Global Environment and Sustainability

This subject has the following teaching availabilities in 2015:

This subject begins in early February with a day-long orientation session and thereafter weekly contact throughout semester 1.

170 hours

Admission to honours or graduate degree

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Modernization has led to development pressures that have increasingly disrupted natural systems leading to widespread concerns about the long-term viability of important environmental services, including those critical to food security worldwide. Case studies in topical areas of environment and food production systems are used to explore interrelationships among social, economic, and environmental factors basic to sustainable development.

The case studies vary between years but have included:

• Population demographics.
• Genetically modified foods and food security.
• Biodiversity and global trade.
• Global warming and climate change.
• Water quality and quantity.
• Global responsibility.

The student will participate in global classroom discussions and debates with students from Sweden, Costa Rica, Honduras, China and the USA. This interaction is facilitated by local classroom discussions, postings to discussion forums and live interactive videoconferences (interactive seminars). The subject challenges the student to develop a clear understanding of sustainability from both a regional and a global context.

On completion of this subject, students should be able to:

• recognise that regional and global issues influence a stakeholder’s response to sustainable production systems;
• appreciate the perspectives of different stakeholders and their role in the solution to problems associated with sustainable production systems;
• understand and appreciate cultural diversity;
• participate effectively in an international student group to identify solutions to dilemmas associated with the environment and production systems;
• communicate effectively via videoconference, chat and discussion software; and
• critically analyse discourse associated with sustainable production systems.

The assessment tasks are:

A 1,000 word reflection paper on each case study – four in total at 15% each, during semester; a group project and presentation of about 20 minutes (30%) equivalent to 500 words each; and a videoconference presentation of around 5 minutes duration (10%) equivalent to 500 words

None

This subject is not available as a breadth subject.

On completion of this subject, students should be able to:

• utilise appropriate communication technology;
• exercise creativity and innovation, through the application of skills and knowledge;
• integrate information across a broad range of disciplines to solve problems in applied situations;
• appreciate social and cultural diversity from a regional to a global context;
• participate effectively as a member of a team; and
• plan and manage small projects effectively.