| Assessment |
Assessment information will be published prior to commencement of the teaching period.
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| Learning Outcomes (LO) |
Upon completion of this unit, students will be able to:
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know, understand and apply knowledge gained from the unit in a professional context of environmental engineering and urban and regional planning;
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appreciate the role of various professionals in the urban and regional planning process, particularly that of engineers;
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gain a greater environmental awareness and consciousness so that students can, as an individual and a professional, contribute to improving quality of life in their environments; and
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identify key government, industry and professional bodies associated with control or minimisation of pollution.
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| Graduate Attributes (GA) |
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Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
Students will be provided with essential knowledge needed for this unit, including explanation of key terms used by way of a detailed glossary. Students will be expected to understand key terms and concepts to the extent that they can demonstrate and apply them in assessments. Keywords that they should know for this unit will be clearly listed at the start of each module.
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| 2 |
Communication Skills
Informed use of the language of communications will be developed and enhanced in regular professional-level discussions in the online Discussions tool and in assignments. More formal written communication and the ability to write a properly constructed project report will be developed in assignment tasks. Both these activities will help students to develop the ability to present a coherent and well-reasoned argument.
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| 3 |
Global Perspectives
Will develop as students look beyond their immediate locale at the processes of environmental management on a broad scale and develop the global context of the discipline and its ability to minimise or solve problems. Interaction with students from all over Australia and overseas will assist in developing students? understanding of global environmental problems. Further, case studies and overseas examples will be cited where necessary to provide an international perspective.
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| 4 |
Information Literacy
Students will be provided with the ability to find (undertake research or investigation), organise and present information by directed and informed web searches, which will implicitly require some evaluation of the veracity or credibility of the web sources.
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| 5 |
Life-Long Learning
Is developed as students gain confidence in their ability to search for and find sources of information relevant to the discipline students. Students will develop the ability to identify, evaluate and implement personal learning strategies and/or study skills in pursuit of ongoing personal and professional development.
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| 6 |
Problem Solving
Will prepare students for dealing with and solving real-world problems that arise in environmental management by providing students with understanding and knowledge of the discipline. Ongoing web discussion, to collaboratively address problems, will be actively encouraged. As well, the assessment tasks will encourage students to develop possible solution/s to particular environmental problems.
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| 7 |
Social Responsibility
Students will be encouraged to act ethically and be socially responsible. These are underlying principles of the discipline of environmental management as urban and regional planners, engineers and other related disciplines develop projects which reduce, minimise or prevent harm to the environment and its multiple inhabitants.
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| 8 |
Team Work
An essential part of developing teamwork skills is to learn to discuss, calmly and rationally, ideas and concepts, sometimes controversial and sometimes from different points of view. This, in addition to the ability to use the language of the discipline in reasoned argument, is one of the aims of online discussions.
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