The course applies the principles of ecosystem sciences to the study of the human environment. The emphasis is on the significance and function of ecosystems, how humans have affected these systems over time, and what are the opportunities of and barriers to making positive changes. Dynamical systems thinking and the concept of coupled social ecological system is introduced as a powerful means of comprehending the behaviour of these complex situations. Field trips allow students to experience first-hand the complexity of these human-ecological interactions and the challenges of managing them sustainably. In the latter half of the course, human-nature interactions over human history are critically reviewed, including hunter gatherer societies, early agricultural societies and modern globalised urban and industrial societies. Some key contemporary challenges facing humanity in the Anthropocene are presented for critical reflection. Students extend their understanding of one of these challenges in their final research report and presentation.

Learning Outcomes

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

1. Demonstrate a basic understanding of Human Ecology, including knowledge of the history and background to the topic.
2. Demonstrate an understanding of key linkages between ecosystem and social processes and how they relate to human-nature interactions, and to integrate this understanding with knowledge drawn from their own degree backgrounds.
3. Use a basic systems approach to ‘get at' an understanding of the complex, multi-scaled, interactions that characterize human-ecological situations, and their associated problems.
4. Apply this understanding in to a significant contemporary challenge facing humanity in the Anthropocene.
5. Communicate human ecological systems approaches to social-environmental challenges to a range of audiences in effective written and oral form. 

Research-Led Teaching

Through workshops and readings the course develops a systems-based approach to interdisciplinary research into complex human-environmental problems. These concepts are applied to analyse research to foster transitions to sustainable futures. Students then develop and undertake research into one of five topical areas of concern covered in later lectures, reading, and tutorials. The students record these as short audio-visual presentations.

Field Trips

This information is provided in addition to the College of Science- Field Trip page.

There is a field trip to the Snowy Mountains from 8am Friday 21 March, returning 4pm Sunday 23 March. Attendance is strongly recommended but a virtual version is available to students who cannot come. Information gathered on the field trip will need to be augmented with resources provided and the student's own research.

Additional Course Costs

There are additional field trip fees of approximately $200 applicable to participation in this course (payment to ANU Science Shop). 

Required Resources

There are no additional resources required although the purchase of the textbook Understanding Human Ecology 2nd Ed (Dyball and Newell, 2023) is recommended (an electronic copy is in the ANU library).

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:

1. Written feedback will be given on all submitted assignments except the modules where the feedback is automated
2. Written comments will be made on systems diagrams, where used
3. Verbal comments will be made on tutorial contributions
4. Verbal comments to the whole class will be made on general issues in assignments
5. Individual feedback will be given upon 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	This course is delivered across 12 teaching weeks in Semester 1.There are two lectures and a tutorial weekly as well as a non-compulsory three day field trip and a series of self-paced online learning modules.Tutorials start in week one.A detailed program of study is available on the Wattle site. Students are asked to review the schedule carefully and regularly to access the most current information.

Tutorial Registration

Please register via MyTimetable

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Tutorial Participation	10 %	*	1,2
Complete Online Systems-Thinking Modules	10 %	*	1,2,3
Field Trip Report	40 %	07/04/2025	1,2,3,4,5
Pecha Kucha Seminar Report	40 %	09/06/2025	2,4,5

* 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.

Participation

Active participation in, and contribution to, tutorials is required. Lectures should be attended live on campus if possible but will be available recorded online. Tutorials are in-person only, starting in week one. The systems thinking modules are online and are to be progressively completed at the rate of two per week up until March 23rd. Attendance on the field trip is strongly encouraged, but a 'virtual' option exists with interactive video recordings of stakeholders available on Wattle, along with other materials. All students will need to augment this material with their own research. The Pecha-Kucha presentations are recorded by students and uploaded to Wattle along with their scripts.

Examination(s)

There is no formal examination for this course.

Assessment Task 1

Tutorial Participation

Active participation in, and contribution to, tutorials is required. Tutorials are in-person on campus only. Each week’s readings will be accompanied by some ‘starter questions’. These are designed to initiate the conversation, but you are encouraged to expand with your own interests. If you just come to tutorials and do not contribute you will not get a high grade. Attendance at 10 out of 12 tutorial and workshop sessions is a course requirement. Tutorials start in the first week of teaching.

Assessment Task 2

Complete Online Systems-Thinking Modules

There are ten short online learning modules designed to build and test your systems-thinking capabilities. The modules build on material given in lectures, readings, and tutorials across the first half of the semester. Starting in week two, two modules must be completed each week before the first tutorial of that week (9am Wednesday). The course of modules will be completed by 26 March. The modules reveal correct answers to the exercises after you have submitted responses. Each completed module is worth one grade point for a total of 10 grade points overall.

Assessment Task 3

Field Trip Report

The Snowy Mountains stakeholder conflict report requires you to engage with a wide range of perspectives from the different stakeholders that you will meet in the field or see and read about in the online video material. You will need to augment this material with your own research. Your task is to select two groups who are or were in conflict because their activities both affect the same ecosystem service and set out how this conflict came about, what have been its social and ecological onsequences.

It is a requirement that your discussion shows at least two properly notated system diagrams, one for each stakeholder, and reveals the elements bringing the two into conflict. The variables that you discuss will be both quantifiable, in which case you should provide at least approximate figures or estimates, as well as qualitative elements which might not be ‘countable’ but which you still should include. For both, you should say how, meaning in which ‘direction’, the amount of the variable is changing over time.

You must as fairly and accurately as possible set out the values and beliefs of both parties, describe the main institutions or rules that are governing their behaviour, and say what social benefits they see (or saw) as arising from what they do (or did), including to whom these benefits are, or should be, flowing.

Finally, you should argue, with evidence, whether the current situation is just and sustainable and, if it is not, what might be plausibly done to improve it. The tools you need to complete this task will be extensively covered in the first weeks of the course, before the field trip.

The assessment task for students unable to attend the field trip is the same, but based on online material provided, including a 'virtual' field trip. Non-travelling students will be graded as if they had devoted an equivalent amount of time to gathering information as those on the trip. Both cohorts will need to augment their report with evidence drawn from material provided in the course as well as their own research.

Due date: Monday 7th April (marked as late from 9am 8th April). 

Word limit: 2,500 words (inclusive of all table text, exclusive only of bibliography)

Value: 40%

Presentation requirements: Submit via wattle.

Estimated return date: week commencing 28th April

Rubric: Please refer to the course outline on Wattle

Individual Assessment in Group Tasks: This is an individual task. You may collaborate by sharing data gathered and observations made, but your submitted report must be your own. Reports containing material copied from each other will be treated as plagiarized and subject to the university’s rules on plagiarization.

Assessment Task 4

Pecha Kucha Seminar Report

Synthesis of course content via one of five focus questions. Each of these topics is covered in lectures and tutorials in the second half of the course. You are also expected to conduct independent research into your topic, just as you would for any essay. There will be a workshop and online instructions in how to create and record a pecha kucha presentation in the second half of the course.

You are to present your response to one of the questions in Pecha Kucha format. Pecha Kucha requires 20 PowerPoint slides each automatically set to advance on 20 seconds. The resulting presentation is exactly six minutes and forty seconds long. You are to record your presentation and save it as a video and upload it to Wattle. You are able to re-record your presentation as often as you like until you get a version you are happy with. You are also to submit the script of your presentation, which can be your speaker’s notes. The word count is set at 1000 words, but should be determined by how quickly you speak. The 10% penalty limit will apply, but largely to stop you from trying to speak too quickly. Your bibliography is not included in your word count and must appear in your submitted script, which needs to be conventionally referenced. Pecha Kucha are intended to be largely visual, although may want to use headings and some dot points, but you should work on making your presentation visually attractive. You will have opportunities to rehearse this in class. Each topic is covered in lectures and tutorials but will require extensive additional independent research.

Due date: 5pm Monday 9th June

Estimated return date: At the close of the course.

“Word” limit: 6 minutes and 40 seconds for video; 1000 words for script

Rubric: Please refer to course outline on Wattle

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 that can be are submitted using Turnitin in the course Wattle 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

Submit across Wattle. If you submit in hard copy form you have to include hard copies of all your referenced material. This is a university rule. 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 using the Fenner extension portal that appears on the wattle course site. 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.

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

Comments will be made online to assignments submitted across Wattle and return via Wattle.

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

Assignments submitted across Wattle can be resubmitted up until the due date. No resubmission is possible after that.

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