Plants and animals from cold alpine environments have evolved strategies to enable them to survive freezing temperatures and short growing seasons. While in tropical rainforests, they have evolved to deal with wet, often dark conditions where they rarely encounter other members of their own species. Finding suitable places to settle, grow and reproduce is a challenge. In both environments plants and animals have evolved special morphologies, physiologies and behaviours that influence the way they interact with other species, and that allow them deal with extreme conditions.

If you would like to conduct original field research on plants and animals in a beautiful field site, this intensive residential field course may be for you. The advanced version of this course is aimed at students who have completed 2000 level science courses and are interested to explore and develop an independent research project. Working with practitioners, students develop independent field research projects in plant and animal ecology. We explore the ways that diverse organisms respond to conditions in their environments and acquire the resources they need to survive, grow and reproduce: their functional ecology. The course location varies among years, but regardless of location the same theoretical principles will be explored in the context of protected area management, conservation and climate change.

 

By exploring the functional ecology of plants and animals simultaneously, students develop an understanding of the differences and commonalities among organisms. Students develop skills in research including project design and execution, data analysis and interpretation, and oral and written presentation of results. Students will get to apply a wide array of field techniques used in ecophysiology and behavioural ecology. Students will also engage in supported peer mentoring and peer review processes.

 

Our aim is to give participants a chance to do real science and to embrace being an independent scientist. In addition to the hard research skills, we explore keys to effective collaboration and collegial interactions. The experience enables students to approach their later year studies with a new perspective and will provide real-world skills relevant in both science and non-science careers.

This is an Honours Pathway Course.

Learning Outcomes

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

1. Identify and reflect on the commonalities and differences in the way animals and plants cope with environmental conditions and acquire the resources needed for growth and reproduction.
2. Identify and critically evaluate the current state of knowledge about a specific research question in functional ecology.
3. Formulate testable hypotheses, design experiments and analyse results based on an understanding of the research literature.
4. Conduct functional ecological research independently and apply a range of current techniques.
5. Collaborate as a group to reach research goals and to mentor and support learning in other students.
6. Demonstrate effective scientific communication, including written communication and oral presentation, peer review, mentoring and guiding other students.
7. Interpret data against original hypotheses and knowledge of the literature, and suggest avenues for future research.

Research-Led Teaching

This is an intensive, off-campus field course held over a 2 week period.

Field Trips

Please see the College of Science - Field Trips page for more information.

Additional Course Costs

Approximatly $1500, varies between years

Recommended Resources

Recommended student system requirements 

ANU courses commonly use a number of online resources and activities including:

• video material, similar to YouTube, for lectures and other instruction
• two-way video conferencing for interactive learning
• email and other messaging tools for communication
• interactive web apps for formative and collaborative activities
• print and photo/scan for handwritten work
• home-based assessment.

To fully participate in ANU learning, students need:

• A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
• Webcam
• Speakers and a microphone (e.g. headset)
• Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
• Suitable location with minimal interruptions and adequate privacy for classes and assessments.
• Printing, and photo/scanning equipment

For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements

Staff Feedback

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

• written comments
• verbal comments
• feedback to whole class, 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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Pre-course	reading and project development, not assessed
2	During course	research project, peer mentoring, presentations, quizzes
3	Post course	final project and field notebook completed and submitted

Tutorial Registration

N/A

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Field notebook	20 %	13/08/2024	1,4,5,7,8
Final report	30 %	13/08/2024	<p style="user-select: auto;">2,3,4,5,7,8
Peer mentoring and participation	15 %	13/08/2024	<p style="user-select: auto;">6,7
Presentation	15 %	13/07/2024	<p style="user-select: auto;">2,3,7,8
Quizzes	20 %	06/07/2024	<p style="user-select: auto;">1,3,8
Pre-course readings and project proposal - required but not assessed.	0 %	30/06/2024	2,3,4,6,7

* 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

See above.

Examination(s)

See above.

Assessment Task 1

Field notebook

Assessment details sub headings

Field notebook 20%: comments given during course on request, book is assessed on completion (Learning objectives 1,4,5,7,8) 

The Field Notebook will be your all-purpose repository for course materials. These will include (but are not limited to):

• Notes on pre-course readings and discussions with your resource person
• Notes from workshops and discussions during course
• Field observations and data
• Notes on analyses and results
• Structured reflections on course

The Field Notebook will be your constant companion and will even accompany you to the two quizzes. Thus, it is in your best interest to make it as comprehensive a document as possible. 

Assessment Task 2

Final report

Assessment details subheadings

Final report 30%: Use the template on Wattle. ~5000 words, follows scientific paper format. (Learning objective 2,3,4,5,7,8) 

You are welcome to give us drafts of your write-ups for comments before submitting the final version. We will accept drafts up to one week before the report is due. Submit to one of the convenors. Your report will include separate sections for the abstract, introduction, methods, results, discussion, and references. See the course information for more detail. 

Assessment Task 3

Peer mentoring and participation

Assessment details subheadings

Peer mentoring and participation 15%: Each Biol3303 student will act as a peer mentor to a group of Biol2203 students and will convene peer mentoring sessions. Participation in these sessions as well as throughout the course will be considered in this component of the assessment.

You will work closely with the group in the first two days of their project, and less closely in the following two days. Your aim here is to facilitate learning and enhance the learning experience. You are not expected to know (or provide) ‘the answers’. Rather, to help the students to discover how to answer the questions that arise. We will provide two workshops that will give you useful tips and skills to support your efforts as a peer mentor.

Your perspective from your 2000-level courses (for some of you biol2203) will be a useful resource for the current biol2203 students. And, you will find that teaching is a remarkably effective way of re-enforcing your own understanding of the content area.

In addition, you will work closely with your Biol3303 student peers, and will provide a different sort of peer mentoring to that group. Thus, assessment in this area will include aspects of your participation and contribution to your course overall, not just the work with the Biol2203 students.  (Learning objectives 6, 7) 

Assessment Task 4

Presentation

Assessment details subheadings

15% split between ‘Proposal talk’, ‘Elevator talk’ and final presentation at 3rd year Student Symposium on final days of the course (Learning objectives 2,3,7,8) 

• ‘Proposal talk’ 5%

Please prepare a 6 minute presentation on your proposed project as a power point. We expect no more than 10 slides. These talks will be presented to the other 3rd year students and staff in the first days of the course. In your talk introduce your project, its aims and significance, and briefly outline your proposed methods. Each talk will be followed by about 5 minutes of discussion.

• ‘Elevator talk’ 3%

On the second night of the course each 3rd year student will present an ‘Elevator Pitch’ on their project to the 2nd year students and resource people. This talk can be no longer than 90 seconds. In your talk summarise your project, its aims and significance, and what you hope to discover. Keep the talk broad and engaging so that everyone finds it accessible.

• Final presentation 7%

At the end of the course each 3rd year student will present a talk on their independent project. This talk will be 8 minutes long with 2 minutes for questions. It should include the background, context, aims etc. from the initial talk, plus the results. Some of your results might still be preliminary at this stage, and that’s OK. This symposium provides an opportunity to organize your thinking and get feedback to aid your final report. 

Assessment Task 5

Quizzes

Quizzes 20%: There are 2 open-book essay style quizzes, ~1 hour each, in which students are expected to compare and contrast plant and animal functional ecology in specific areas covered in the course material. All material covered in student presentations, discussions and workshops will be examinable. The paper each student selected and presented in the discussion sessions will also be considered assessable for the quiz. Finally, remember to re-familiarise yourself with the 2000-level pre-course readings. (Learning objectives 1, 3, 8).

Quiz 1 - 06-07-2024

Quiz 2 - 12-07-2024

Assessment Task 6

Pre-course readings and project proposal - required but not assessed.

Pre-course readings: Although not assessed, the materials covered in the pre-course readings for the 2nd year students are highly relevant and we’ll expect you to know the majority of this content. Much of it will be a review from 2000 level courses – and we strongly advise you to read and review it. We will consider this background information and thus content to be assumed-knowledge on other assessment items.

Pre-course project proposal – required but not assessed: This task is intended to give you a chance to fully prepare for the course. While the text is not marked, you will receive feedback from your resource person and course convenors on the content when we arrive at the site. The effort put in on this piece will pay doubly in improving your project on the course, and in providing content for your final report. This should be 5 pages MAX, 1.5 spacing, 12 point font, 2.5 cm margins. Abstract due 2 weeks before the course begins, draft due 1 week before departure, and revised version submitted prior to departure. Developed in consultation with Resource Person. Includes literature review. Follow the structure below: 

1. Abstract –

Project title, Your name, Resource person/people names, Project summary (300 words max), Specific aims

2 Proposal body – (include abstract page again, draft due 1 week before departure, final version due on departure)

Introduction, Specific Aims (repeated from title page), Significance, Research plan (methods), Timeline, References

3 Selected reading for discussion – submit PDF with proposal

Students should each select one key reference from the proposal references. This should be a central reference for your project: i.e. one that sets a theoretical premise or that tests a similar or related hypothesis. Each student will give a brief summary of their paper and it’s key findings to the other students in paper discussion sessions. The content of these papers will be assessable in the quizzes. 

All items must be completed before students can commence the course.

(Learning objectives 2,3,4,6, 7)

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 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.

Late submission not permitted for pre-course study questions after the day of departure

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

 Assignments will be returned via BTLC or Wattle/email if electronic

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

n/a

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