Interdisciplinarity and the Environment

This subject has the following teaching availabilities in 2016:

Contact Hours: Three hours of classes each week - combination of lectures and tutorials. 3 hours x 12 weeks = 36 contact hours. Total Time Commitment: Approximately 170 hours, comprising class time, preparation and assignments.

This subject should be taken in the final semester or year of the Master of Environment

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

Environmental issues are often complex, controversial and associated with uncertain knowledge. In this context, Interdisciplinary and Environment explores the ‘knowledge challenges’ that environmental professional face in their everyday work. Particular attention is given to the challenges of integrating knowledge across disciplines and sectors. Through a discussion of integrated and interdisciplinary research on the environment we will examine broader questions about the context, forms and purpose of contemporary knowledge production and use for environmental policy and management questions. We will consider the values increasingly used to determine whether certain knowledge is a valid guide for environmental action and how these values both encourage and challenge integrated knowledge for environmental decision making. Incorporating perspectives from a broad range of environmental professionals and academics, the subject draws on and develops students’ practical understanding of knowledge production systems, including the role played by academics, consultants, think tanks, and NGOs in environmental decision making.

The course focuses on the following main questions:

• How does the way we frame environmental issues influence the kinds of knowledge seen as relevant to environmental decision making, and the kinds of solutions we consider? What strategies can assist in reframing environmental problems?
• What are the challenges in integrating knowledge across disciplines and sectors, and what strategies can help environmental professionals meet those challenges?

On completion of this subject students will be able to:

• Evaluate the ways knowledge is created and applied in a variety of environmental professional practices.
• Distinguish the advantages and disadvantages of interdisciplinary and disciplinary knowledge production for researchers and decision makers in different settings.
• Develop and practice utilising key collaboration skills notably: self-reflexion; clear communication of specialist knowledge; understanding of and respect for others’ perspectives; and integration of different types of knowledge.

• A 1,500 word reflective essay, due in week 5, worth 30% of the overall mark for this subject.
• A 3,500 word assignment in three parts (an individual briefing paper, a collaborative briefing paper and an individual reflective essay) worth 70% of the overall mark for this subject. This assignment requires collaboration in small project groups. The final assignment is due following the SWOT VAC period.

N/A

This subject is not available as a breadth subject.

Students in this unit should:

1. Enhance their interdisciplinary thinking and learning skills, including skills for collaboration, integration and translation of knowledge across disciplines.

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.