最新糖心Vlog

GEOG 3024 - Geography Matters

North Terrace Campus - Semester 2 - 2025

This course aims to develop students? critical analytic skills to understand how `place? and `policy? interact. It will focus on through investigation of real-world environmental problems and population challenges. It seeks to enhance critical knowledge and understanding using transferable skills learnt from previous courses. Expert-led workshops will integrate diverse specialities contributing to course versatility. Compulsory workshops include small-group learning that draws on a diversity of student and staff professional and cultural backgrounds. Field-based learning will be employed to explore and apply foundational concepts and approaches in an intensive and enriching environment. Through a field-trip students will gain first-hand experience of landscapes and people shaping South 最新糖心Vlog and exposure to practical issues.

  • General Course Information
    Course Details
    Course Code GEOG 3024
    Course Geography Matters
    Coordinating Unit Geography, Environment and Population
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 6
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites At least 15 units of Geography, Environment and Population Major courses
    Assumed Knowledge Basic knowledge of Geography
    Restrictions Available to students undertaking a Geography, Environment & Population Major only
    Assessment Poster presentation, Research essay, Critical reflective journal from seminars, Final report
    Course Staff

    Course Coordinator: Associate Professor Yan Tan

    Associate Professor Yan Tan
    Program Director, Hugo Population and Migration Studies, Stretton Institute
    Program Director, Master of Environmental Policy and Management
    Department of Geography, Environment and Population
    Faculty of Arts, Business, Law and Economics
    The 最新糖心Vlog of Adelaide, SA 5005, 最新糖心Vlog

    P: (61) 08 8313 3976
    E: yan.tan@adelaide.edu.au
    W: https://researchers.adelaide.edu.au/profile/yan.tan
    Course Timetable

    The full timetable of all activities for this course can be accessed from .

    This course will be run as a block activity and supplemented by independent learning and field work
  • Learning Outcomes
    Course Learning Outcomes

    1.     Demonstrate understanding of key geographical and environmental issues;

    2.     Demonstrate the capacity to apply and develop solutions to issues;

    3.     Demonstrate competence in at least one of population, cultural, urban or environmental geography fields;

    4.     Demonstrate the capacity to construct and communicate different approaches for geographical and environmental issues across different scales and different social and cultural contexts;

    5.     Demonstrate the capacity to apply a range of geography skills to particular real-world problems.


    最新糖心Vlog Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    最新糖心Vlog Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 3, 5

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1, 2,3 ,4, 5

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    2,4

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    1, 2,3 ,4, 5

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    2,3 ,4

    Attribute 6: 最新糖心Vlogn Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, 最新糖心Vlogn Aboriginal and Torres Strait Islander values, culture and knowledge.

    3,4,5

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    2,3,4,5

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    1, 2,3 ,4, 5
  • Learning Resources
    Required Resources

    ·        There is no set text for this course as there is no one textbook that deals with multi-dimensional geographical and environmental
    issues in the field of geography and environmental studies.

    ·        Students will be provided with a comprehensive list of readings, which include a suite of peer-reviewed articles and technical
    materials (i.e. policies and environmental management strategies) on the subject. Suggested readings will be made available through MyUni for students’ easy access in due course.

    ·        All other required materials (e.g. workshop slides, assessment information, web links) are also provided on MyUni.

    Recommended Resources
    To be advised
    Online Learning
    MyUni/Canvas

    MyUni/Canvas is a critical learning tool and means of communication and knowledge exchange in this course. Learning materials are available each week in preparation for our workshop. Other course material (e.g. readings, assessment information) and many features of MyUni/Canvas (e.g. announcements and the discussion board) will help students to organise and manage their study.

    Students need to regularly check the MyUni/Canvas website and use MyUni/Canvas for the different assignments (for information and submission).

    To reach the MyUni website for the course follow the links from the 最新糖心Vlog of Adelaide's Homepage http://www.adelaide.edu.au or go straight to https://myuni.adelaide.edu.au/. You will need to enter your username and password to enter the MyUni website. If you have difficulty accessing MyUni contact the Help Desk at 830 33335 or send an e-mail to myuni.help@adelaide.edu.au (See http://www.adelaide.edu.au/myuni; http://www.adelaide.edu.au/its/help/contact_details/).

  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course comprises weekly three-hour workshops, with a short (one-hour) in-class introductory lecture, in-class research sessions (or activities), and concluding remarks. The teaching in this course is based on student-centred learning principles and strategies. Students are seen as partners in the learning journey. The course employs a blended approach to teaching and learning: Small-Group Discovery workshops via face-to-face interactions in class are supplemented by effective use of information and communication technologies (ICTs) and the online teaching and learning environment of MyUni. Students have reading material and some learning activities on MyUni which need to be done before the workshops so that the workshops can be interactive and participatory. Interactive and collaborative teaching and learning thus take place inside and outside the classroom. Students learn critical thinking and problem-solving skills and work collaboratively in workshops. Please make any arrangements you need with work, family etc. so that you can attend all compulsory workshops. Please email the Course Coordinator (yan.tan@adelaide.edu.au) if there are any issues with compulsory attendance so that alternative learning arrangements could be made.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    最新糖心Vlog policies suggest for a 6-unit course that there should be a minimum workload of 312 hours of learning activities in the semester. Students are expected to undertake 3 hours of face to face a week. This is a 6 unit capstone course so students will be expected to do a higher load in terms of assessment and preparatory work.

    WORKLOAD – STRUCTURED LEARNING
    1 x 3 hours workshop per week (12 weeks): 36 hours
    1 x 8 hours field trip: 8 hours

    WORKLOAD – SELF-DIRECTED LEARNING
    10 hours of reading and preparation per week: 120 hours
    6.5 hours of research per week: 78 hours
    6 hours of preparation for assignments per week: 72 hours

    TOTAL = 314 hours in semester 2
    Learning Activities Summary
    Key topics to discuss:
    • Course Introduction; Addressing Climate Change and Health
    • Place and Knowledge
    • Place and management in the lower lakes of the River Murray
    • Agri-environment: Policies and Practice
    • Students’ Poster Presentation
    • Housing: Quality and Inequality
    • Problems of federated coastal management in 最新糖心Vlog
    • Preparing the Field Trip to the Fleurieu Peninsula Region of South 最新糖心Vlog
    • Field Trip to the Fleurieu Peninsula Region of South 最新糖心Vlog
    • Our Adelaide, Our Future
    • How and where should Greater Adelaide grow?
    • Collective Urban Gardening
    • Population Change in 最新糖心Vlog in the COVID Era; Future research directions; 2025 GEP Honours information
    Specific Course Requirements
    This is a capstone course for those majoring in Geography: The field trip will ensure students interrogate geographical concepts in real life situations
  • Assessment

    The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    ASSESSMENT 

    1. Research Essay (2,000 words): 35%

    2. Field Trip Report (2,000 words): 35%

    3. Poster Presentation: 15%

    4. Critical Reflective Journal from the Workshops (at least entries from 6 workshops (1,000 words)): 15%
    Assessment Related Requirements

    To pass this course you must attend all workshops, complete and submit all assessments as described in this course profile. The field trip will be undertaken and students are expected to be able to attend.

    Assessment Detail
    1. Poster Presentation

    This assessment seeks to critically examine individual understandings of the interactions between ‘Policy’ and ‘Place’ when they relate to real-world environmental or geographical challenges. The poster presentation is the chance to showcase the critical thinking and analytical capability of key environmental or geographical issues and demonstrate the highest standard of ‘public’ communication in an oral presentation.

    Students should choose a topic relevant to this course. Consult with the course teaching staff.

    2. Research Essay

    The Research Essay provides opportunities for students to develop and demonstrate research, analytical, critical thinking, and written communication skills, which employers highly value. Students are required to choose one topic from a pool of essay topics (or questions) set by the experts teaching in this course and write a paper that critically analyses their chosen topic, using peer-reviewed literature and case studies. Students are provided opportunities to discuss relevant topics (or questions) suggested by corresponding teaching staff during the workshop session each week. The research essay should include a literature review section. To conduct a useful literature review, students are expected to reference at least 10 literature sources (e.g. refereed journal articles, books, and book chapters). The suggested reading materials for each week can be used as a starting point, but students need to utilise resources beyond these. Marking will emphasise the quality of the argument more than quantity. The referencing system that students should use is Harvard (the author-date in-text matched with the bibliography).

    3. Reflective Workshop Journal: at least 6 entries from the workshops in Weeks 1–11

    Workshop attendance is a compulsory component of the course. Workshops are the forum where we discuss the subject matter and have small group work exercises to consolidate knowledge and develop skills. Students are highly encouraged to attend ALL scheduled workshops. All students are expected to be well prepared for each workshop and actively participate in discussing the critical questions raised by relevant teaching staff and each week’s readings. It would be best to write a timely entry into your electronic Reflective Workshop Journal each week (approx. 150 words).

    4. Final Report

    The ability to communicate ideas in writing is an essential part of working life for most university graduates. This assignment develops and assesses students’ written communication skills in applying foundational concepts and approaches in environmental and geographical studies to real-world population and environmental policy and management issues at a regional (or community) scale. The steps involved in writing a report based on a one-day field trip to the Fleurieu Peninsula region require students to collect and analyse data and information, interact actively with stakeholders and experts, identify and critically engage with other people’s ideas, present key findings, draw out implications from the findings of direct field observations, short (informal) interviews, and data analysis, generate informed arguments, and convey the arguments in a clear, systematic, and rigorous manner. The fieldwork will be completed during the mid-semester break. The final report, built on existing literature, draws together a range of new information/data that students will collect from the field trip, knowledge, skills, and attributes that they have obtained and developed in their study. It should reflect the best efforts of students and be the most satisfying accomplishment.

    Submission
    Students must submit electronically via MyUni/Canvas. To check for plagiarism, we use TURNITIN. The last possible time for submission is midnight (11:59 pm) on the due date.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through .

  • Student Feedback

    The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.