Interdisciplinarity and the Environment

This subject has the following teaching availabilities in 2012:

None.

Approximately 120 hours, comprising class time, preparation and assignments.

None

None

None

None

The Melbourne School of Land and Environment (MSLE) welcomes applications from students with disabilities. It is University and School policy to take reasonable steps to make reasonable adjustments so as to enable the student’s participation in the School’s programs. MSLE contributes to the New Generation degrees and offers a broad range of programs across undergraduate and post-graduate levels many of which adopt a multi-disciplinary approach.

Students of the School’s courses must possess intellectual, ethical, and emotional capabilities required to participate in the full curriculum and to achieve the levels of competence required by the School. Candidates must have abilities and skills in observation; motor in relevant areas; communication; in conceptual, integrative, and quantitative dimensions; and in behavioural and social dimensions.

Adjustments can be provided to minimise the impact of a disability, however students need to be able to participate in the program in an independent manner and with regard to their safety and the safety of others.

I. Observation: In some contexts, the student must be able to observe demonstrations and experiments in the basic and applied sciences. More broadly, observation requires reading text, diagrams, maps, drawings and numerical data. The candidate should be able to observe details at a number of scales and record useful observations in discipline dependant contexts.

II. Communication: A candidate should be able to communicate with fellow students, professional and academic staff, members of relevant professions and the public. A candidate must be able to communicate effectively and sensitively. Communication includes not only speech but also reading and writing.

III. Motor: Candidates should have sufficient motor function necessary for participation in the inherent discipline-related activities. The practical work, design work, field work, diagnostic procedures, laboratory tests, require varying motor movement abilities. Off campus investigations may include visits to construction sites, urban, rural and/or remote environments.

IV. Intellectual-Conceptual, Integrative and Quantitative Abilities: These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving, the critical skill demanded of professionals in land and environment industries, requires all of these intellectual abilities. In addition, the candidate should be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures.

V. Behavioural and Social Attributes: A candidate must possess behavioural and social attributes that enable them to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.

Students who feel their disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.

This is one of two core subjects offered within the Master of Environment degree. This subject will consider the complexity of environmental knowledge, understanding of problems, and solutions by:
• Engaging with environmental problems, challenges and dilemmas in which discipline-based framings of the issue and ways of understanding the problem are challenged.
• Exploring the complexity embodied within these dilemmas.
• Explaining historical and philosophical debates about ways of knowing (epistemology) and what we think we know about existence (ontology) as they relate to the environment.
• Interrogating seminal readings about the development of interdisciplinary trends and practices.

1. Understand the importance of interdisciplinary learning and thinking in the understanding and resolution of complex environmental problems.
2. Recognise opportunities for interdisciplinary strategies within environmental discourse and practice.

• A 1,500 word assignment which examines each student's knowledge through alternative ontological and epistemological lenses. This assignment will be due in the middle of the semester and will be worth 30%.
• A 3,500 word assignment in which a current environmental dilemma is analysed by reference to interdisciplinary approaches. It will be worth 70% and will be due at the end of semester.

N/A

This subject is not available as a breadth subject.

Students in this unit should:
1. Enhance their interdisciplinary thinking and learning skills.
2. Further develop their critical thinking though readings, class discussions, collaboration and assessment.
3. Further develop analytical approaches to environmental issues of complexity and uncertainty.