in detail during practical sessions and graduate tutorials. Essential reading will also be discussed during tutorials. Data collection will be completed by all local students (undergraduate and graduate).

 

Reading

• Cooke, J. and Edwards, T. (2007), The behaviour of scribbly gum moth larvae Ogmograptis sp. Meyrick (Lepidoptera: Bucculatricidae) in the Australian Capital Territory. Australian Journal of Entomology, 46: 269-275. https://doi.org/10.1111/j.1440-6055.2007.00606.x.
• Horak M., Day M. F., Barlow C., Edwards E. D., Su Y. N., Cameron S. L. (2012) Systematics and biology of the iconic Australian scribbly gum moths Ogmograptis Meyrick (Lepidoptera : Bucculatricidae) and their unique insect–plant interaction. Invertebrate Systematics 26, 357-398. https://doi.org/10.1071/IS12022.

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 Canvas site. 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.

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

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request it 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.

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

Feedback on written assessment will be provided on electronic copies of the electronically-submitted assessment.

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