CURRICULUM COMMITTEE MEETING – WEDNESDAY 10TH JUNE …€¦ · Bachelor of Environmental Design...

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4th June 2020

MEMBERS OF THE CURRICULUM COMMITTEE

Pro Vice-Chancellor (Education) as Chair (Professor Peter J. Dean) Dean of Postgraduate Coursework Studies (Professor Graham Brown) (Deputy Chair) Chair of Academic Board (Professor Ray da Silva Rosa) Nominee of the Dean of Graduate Research School (Dr Sato Juniper) Academic Secretary (Dr Kabilan Krishnasamy) Nominee of the Director, Future Students (Recruitment) (Mr Melvyn Eio) Nominee of the Associate Director, Admissions (Mr Rick Ackerman) Associate Director, Student Services (Mr Tim Martin) Academic Coordinator, Bachelor of Philosophy (Hons) (Dr Kathy Sanders) Nominee of the President of the UWA Student Guild (Ms Emma Mezger) Postgraduate Students’ Association (Mr Rahul M S Kumar) Associate Dean (Learning and Teaching) of each faculty or nominee and the nominee of the Pro Vice-Chancellor (Indigenous Education):

Faculty of Arts, Business, Law and Education (Professor Philip Hancock) Faculty of Engineering and Mathematical Sciences (Associate Professor Dianne Hesterman) Faculty of Health and Medical Sciences (Associate Professor Daniela Ulgiati) Faculty of Science (Associate Professor Peter Hammond) School of Indigenous Studies (Mr Mel Thomas)

CURRICULUM COMMITTEE MEETING – WEDNESDAY 10TH JUNE 2020

This is to confirm that the next meeting of the Curriculum Committee will be held from 2.00pm to 4.00pm on Wednesday 10th June Via Zoom.

Members are advised that this agenda has been formatted to be ‘electronic device friendly’ by including bookmarks to provide easier navigation throughout the document. Click here for details.

Part 1 of the agenda, which relates to items for communication, is to be dealt with en bloc by motion of the Chair. Part 2 of the agenda has items for decision to be dealt with en bloc by motion of the Chair. Part 3 items are for discussion and decision. A member may request the transfer of an item from Parts 1 and/or 2 to Part 3. There are no items in Part 1 or Part 2.

Relevant background information has been provided for each item on the agenda, but if members require further details they are welcome to contact the Executive Officer (via [email protected]).

Ms Kath Williams Executive Officer, Office of the Pro Vice-Chancellor (Education)

WELCOME

The Chair will welcome members to the meeting of the Curriculum Committee.

APOLOGIES

The Chair will record any apologies. Members are reminded that apologies should be forwarded to the Executive Officer (via [email protected]) prior to the meeting.

http://www.uwa.edu.au/people/helene.jaccomard

http://www.aps.uwa.edu.au/__data/page/182771/How_To_Guide_-_Device_Friendly_Agendas_-_Information_for_committee_members.pdf

mailto:[email protected]

mailto:[email protected]

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DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST

The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if applicable, with regard to items on the agenda.

1. MINUTES – REF: F68752

Confirmation of the minutes of last meeting 3rd June 2020. Minutes are available from the Committee’s web page.

PART 3 – ITEMS FOR DISCUSSION AND DECISION

2. CHANGES TO POSTGRADUATE CURRICULUM FROM 2020

Item TRIM Curriculum item Change summary Att F55546 43520 Master of Business Administration (coursework

and dissertation) • Change to satisfactory

progress status A1

Members will note that this change is to align with the course 42520 Master of Business Administration.

The Chair recommends that the Curriculum Committee approve the proposed changes to 43520 Master of Business Administration (coursework and dissertation), as set out in the attachments, effective from 2020.

3. CHANGES TO POSTGRADUATE CURRICULUM FROM 2021

Planned annual changes to postgraduate curriculum may occur at the unit level and/or postgraduate course level and will need to take place, where relevant, in line with the University Policy on Changes to Units and Courses – Postgraduate Coursework.

To this end, the Committee is asked to consider the following change proposals:

Faculty of Arts, Business, Law and Education Item TRIM Curriculum item Change summary Att

F55546 43520 Master of Business Administration (coursework and dissertation)

• Change to progress status

• Change to satisfactory progress status

A7

The Chair recommends that the Curriculum Committee approve the proposed changes to 43520 Master of Business Administration (coursework and dissertation) as set out in the attachments, effective from 2021.

4. NEW UNDERGRADUATE CURRICULUM PROPOSAL FROM 2021

Members are asked to consider the Academic Proposals for the offering of new majors. Members are encouraged to consider the proposal in light of the curriculum development criteria and the University Policy on Courses – Undergraduate.

Bachelor of Buisness

Item TRIM Curriculum item Att F20/1116 MJD-BMGMT Business Management

BUSN3001 Business Development Project B1

F20/1308 MJS-ENTIN Enterprise and Innovation B7

http://www.worldclasseducation.uwa.edu.au/committees/education-committee/curriculum-committee

http://www.universitypolicies.uwa.edu.au/search?method=document&id=UP11%2F46

http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP15%2F7

http://www.worldclasseducation.uwa.edu.au/__data/assets/pdf_file/0010/3399832/Academic-course-development-criteria-UG-and-Honours.pdf



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MKTG1342 Introduction to Enterprise and Innovation BUSN2102 Changing the World: Social Innovation, Finance and Enterprise

F20/1307 MJS-GLBUS Global Business BUSN1103 Foundations of Global Business

B16

For discussion, endorsement and referral to the Academic Board.

Bachelor of Environmental Design

Item TRIM Curriculum item Att F20/1293

F20/1392 MJD-ENGEO Environmental Geography and Planning GEOG3310 Fieldwork in Environmental Geography and Planning

C1


Faculty of Science

Item TRIM Curriculum item Att F20/1408

F20/848 F20/1319

CP003 Bachelor of Science and Master of Agricultural Science MJD-AGBDM Agriculture Science and Agribusiness AGRI3004 Agribusiness Planning and Management

D1

F20/1410 F20/1021

CP004 Bachelor of Science and Master of Biomedical Science MJD-BCNDM Biochemistry of Nutrition

D11

F20/1411 F20/261

CP005 Bachelor of Science and Master of Biological Science MJD-WLCDM Wildlife Conservation Double Major

D19

F20/1412 F20/832 F20/1320

CP007 Bachelor of Science and Master of Biotechnology MJD-MLSDM Molecular Life Sciences BIOL3305 Fisheries Science: Foundation and Application

D26

F20/1413 F20/488

CP008 Bachelor of Science and Master of Environmental Science MJD-ENVDM Environmental Science and Management

D37

F20/1414 F20/262

CP009 Bachelor of Science and Master of Geoscience MJD-IEMDM Integrated Earth and Marine Sciences

D44

F20/1415 F20/489 F20/1320

CP010 Bachelor of Science and Master of Biological Science MJD-MARDM Marine Science BIOL3305 Fisheries Science: Foundation and Application

D51

F20/1416 F20/489

CP011 Bachelor of Science and Master of Environmental Science MJD-MARDM Marine Science

D59

F20/1409 F19/2172 F20/1318

CP013 Bachelor of Science and Master of Agricultural Science MJD-AGTDM Agricultural Science and Technology AGRI3003 Decisions from Data in Agriculture

D61

F20/1408 F20/848

CP014 Bachelor of Science and Master of Agricultural Economics MJD-AGBDM Agriculture Science and Agribusiness

D73


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5. NEW POSTGRADUATE CURRICULUM PROPOSALS FROM 2021

Members are asked to consider the Academic Proposal for the offering of a new course from the Faculty of Science. Members are encouraged to consider the proposal in light of the curriculum development criteria and the University Policy on: Courses – Postgraduate Coursework.

Item TRIM Curriculum item Att F20/804 73290 Graduate Certificate in Business Psychology E1

For discussion, endorsement and referral to the Academic Council.

6. NEXT MEETING

Members will note that the next meeting of the Curriculum Committee will be held on Wednesday 8th July at 2pm venue TBA. The cut-off date for submission of items for the committee’s agenda is Wednesday 24th July. Any issues for discussion should be referred to the Executive Officer, Ms Kath Williams ([email protected]).

http://www.worldclasseducation.uwa.edu.au/__data/assets/pdf_file/0004/3399835/PG-Course-criteria.pdf


1

Active postgraduate coursework course as at 05-06-2020

43520 Master of Business Administration (courseworkand dissertation)

TRIM: F55546ID: 375

Showing proposed fast-track changes for 2020

Administrative details

Faculty Arts, Business, Law and Education

ResponsibleOrganisationalEntity

UWA Business School

Coordinator Professor Allan Trench

Availability ofcourse for 2020

Available for new enrolments

Details

Course code 43520

Title Master of Business Administration

Abbreviation ofaward

MBA

Type of degreecourse

Master's by Coursework and Dissertation

AQF course type andlevel

Master's (Coursework) — Level 9

Structure type Named

CRICOS code 081415F

About this course The UWA MBA offered in an intensive format enables potential senior managers to rapidly develop their business acumenand leadership skills through tailored modules, teamwork assignments, case studies and a personal and professionaldevelopment module.

The course will have significant overlap with the current Master of Business Administration (MBA) (42520), including asimilar set of core units. A distinguishing feature of the intensive MBA is the inclusion of a strategic analysis and consultingproject.

Approved 05/12/2013

First year of offer 2015

Volume of learning

Volume of learning 72 points

Does minimumvolume of learningcorrespond tostandard admissionrequirements?

Yes

Course availability for students

Course offered tostudent categories

Domestic fee-paying; International students (student visa holders); International students (non-student visa holders);

Rules

Applicability of theStudent Rules,policies andprocedures

1.(1) The Student Rules apply to students in this course.

(2) The policy, policy statements and guidance documents and student procedures apply, except as otherwise indicated inthe rules for this course.

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Academic ConductEssentials module

2.(1) Except as stated in (2), a student who enrols in this course for the first time irrespective of whether they havepreviously been enrolled in another course of the University, must undertake the Academic Conduct Essentials module (theACE module).

(2) A student who has previously achieved a result of Ungraded Pass (UP) for the ACE module is not required to repeat themodule.

Admission rules -English languagecompetencyrequirements

3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University'sEnglish language competence requirement as set out in the University Policy on Admission: Coursework, except asotherwise indicated in the rules for this course.

(2) Applicants presenting with the IELTS Academic require an overall score of at least 7.0 and no band less than 6.5.

(3) Applicants presenting with the TOEFL iBT require an overall score of at least 100 and no sub-score less than 20.

Admission rules -admissionrequirements

4.(1) To be considered for admission to this course an applicant must have—

(a) a Bachelor's degree, or an equivalent qualification, as recognised by UWA;

and

(b) the equivalent of a UWA weighted average mark of at least 50 per cent;

and

(c) at least two years professional experience in a relevant occupation; and

(2)(a) a valid Graduate Management Admission Test (GMAT)* score, and at least three years of relevant, documentedprofessional experience;

or

(b) a valid GMAT* score of at least 650, and at least two years of relevant, documented professional experience.

* GMAT scores are valid for five years.

Admission rules -ranking andselection

5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on—

(a) a satisfactory personal statement, as recognised by UWA;

and

(b) two satisfactory references, as recognised by UWA;

and

(c) an interview in which eligible applicants will be assessed based on demonstrated leadership potential, with invitation toattend the interview based on—

(i) a ranking of GMAT scores; and

(ii) the proportion of candidates to be interviewed, determined by UWA, depending on the number of eligible applicants.

Articulation and ExitAwards

6.(1) The following courses form part of an articulated sequence:• 40260 Graduate Certificate in Social Impact (24 points)• 41210 Graduate Certificate in Business (24 points)• 41220 Graduate Certificate in Leadership (24 points)• 41230 Graduate Certificate in Entrepreneurship and Innovation (24 points)• 43200 Graduate Certificate in Minerals and Energy Management (24 points)• 43520 Master of Business Administration (72 points)

(2) A student who withdraws from the Master of Business Administration course before completing it, but after fulfilling therequirements of a lesser award in the above sequence, may apply for the relevant award.

Course structure 7.(1) The course consists of units to a total value of 72 points.

(2) Units must be selected in accordance with the course structure, as set out in these rules.

Satisfactoryprogress rule

8..(1) To make satisfactory progress in a calendar year a student must—

(a) maintain pass units to a full-time enrolment throughoutvalue of at least half the durationtotal value of the course;

and

(b) pass all units in which they remain enrolled after the final date for withdrawal without academic penalty.

(2)A student who has not achieved a weighted average mark of at least 65 per cent in the first four units successfullycompleted, will not have made satisfactory progress.

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http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP16/5

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Rationale and impactassessment for change

to Satisfactoryprogress rule

to align with the MBA flexi course (42520).

Entry into most of the University's various Bachelor and Master degrees is regulated using ATAR and undergraduate WAM metrics,respectively. In comparison, entry into the Business School's MBA-related graduate certificate programs can occur on the basis of eightyears of relevant work experience alone. Thus, the Business School has limited indication of how students entering on the basis of suchwork experience are likely to perform in postgraduate coursework. The requirement of a 65% WAM therefore acts as an importantscreening device for entry into the MBA, ensuring that only students that are capable of performing at a level equivalent to the rest of theMBA cohort are permitted to enter. Students with an undergraduate degree seeking admission to the MBA require a WAM of 60–65%(depending on the ranking of their undergraduate tertiary institution) in their undergraduate course for entry. Thus, this 65% rule for thegraduate certificates acts in a similar manner as this requirement for students entering the MBA on the basis of an undergraduate degree.

Change notes Change made on annual change revision form. Moved from Annual change to Fast-track change for 2020, as it was submitted late in theyear just before opening of annual change for 2021

9. A student who has not achieved a result of Ungraded Pass (UP) for the ACE module when their progress status isassessed will not have made satisfactory progress even if they have met the other requirements for satisfactory progress inRule 8.

Progress status 10.(1) A student who makes satisfactory progress is assigned the status of 'Good Standing'.

(2) Unless the relevant board determines otherwise because of exceptional circumstances—

(a) a student who does not make satisfactory progress for the first time under Rule 8 is assigned a progress status of 'OnProbation';

(b) a student who does not make satisfactory progress for the second time under Rule 8 is assigned a progress status of'Suspended';

(c) a student who does not make satisfactory progress for the third time under Rule 8 is assigned a progress status of'Excluded';

11. A student who does not make satisfactory progress in terms of Rule 9 is assigned the progress status of 'On Probation',unless they have been assigned a progress status of 'Suspended' or 'Excluded' for failure to meet other satisfactory progressrequirements in Rule 8.

Award withdistinction rule

12. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80per cent which is calculated based on—

(a) all units above Level 3 attempted as part of the course that are awarded a final percentage mark;

(b) all relevant units above Level 3 undertaken in articulating courses of this University that are awarded a final percentagemark;

and

(c) all units above Level 3 completed at this University that are credited to the master's degree course.

Additional rule(s) 13. Requirements for applying for an articulated or alternative exit award

A student who withdraws from the course before completing the course requirements but after completing units to the valueof 24 points for the Graduate Certificate in Business may apply to the Faculty to be awarded the qualification.

14. Credit

(1) The Faculty may grant credit towards the course up to a total value of 24 points for units completed in the GraduateCertificate in Business, Graduate Certificate in Entrepreneurship and Innovation, Graduate Certificate in Leadership orGraduate Certificate in Social Impact of this University within the previous five years.

(2) For students who have not completed the Graduate Certificate in Business, Graduate Certificate in Entrepreneurship andInnovation, Graduate Certificate in Leadership or Graduate Certificate in Social Impact of this University, the Faculty maygrant credit towards the course for studies completed within the previous five years to a total value of 36 points.

(3) Within the overall credit limit set out in (2), credit may include—

(a) a maximum of 24 points for relevant studies completed in postgraduate courses at recognised tertiary institutions;

(b) a maximum of 12 points for units approved by the Faculty and completed through the UWA Business School's ExecutiveEducation group;

(c) a maximum of 18 points for work completed in approved courses provided by professional providers or privateeducational institutions.

[(b) and (c) are approved exceptions to University Policy]

Course structure

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Take all units (54 points):

ACCT5602 Accounting 6 points Active

BUSN5000 Leading Self and Others: Leadership Challenge 0 points Active

ECON5503 Economic Management and Strategy 6 points Active

FINA5530 Managerial Finance 6 points Active

MGMT5501 Organisational Behaviour 6 points Active

MGMT5502 Strategic Analysis and Consulting Project 12 points Active

MGMT5513 Data Driven Decision Making 6 points Active

MGMT5521 Operations and Strategic Supply Chain Management 6 points Active

MKTG5550 Marketing Principles 6 points Active

Group A: Take units to the value of 18 points from Option Group A or B.

ECON5504 Global Energy and Mineral Markets 6 points Active

FINA5601 Valuation and Risk Analysis for Resource Companies 6 points Active

FINA5602 Strategic Corporate Finance 6 points Active

FINA5603 Mergers and Acquisitions 6 points Active

MGMT5505 International Management 6 points Active

MGMT5512 Leadership in Maintenance 6 points Active

MGMT5514 Demonstrating Social Impact 6 points Active

MGMT5516 Social Impact: Entrepreneurs and Social Innovation 6 points Active

MGMT5517 Leadership for Social Impact 6 points Active

MGMT5518 Social Investment and Philanthropy 6 points Active

MGMT5520 Legal Principles for Management 6 points Active

MGMT5522 Leading Global Collaborations 6 points Active

MGMT5523 Becoming a Leader: Perspectives on Leadership Development 6 points Active

MGMT5524 Strategic Management of Resource Companies 6 points Active

MGMT5531 Strategic Management and Innovation in Health 6 points Active

MGMT5570 Organisational Change and Transformation 6 points Active

MGMT5601 Small Business Management 6 points Active

MGMT5608 Entrepreneurship and Innovation 6 points Active

MGMT5615 Selected Topics in Management 6 points Active

MGMT5616 Advanced Topics in Management 6 points Active

MGMT5618 International Study Program 6 points Active

MGMT5647 Negotiation Behaviour 6 points Active

MGMT5665 Project Management 6 points Active

MGMT5782 Management Case Study 6 points Active

MKTG5603 Management of Technology and Innovation 6 points Active

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http://www.caidi.uwa.edu.au/summary.php?type=Unit&id=2671


































5

Group B: Students can choose up to 6 points.

CHIN5001 Chinese for Professionals 1 6 points Active

INDO5001 Indonesian for Professionals 1 6 points Active

JAPN5001 Japanese for Professionals 1 6 points Active

KORE5001 Korean for Professionals 1 6 points Active

marks a unique unit.

Mapping of outcomes

Outcomes mappingdocument URL

https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx

Articulations

Articulation #1

Code 41210

Title Graduate Certificate in Business

Points 24

Requirements

Articulation #2

Code 41230

Title Graduate Certificate in Entrepreneurship and Innovation

Points 24

Requirements

Articulation #3

Code 41220

Title Graduate Certificate in Leadership

Points 24

Requirements

Articulation #4

Code 40260

Title Graduate Certificate in Social Impact

Points 24

Requirements

Articulation #5

Code 43200

Title Graduate Certificate in Minerals and Energy Management

Points 24

Requirements

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Australian Qualification Framework outcomes

AQF outcomes:Knowledge

Graduates of a Master of Business Administration (by coursework and dissertation) will:- develop broad and contemporary knowledge of the subject matter, concepts and techniques of management;- be able to operate in culturally diverse settings and uncertain environments

AQF outcomes:Skills

Graduates of a Master of Business Administration (by coursework and dissertation) will:- critically analyse and question accepted knowledge claims in new, unfamiliar and changing circumstances, and developalternative frameworks;- critically assess and formulate effective strategies in case studies and realistic scenarios by applying strategic thinkingcompetencies that achieve effective innovation and change;- apply practical knowledge and skills across functional and technical areas of management;- critically analyse and question accepted knowledge claims in new, unfamiliar and changing circumstances, and developalternative frameworks;- recognise, understand and respond appropriately to regulatory, ethical, social and sustainability issues;- develop and critically analyse strategies for managing stakeholder relationships responsibly;- demonstrate a high degree of proficiency of written communication in a business context;- demonstrate a high degree of proficiency of oral communication in a business context; and- the Business Advisory Project requires students to demonstrate the ability to synthesise information and to design andimplement a solution to a real business problem.

AQF outcomes:Application ofknowledge andskills

Graduates of the Master of Business Administration (by coursework and dissertation) will demonstrate the application ofknowledge and skills:- across functional and technical areas of management;- for self-directed learning and reflection; and- completing a real industry based project in the Business Advisory Project.

Course delivery

Mode of delivery Internal

Location(s)delivered

Location Percentage

UWA (Crawley) 100%

% of units taught innon-standardsemesters

100% units in non-standard teaching periods

Duration, intake and attendance

Duration of course 12 months

Duration of courseat maximum volumeof learning

18 months

Intake periods(broad)

Beginning of year only

Intake periods(specific teachingperiods)

Trimester 1

Attendance type Full-time only

Time limit 18 months

History of endorsements/approvals for changes

Event Date Outcome

School / ROE 15-05-2019 Endorsed: Peter Robertson

Faculty 02-07-2019 Endorsed: FABLE Curriculum Committee, 2 July 2019, R28/19

Curriculum Committee Not yet approved

Comparing current approved data to the data as it will be on 05/06/2020 if changes are approved. Report generated 04/06/20 02:06.

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Active postgraduate coursework course as at 01-01-2021

43520 Master of Business Administration (courseworkand dissertation)

TRIM: F55546ID: 375

Showing proposed annual changes for 2021




UWA Business School

Coordinator Professor Allan Trench



Details

Course code 43520

Title Master of Business Administration


MBA


Master's by Coursework and Dissertation


Master's (Coursework) — Level 9


CRICOS code 081415F

About this course The UWA MBA offered in an intensive format enables potential senior managers to rapidly develop their business acumenand leadership skills through tailored modules, teamwork assignments, case studies and a personal and professionaldevelopment module.

The course will have significant overlap with the current Master of Business Administration (MBA) (42520), including asimilar set of core units. A distinguishing feature of the intensive MBA is the inclusion of a strategic analysis and consultingproject.

Approved 05/12/2013


Volume of learning



Yes




Rules




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3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University'sEnglish language competence requirement as set out in the University Policy on Admission: Coursework, except asotherwise indicated in the rules for this course.

(2) Applicants presenting with the IELTS Academic require an overall score of at least 7.0 and no band less than 6.5.

(3) Applicants presenting with the TOEFL iBT require an overall score of at least 100 and no sub-score less than 20.


4.(1) To be considered for admission to this course an applicant must have—

(a) a Bachelor's degree, or an equivalent qualification, as recognised by UWA;

and

(b) the equivalent of a UWA weighted average mark of at least 50 per cent;

and

(c) at least two years professional experience in a relevant occupation; and

(2)(a) a valid Graduate Management Admission Test (GMAT)* score, and at least three years of relevant, documentedprofessional experience;

or

(b) a valid GMAT* score of at least 650, and at least two years of relevant, documented professional experience.

* GMAT scores are valid for five years.



(a) a satisfactory personal statement, as recognised by UWA;

and

(b) two satisfactory references, as recognised by UWA;

and

(c) an interview in which eligible applicants will be assessed based on demonstrated leadership potential, with invitation toattend the interview based on—

(i) a ranking of GMAT scores; and

(ii) the proportion of candidates to be interviewed, determined by UWA, depending on the number of eligible applicants.


6.(1) The following courses form part of an articulated sequence:• 40260 Graduate Certificate in Social Impact (24 points)• 41210 Graduate Certificate in Business (24 points)• 41220 Graduate Certificate in Leadership (24 points)• 41230 Graduate Certificate in Entrepreneurship and Innovation (24 points)• 43200 Graduate Certificate in Minerals and Energy Management (24 points)• 43520 Master of Business Administration (72 points)

(2) A student who withdraws from the Master of Business Administration course before completing it, but after fulfilling therequirements of a lesser award in the above sequence, may apply for the relevant award.




8. 1. To make satisfactory progress in a calendar year a student must—

(a) maintain pass units to a full-time enrolment throughoutvalue of at least half the durationtotal value of the course;

and

(b) pass all units in which they remain enrolled after the final date for withdrawal without academic penalty.\. A student who has not achieved a weighted average mark of at least 65 per cent in the first four units successfullycompleted, will not have made satisfactory progress.\. A student who has not made satisfactory progress will be excluded from the course and can exit with a GraduateCertificate.

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to Satisfactoryprogress rule

to align with the MBA flexi course (42520). Entry into most of the University's various Bachelor and Master degrees is regulated usingATAR and undergraduate WAM metrics, respectively. In comparison, entry into the Business School's MBA-related graduate certificateprograms can occur on the basis of eight years of relevant work experience alone. Thus, the Business School has limited indication of howstudents entering on the basis of such work experience are likely to perform in postgraduate coursework. The requirement of a 65% WAMtherefore acts as an important screening device for entry into the MBA, ensuring that only students that are capable of performing at alevel equivalent to the rest of the MBA cohort are permitted to enter. Students with an undergraduate degree seeking admission to theMBA require a WAM of 60–65% (depending on the ranking of their undergraduate tertiary institution) in their undergraduate course forentry. Thus, this 65% rule for the graduate certificates acts in a similar manner as this requirement for students entering the MBA on thebasis of an undergraduate degree.




(a) aA student who doeshas not makemade satisfactory progress forwill be excluded from the first time under Rule 8 isassignedcourse and can exit with a progress status of 'On Probation';


(c) a student who does not make satisfactory progress for the third time under Rule 8 is assigned a progress status of'Excluded';Graduate Certificate


to Progress status

To bring in line with changes made to Rule 8.



12. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80per cent which is calculated based on—

(a) all units above Level 3 attempted as part of the course that are awarded a final percentage mark;

(b) all relevant units above Level 3 undertaken in articulating courses of this University that are awarded a final percentagemark;

and

(c) all units above Level 3 completed at this University that are credited to the master's degree course.

Additional rule(s) 13. Requirements for applying for an articulated or alternative exit award

A student who withdraws from the course before completing the course requirements but after completing units to the valueof 24 points for the Graduate Certificate in Business may apply to the Faculty to be awarded the qualification.

14. Credit

(1) The Faculty may grant credit towards the course up to a total value of 24 points for units completed in the GraduateCertificate in Business, Graduate Certificate in Entrepreneurship and Innovation, Graduate Certificate in Leadership orGraduate Certificate in Social Impact of this University within the previous five years.

(2) For students who have not completed the Graduate Certificate in Business, Graduate Certificate in Entrepreneurship andInnovation, Graduate Certificate in Leadership or Graduate Certificate in Social Impact of this University, the Faculty maygrant credit towards the course for studies completed within the previous five years to a total value of 36 points.

(3) Within the overall credit limit set out in (2), credit may include—

(a) a maximum of 24 points for relevant studies completed in postgraduate courses at recognised tertiary institutions;

(b) a maximum of 12 points for units approved by the Faculty and completed through the UWA Business School's ExecutiveEducation group;

(c) a maximum of 18 points for work completed in approved courses provided by professional providers or privateeducational institutions.

[(b) and (c) are approved exceptions to University Policy]

Course structure

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ACCT5602 Accounting 6 points Active

BUSN5000 Leading Self and Others: Leadership Challenge 0 points Active

ECON5503 Economic Management and Strategy 6 points Active

FINA5530 Managerial Finance 6 points Active

MGMT5501 Organisational Behaviour 6 points Active

MGMT5502 Strategic Analysis and Consulting Project 12 points Active

MGMT5513 Data Driven Decision Making 6 points Active

MGMT5521 Operations and Strategic Supply Chain Management 6 points Active

MKTG5550 Marketing Principles 6 points Active

Group A: Take units to the value of 18 points from Option Group A or B.

ECON5504 Global Energy and Mineral Markets 6 points Active

FINA5601 Valuation and Risk Analysis for Resource Companies 6 points Active

FINA5602 Strategic Corporate Finance 6 points Active

FINA5603 Mergers and Acquisitions 6 points Active


MGMT5512 Leadership in Maintenance 6 points Active

MGMT5514 Demonstrating Social Impact 6 points Active

MGMT5516 Social Impact: Entrepreneurs and Social Innovation 6 points Active

MGMT5517 Leadership for Social Impact 6 points Active

MGMT5518 Social Investment and Philanthropy 6 points Active

MGMT5520 Legal Principles for Management 6 points Active

MGMT5522 Leading Global Collaborations 6 points Active

MGMT5523 Becoming a Leader: Perspectives on Leadership Development 6 points Active

MGMT5524 Strategic Management of Resource Companies 6 points Active

MGMT5531 Strategic Management and Innovation in Health 6 points Active

MGMT5570 Organisational Change and Transformation 6 points Active

MGMT5601 Small Business Management 6 points Active

MGMT5608 Entrepreneurship and Innovation 6 points Active

MGMT5615 Selected Topics in Management 6 points Active

MGMT5616 Advanced Topics in Management 6 points Active

MGMT5618 International Study Program 6 points Active

MGMT5647 Negotiation Behaviour 6 points Active

MGMT5665 Project Management 6 points Active

MGMT5782 Management Case Study 6 points Active

MKTG5603 Management of Technology and Innovation 6 points Active

EFFE

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5

Group B: Students can choose up to 6 points.

CHIN5001 Chinese for Professionals 1 6 points Active

INDO5001 Indonesian for Professionals 1 6 points Active

JAPN5001 Japanese for Professionals 1 6 points Active

KORE5001 Korean for Professionals 1 6 points Active

marks a unique unit.

Mapping of outcomes



Articulations

Articulation #1

Code 41210

Title Graduate Certificate in Business

Points 24

Requirements

Articulation #2

Code 41230

Title Graduate Certificate in Entrepreneurship and Innovation

Points 24

Requirements

Articulation #3

Code 41220

Title Graduate Certificate in Leadership

Points 24

Requirements

Articulation #4

Code 40260

Title Graduate Certificate in Social Impact

Points 24

Requirements

Articulation #5

Code 43200

Title Graduate Certificate in Minerals and Energy Management

Points 24

Requirements

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6



Graduates of a Master of Business Administration (by coursework and dissertation) will:- develop broad and contemporary knowledge of the subject matter, concepts and techniques of management;- be able to operate in culturally diverse settings and uncertain environments

AQF outcomes:Skills

Graduates of a Master of Business Administration (by coursework and dissertation) will:- critically analyse and question accepted knowledge claims in new, unfamiliar and changing circumstances, and developalternative frameworks;- critically assess and formulate effective strategies in case studies and realistic scenarios by applying strategic thinkingcompetencies that achieve effective innovation and change;- apply practical knowledge and skills across functional and technical areas of management;- critically analyse and question accepted knowledge claims in new, unfamiliar and changing circumstances, and developalternative frameworks;- recognise, understand and respond appropriately to regulatory, ethical, social and sustainability issues;- develop and critically analyse strategies for managing stakeholder relationships responsibly;- demonstrate a high degree of proficiency of written communication in a business context;- demonstrate a high degree of proficiency of oral communication in a business context; and- the Business Advisory Project requires students to demonstrate the ability to synthesise information and to design andimplement a solution to a real business problem.


Graduates of the Master of Business Administration (by coursework and dissertation) will demonstrate the application ofknowledge and skills:- across functional and technical areas of management;- for self-directed learning and reflection; and- completing a real industry based project in the Business Advisory Project.

Course delivery



Location Percentage

UWA (Crawley) 100%

% of units taught innon-standardsemesters

100% units in non-standard teaching periods


Duration of course 12 months


18 months


Beginning of year only


Trimester 1

Attendance type Full-time only

Time limit 18 months

History of endorsements/approvals for changes

Event Date Outcome

School / ROE 03-02-2020 Endorsed: Paul Crompton

Faculty 03-02-2020 Endorsed: ADL&T


Comparing current approved data to the data as it will be on 01/01/2021 if changes are approved. Report generated 04/06/20 02:06.

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A12

B1

Proposed major (academic proposal) as at 04-06-2020

MJD-BMGMT Business ManagementTRIM: F20/1116

ID: 4862

This major is not yet approved.

Major information

Code MJD-BMGMT

Title Business Management

Undergraduatedegree

BCom

Area of Knowledge(for broadening)

Management and Commerce



UWA Business School

Coordinator {"Coordinator" blank}

Proposed 29/05/2020


Structure 2+3+3

Why non-standardstructure

Follows new rules on major structure

Major type

Type of major Single

Degree-specificmajor?

True

Second major? True

Corequisites assecond major

nil

Major has end-onhonours?

True

Details

About this major This mandatory first major covers the foundations of business and organisational management. This major preparesstudents for job readiness through a breadth of career and employability pathways relevant to today's dynamic businessindustries. This major provides students with a grounding in essential business knowledge across technical and theoreticaldisciplines, including business reporting, economics, marketing and management principles, as well as key practicalcommunications and data literacy skills. To further enhance employability, a capstone experience will be provided tostudents to put their knowledge into practice through a range of options including internships, industry projects or work-integrated learning. This combination of technical knowledge and skills mean students will be well-equipped to enter a widerange of business organisations upon completion.

Outcomes # Outcome

1 evaluate key concepts, theories and practices important to Business Management

2 diagnose business challenges, and identify appropriate managerial actions

3 demonstrate effective communication skills, both written and oral

4 demonstrate project management skills and ability to work productively in a group

5 provide possible discipline-based solutions to a business

6 demonstrate understanding regarding principles of ethical behaviour, and/or cultural, social and sustainability issues

B2

Experiential Learning

Type of experientiallearning

Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement);Simulated workplace learning;

Experientiallearning requiredfor accreditation?

No

Units in the major’sunit sequence thatinclude experientiallearning activities

WILG3001INTG2888

Overview of theexperientiallearning activitiesincluded in themajor

Capstone experience for students, involving either a work-integrated learning experience or internship, a businessdevelopment project, or an integrated cross-disciplinary project.

Outcomes ofexperientiallearning

By applying knowledge and skills developed through the major (and that form the Program Learning Goals).

Rules

Prerequisites nil

Corequisites nil

Incompatibilities nil

Unit sequence

Level 1


MGMT1136 Management and Organisations 6 points Active

MKTG1203 Introduction to Marketing 6 points Active

Level 2


HRMT2237 Human Resource Management 6 points Active

INMT2232 Project Management 6 points Active

MKTG2238 Advertising and Promotion 6 points Active

Level 3


MGMT3347 Strategic Management 6 points Active

MKTG3306 Strategic Marketing 6 points Active

Take unit(s) to the value of 6 points:

BUSN3001 Business Development Project 6 points Proposed

INTG2888 Wild Card–Interdisciplinary Approaches to Real World Problems 6 points Active

WILG3001 Professional Experience Practicum 6 points Active

Rules met withinmajor?

True











B3

Educational Principles

EducationalPrinciple 1: developdisciplinary andinterdisciplinaryknowledge andskills through studyand research-basedenquiry

Level 1: Beginning Level 2: Developing Level 3: Advanced

Through the two core managementand marketing principles units(MGMT1136 and MKTG1203respectively).

Development of specific intermediatemanagement principles applies through thehuman resource management and advertising andpromotions units (HRMT2237 and MKTG2238respectively)

Specific strategic knowledge for both management andmarketing are embedded within the units MGMT3347 andMKTG3306. Broad knowledge and skills developed overthe entire degree will be reinforced through the capstoneexperience.

EducationalPrinciple 2: developthe skills requiredto learn from avariety of sourcesand experiences


Transferrable skills embedded explicitly in the twodegree-specific communications and data literacyunits (BUSN1100 and BUSN1200 units respectively).

These transferrable skills are embedded directly in theProject Management unit, where problem-solving skillsare developed that can be applied across a range ofareas.

Broad knowledge and skills developedover the entire degree will bereinforced through the capstoneexperience.

EducationalPrinciple 3: developpersonal, social andethical awareness inan internationalcontext


International context embeddedthrough the macroeconomiccontent of the degree-specificECON1100 unit (Economics forBusiness)

Project management (INMT2232) developsproject leadership and risk managementskills, as well as requiring judgement andmaturity in project management decision-making processes.

Explicitly embedded within Strategic Marketing are two corelearning outcomes: (a) to demonstrate social awareness of thesocial and ethical impact of strategic marketing by completingcases that require weighing societal and ethical issues againstbusiness profit; (b) demonstrate awareness of the internationalbusiness context and culture by completing cases that are set inmany different countries

EducationalPrinciple 4:communicateclearly, effectivelyand appropriately ina range of contexts


Embedded directly into the degree-specific unit - BUSN1100 AppliedBusiness Communications.

Embedded in the MKTG2238 unit, where students are required todemonstrate the ability to produce written communication related tointegrated marketing communication and its component(s). Communicationsskills are also embedded in the Project Management unit, where studentsmust communicate a project plan by way of an oral presentation and writtenreport

Broad knowledge and skillsdeveloped over the entiredegree will be reinforcedthrough the capstoneexperience.

Embedding communication skills

How arecommunicationskills requirementssatisfied?

Unit

Communicationskills unit

BUSN1100 - Business Communication for Change, Influence and Impact (proposed)

Embedding research skills

EmbeddingResearch SkillsElement A (theevolution of thediscipline includingits history,philosophy &theorizing)


Curriculumcontent

Fundamental business and marketprinciples that include theoreticalconsiderations across crucial businessdisciplines are developed through thefollowing four units: ECON1100; ACCT1100;MGMT1136 and MKTG1203.

Intermediate management andmarketing principles that includetheoretical considerations are developedthrough the following three core units:INMT2232, MKTG2238 and HRMT2237.

Advanced management and marketingprinciples that include theoreticalconsiderations are developed throughthe two strategic thinking core units -MGMT3347 and MKTG3306.

Pedagogy lectures, workshops, tutorials lectures, workshops, tutorials lectures, workshops, tutorials

Assessment assignments, exams assignments, exams assignments, exams

EmbeddingResearch SkillsElement B (themethods of enquirythat the disciplineuses, includingmethods of researchethics)


Curriculumcontent

MGMT1136 - locate, utiliseandreference a range ofinformationsources proficiently.

HRMT2237 develops the enquiry-basedmanagement skills students will need (see LO 6 -critically analyse information about HRM fromthe library, the web and other sources ofinformation.)

IN MKTG3306, students develop their researchskills through research-based enquiry (eg LO4 -demonstrate their knowledge of strategicmarketing through study and research-basedenquiry).

Pedagogy lectures, workshops,tutorials

lectures, workshops, tutorials lectures, workshops, tutorials

Assessment assignments, exams team project assignment, exams assignments, exams

B4

EmbeddingResearch SkillsElement C (thepractice of enquiry -based thinkingrelevant to thediscipline)


Curriculumcontent

MKTG1203 andMGMT1136 -through case studiesandscenarios (bothhypothetical andapplied).

Enquiry-based thinking is developed through the criticalassessment of case studies (for example - MKTG2238 -LO2 - evaluate the effectiveness of differentcomponents of integrated marketing communications(IMC) based on market situations). For HRMT2237,students will apply their learning about HRM conceptsto practical contexts and issues.

In the core MGMT3347 unit, students willemploy enquiry-based thinking through casestudies (eg LO2 - develop an appreciation ofthe organisation as an integrated systemthrough extensive case analysis,encompassing a variety of concepts andtheories covered in the class.

In MKTG3306, use of case studies is alsoextensive (eg LO6 - demonstrate awareness ofthe international business context and cultureby completing cases that are set in manydifferent countries)

Pedagogy lectures, workshops,tutorials

lectures, workshops, tutorials lectures, workshops, tutorials


EmbeddingResearch SkillsElement D (thediscourseconventions of thediscipline)


Curriculumcontent

The foundational discourseconventions of business areintroduced and defined within thefollowing four units: ECON1100;ACCT1100; MGMT1136 andMKTG1203.

Discourse conventions developed in MKTG1203and MGMT1136 are further developed throughdemonstrating an understanding of projectmanagement knowledge areas, human resourcemanagement concepts and theories, and in theconventions surrounding integrated marketingcommunications.

Discourse occurs through building on theconventions developed at Levels 1 and 2(eg MGMT3347 - LO1 - explain thestrategic management process throughexposure to theoretical concepts andcurrent developments in the field);

Pedagogy lectures, workshops, tutorials lectures, workshops, tutorials lectures, workshops, tutorials


History and committee endorsements/approvals

Event Date Outcome

Faculty 29-05-2020 Endorsed: Approved by ADLT under delegated authorityApproval reference: NA

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 04/06/2020. Report generated 04/06/20 03:06.

B5

Proposed unit as at 04-06-2020

BUSN3001 Business Development ProjectTRIM: F20/1390

ID: 7693

This unit is not yet approved.

Unit information

Code BUSN3001

Title Business Development Project

Level 3

Unit type Undergraduate unit in major(s)

Undergraduatedegree

BCom



UWA Business School

Coordinator Andrew Williams

Proposed 29/05/2020


Credit points 6 points

Contact hours TBA

Broadeningcategory

Broadening Category B



Academic information

Content This unit consolidates and integrates learning from the Business Management major. Students will work collaboratively inteams to analyse and evaluate real-world business problems, using the critical and problem-solving skills developed in themajor to bear on this problem.

Outcomes Students are able to (1) apply technical expertise by integrating business problems that are layered with real-life issues; (2)demonstrate teamwork and problem-solving skills in real world scenarios; (3) demonstrate effective oral and writtencommunication skills; and (4) reflect on performance feedback to identify and action learning opportunities and self-improvements.

How outcomes willbe assessed

# Outcome How outcome will be assessed

1 apply technical expertise by integrating business problems that are layered with real-life issues group project, reflective journal, exam

2 demonstrate teamwork and problem-solving skills in real world scenarios group project

3 demonstrate effective oral and written communication skills group project, reflective journal, exam

4 reflect on performance feedback to identify and action learning opportunities and self-improvements reflective journal

Assessment items Indicative assessments in this unit are as follows: (1) group project; (2) reflective journal; and (3) exam. Further informationis available in the unit outline.

# Assessment Indicative weighting Failed component

1 group project 30%

2 reflective journal 30%

3 exam 40%

Supplementaryassessmentstatement

Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who hasobtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the studentmust pass in order to complete their course.

Teachingresponsibilities

Teaching organisation Notes %

00420 UWA Business School co-ordinator 100%

B6

Unit rules

Prerequisites Enrolment in the Business Management major and completion of a minimum of 48 points.

Corequisites nil

Incompatibilities WILG3001 Professional Experience PracticumINTG2888 Wild INTG2888 Wild Card–Interdisciplinary Approaches to Real World Problems

Unit offered/shared in courses

Intended courses Bachelor of Business degreeBusiness Management major (option)

Course Course type Status in course Role

MJD-BMGMT Business Management Major Proposed Option

Availabilities

Teaching period Location Mode Details

Semester 1, 2023 Crawley Multi-mode Expected class size: 40Contact hours: Up to 3

Semester 2, 2023 Crawley Multi-mode Expected class size: 40Contact hours: Up to 3


Event Date Outcome

School / ROE 28-05-2020 Endorsed: Endorsed by UWABS Working Party on Bachelor of Business(Deputy Dean, HoD - Management, HoD Marketing, Director ofEducation).

Faculty 29-05-2020 Endorsed: Approved by ADLT under delegated authorityApproval reference: na



http://www.caidi.uwa.edu.au/summary.php?type=Major&id=4862

B7


MJS-ENTIN Enterprise and InnovationTRIM: F20/1308

ID: 4866


Major information

Code MJS-ENTIN

Title Enterprise and Innovation

Undergraduatedegree

BCom





UWA Business School

Coordinator {"Coordinator" blank}

Proposed 29/05/2020


Structure 2+3+3


No longer non-standard under new rules.

Major type



False

Second major? True


nil


False

Details

About this major Enterprise and Innovation is for students to develop their skills, knowledge and practical engagement with the principles ofentrepreneurship and innovation in a local and global context. Students will develop solution-based skills to complex realworld problems and learn to critically apply business solutions to them. Students will develop key attributes foremployability through core principles of innovation, commercialisation and digital strategies necessary in today's workplace.

Outcomes # Outcome

1 explain contemporary issues in business and the role of entrepreneurs and entrepreneurial management

2 apply frameworks for new business start-up using entrepreneuriual management techniques and processes for identifying opportunities

3 critically reflect on contemporary marketing and management theories as they apply to business management

4 demonstrate an understanding of organisational structures and mechanisms to promote an innovation culture

5 demonstrate the ability to communicate through the use of multiple channels

6 assess entrepreneurial strategy as a continuous process in planning that involves analysis of multiple options requiring social, ethical, cultural andsustainability considerations

Rules

Prerequisites nil

Corequisites nil


B8

Unit sequence

Level 1



MKTG1342 Introduction to Enterprise and Innovation 6 points Proposed

Level 2


BUSN2102 Changing the World: Social Innovation, Finance and Enterprise 6 points Proposed

MGMT2311 Organisational Learning and Innovation 6 points Active

MKTG2301 Small Business Management 6 points Active

Level 3


MGMT3335 Enterprise Systems 6 points Active

MGMT3346 Managing Organisational Change 6 points Active

MKTG3303 New Product Development and Commercialisation 6 points Active


True




Through the core MGMT1136unit. Example: contrast andcompare theories ofmanagement andorganisations, demonstratingan understanding of theirhistoricaldevelopment (LO1), and:describe the process by whichchange is introduced intoorganisations and howinnovationcan be fostered (LO5).

Through each of the core units. IN MGMT2311 - describe and discuss theories,concepts and models of organisational learning and innovation pertaining tofirms in knowledge-intensive industries (LO1); in MKTG2301 - critically reflect onthe contemporary marketing and management theories as they apply in smallbusiness management and in particular the ability of a small business to createand maintain a competitive advantage in the market; and in BUSN2102 -analyse the traditional and emerging solutions to major social and economicchallenges, including principal tools and methods currently being employed insocially innovative projects and the relative success of these projects

Through the MGMT3346 core unit.Example: identify the abilities andskills required to effectivelyfacilitate innovation (LO6); throughthe MKTG3303 unit - understandthe process of innovationmanagement in both small andlarge firms (LO1).



Through theMGMT1136 unit.Example:locate, utilise andreference a range ofinformation sourcesproficiently (LO5).

Through the MGMT2311 core unit. Topics are reinforced through analysis of arange of case studies designed to strengthen students' analytical andproblem-solving skills. Example: Students will be able to demonstrate anunderstanding of the unit's content through its application to solving problemsin real-life case studies. (LO5)

Through the MGMT3346 unit. Example;apply change models and concepts andresearch skills to real-life organisationalchange in a case study (LO5).



Through the MGMT1135 unit.Example: demonstrate anawareness of ethics, socialresponsibility and sustainabilitywhen managingpeople and organisations (LO3).

Through the BUSN2102 unit. Example: explain thecontours of major social and economic challenges suchas poverty and social disadvantage facing the world inlocal, national and international contexts (LO1)

Through the MGMT3335 core unit (LO 8 - developteamwork skills; and the core MGMT3346 unit, wherethe teaching strategy includes individual and groupcase studies (including a group oral presentation)









B9



Through the MKTG1342 core unit.Example: students will be required toidentify and evaluate innovation strategiesthat drive firm performance and growththrough a written group project.

MGMT1136 - active class participation is anassessable component.

Through the core MKTG2301 unit. Example: Studentswill be able to demonstrate the ability to produce clearoral presentations of their work (LO3); and produceclear and concise written communication using anappropriate writing and referencing style (LO4).

Through the core MGMT2311 core unit. Students will beable to demonstrate an understanding of the unit'scontent through its application to solving problems inreal-life case studies, assessed through individual andgroup projects.

Through the MGMT3346 core unit, studentswill be able to apply change models andconcepts and research skills to real-lifeorganisational change in a case study (LO5),assessed through a written project.



Embedded

Embeddedcommunicationskills


Students demonstrate writingthat is clear, well structuredand appropriate to audienceand purpose

Demonstrated through theassessment structure in coreMGMT1136 and MGMT1342units (written assignments).

Demonstrate through core MKTG2301unit - produce clear and concise writtencommunication using an appropriatewriting and referencing style (LO4)

Demonstrated through variousassessment items across coreLevel 3 units. Example: MGMT3303written assignment.

Students give oralpresentations that are clear,well structured andappropriate to audience andpurpose

MGMT1342 incorporates a groupprogress presentation fromstudents.

Demonstrate through core MKTG2301unit - demonstrate the ability toproduce clear oral presentations oftheir work (LO3).

MGMT3346 includes a groupassignment that incorporates anoral presentation.

Students demonstrate criticalinformation literacy skills thatare appropriate to context

Demonstrated through coreMGMT1136 unit. Example:locate, utilise and reference arange of information sourcesproficiently (LO6).

Demonstrate through use ofinformation skills to research casestudies in core MGMT2311 unit (LO5and case analysis assessment).

Demonstrated through coreMGMT3335 unit. Example:efficiently navigate and accessinformation in an ERP system (LO6)

Students demonstrateinterpersonal skills that aresensitive and appropriate tocontext

Demonstrated through groupproject in core MGMT1342 unit.

Demonstrated through group project incore MGMT2311 and through oralpresentations in MKTG2301 units.

Demonstrated through coreMGMT3335 unit. Example: developteamwork skills (LO8), and groupassignment assessment.




Curriculumcontent

MGMT1136 - contrast and comparetheories of management andorganisations, demonstrating anunderstanding of their historicaldevelopment;

MKTG1342 - Students will be able todevelop an understanding of innovationprocesses through exposure totheoretical concepts and currentdevelopments in the field.

The evolution of the discipline of innovation and themanagement principles of innovation are presentedthrough developing theoretical concepts. Example:Students are able to describe and discuss theories,concepts and models of organisational learning andinnovation pertaining to firms in knowledge-intensive industries (MGMT2311 - LO1).

Example: Students will be able to analyse thetraditional and emerging solutions to major socialand economic challenges, including principal toolsand methods currently being employed in sociallyinnovative projects and the relative success of theseprojects (BUSN2102 - LO3).

MGMT3346: content coverstheories of organisational change;MKTG3303 covers the evolution oftechnology adoption andinnovation in organisations.

Pedagogy Lectures, seminars, workshops, tutorials Lectures, seminars, workshops, tutorials Lectures, seminars, workshops,tutorials

Assessment Assignments/projects, exams Assignments/projects, exams Assignments/projects, exams



Curriculumcontent

MGMT1136 - locate, utiliseandreference a range ofinformationsources proficiently.

Research skills are developed through a range of resources,including academic papers reinforce the theories of thediscipline, and then applied through extensive use of casestudies and critical analysis of those theories. Example:MGMT2311 - demonstrate an understanding of the unit'scontent through its application to solving problems in real-lifecase studies. (LO5). With respect to the test-based researchconventions in the discipline: Students will be able to produceclear and concise written communication using an appropriatewriting and referencing style (MKTG2301 - LO4).

MKTG3303:MGMT3335: students use softwareprograms to demonstrate thevarious systems used in enterpriseinformation systems;

Pedagogy Lectures, seminars,workshops, tutorials,computer labs

Lectures, seminars, workshops, tutorials, computer labs Lectures, seminars, workshops,tutorials, computer labs


B10



Curriculumcontent

MGMT1136 - through casestudies andscenarios (both hypotheticalandapplied).

Enquiry-based skills are developed andassessed through case studies and criticalanalysis. Example: Students are able tocritically reflect on the contemporarymarketing and management theories as theyapply in small business management(MGMT2301 - LO2).

Enquiry-based skills are further developedthrough a number of methodologies, but thecase study approach is particularly common.Example: MGMT3346 - Students are able toapply change models and concepts and researchskills to real-life organisational change in a casestudy (LO5).

Pedagogy Lectures, seminars, workshops,tutorials

Lectures, seminars, workshops, tutorials Lectures, seminars, workshops, tutorials




Curriculumcontent

Discourse conventions are establishedand defined through development ofmanagement theories in MGMT1136,and through exposure to theoreticalconcepts and current developments inentrepreneurship in MKTG1342.

Discourse conventions of social innovation aredeveloped through BUSN2102. For example:Students will be able to analyse the traditionaland emerging solutions to major social andeconomic challenges, including principal toolsand methods currently being employed insocially innovative projects and the relativesuccess of these projects (LO3)

Tied with the conventions of the innovationdiscipline, the conventions of organisationalinnovation are refined through MGMT2311.Example: Students will be able to describe anddiscuss theories, concepts and models oforganisational learning and innovationpertaining to firms in knowledge-intensiveindustries (LO1).

Discourse conventions are furtherrefined through change managementtheories in MGMT3346, and throughexposure to theoretical concepts andcurrent developments in innovation inMKTG3303.

Pedagogy Lectures, seminars, workshops, tutorials Lectures, seminars, workshops, tutorials Lectures, seminars, workshops,tutorials



Event Date Outcome





B11


MKTG1342 Introduction to Enterprise and InnovationTRIM: F20/1396

ID: 7697


Unit information

Code MKTG1342

Title Introduction to Enterprise and Innovation

Level 1


Undergraduatedegree

BCom



UWA Business School

Coordinator Sebastiaan van Doorn

Proposed 29/05/2020



Contact hours lectures/tutorials/seminars/workshops: up to 3 hours per week

Broadeningcategory





Content This unit introduces students to processes of innovation and entrepreneurship. What is innovation, what are itscharacteristics, how does it compare to business as usual. What is entrepreneurship, what is the difference between start-upentrepreneurship and corporate entrepreneurship. The course covers an array of concepts, e.g. technological innovation,ambidexterity, transformational innovation, entrepreneurial orientation, characteristics of entrepreneurs (both within andoutside the corporate context) and antecedents and outcomes of innovation and entrepreneurship more generally.Throughout the semester students are familiarized with concepts that are meaningful for building a toolkit for dealing withapplications of innovation and entrepreneurship in later coursework.

Outcomes Students are able to (1) develop an understanding of innovation processes through exposure to theoretical concepts andcurrent developments in the field; (2) develop an understanding of entrepreneurship and build theoretical understanding onits position in the organizational process; (3) evaluate innovation strategies that drive firm performance and growth.; and (4)explain how innovation and entrepreneurship can be successfully managed.



1 develop an understanding of innovation processes through exposure to theoretical concepts andcurrent developments in the field

examination; assignment ; and group project

2 develop an understanding of entrepreneurship and build theoretical understanding on its position inthe organizational process

examination; assignment ; and group project

3 evaluate innovation strategies that drive firm performance and growth. examination; assignment ; and group project

4 explain how innovation and entrepreneurship can be successfully managed examination; assignment ; and group project

Assessment items Indicative assessments in this unit are as follows: (1) examination; (2) assignment; and (3) group project. Furtherinformation is available in the unit outline.


1 examination 50%

2 assignment 25%

3 group project 25%



B12



00420 UWA Business School ROE 100%

Unit rules

Prerequisites nil

Corequisites Nil.



Intended courses Core unit in Enterprise and Innovation major in the B.Bus (proposed)


MJS-ENTIN Enterprise and Innovation Major Proposed Core

Availabilities


Semester 2, 2021 Crawley Multi-mode Expected class size: 100Contact hours: up to 3


Event Date Outcome

School / ROE 28-05-2020 Endorsed: Endorsed by UWABS Working Party on Bachelor of Business(Deputy Dean, HoD - Management, HoD Marketing, Director ofEducation), in agreement with UC.





B13


BUSN2102 Changing the World: Social Innovation,Finance and Enterprise

TRIM: F20/1393ID: 7694


Unit information

Code BUSN2102

Title Changing the World: Social Innovation, Finance and Enterprise

Level 2


Undergraduatedegree

BCom



UWA Business School

Coordinator Professor Paul Flatau

Proposed 29/05/2020



Contact hours lectures/tutorials/seminars/workshops: up to 3 hours per week

Elective? True

Broadening category

Broadeningcategory

Broadening Category A



Type of Broadeningcategory A

Main focus on some aspect of the globalised and culturally diverse environment

Why BroadeningCategory A

This unit highlights how innovation and entrepreneurship are solving major global social and economic challenges such ashunger, poverty, homelessness and intergenerational disadvantage and unemployment.

Designrequirements forthis type ofBroadeningCategory A

Requirements for proposing a ‘Category A’ broadening unit that addresses aspects relating to a globalised and culturallydiverse environment in which the student operates:1. The main focus of the academic content of the unit must be focused on enabling the student to understand aspects of globalised andculturally diverse environments.

This requirement may be met through one or more of the following methods:(a) where the unit content explicitly focuses on cultural and global diversity;(b) where learning occurs by applying the disciplinary focus of the unit to global and culturally diverse contexts;(c) where learning occurs through comparative study of global-cultural diversities and contexts;(d) where learning occurs through case study approaches, including field study and trips, to understanding global-cultural diversities.

[N.B: where a unit is designed as an ‘Indigenous-embedded’ unit (i.e. Indigenous content account for 20 per cent or more of unit content),the proposal should demonstrate that it has been developed in consultation with the School of Indigenous Studies.]

2. Learning outcomes of the unit must be designed to enable students to develop personal, social and ethical awareness in a globalcontext.

3. Assessment must adequately demonstrate that the student will meet requirements 1 and 2.

B14


Content This unit highlights how innovation and entrepreneurship are solving major global social and economic challenges such ashunger, poverty, homelessness and intergenerational disadvantage and unemployment. It considers the rise of socialentrepreneurship, the shift to a focus on collaboration, and the role of corporate social responsibility, philanthro-capitalism,social finance and impact investing in creating new options for positive social impact. New tools for social change in a digitaland social media world (e.g. Kiva, Kickstarter, Twitter, Facebook) are considered and trends in the measurement anddemonstration of social impact are examined.

The aim of the unit is for students to gain an evidence based and rich picture of what works in driving social change in thecontemporary world.

Outcomes Students are able to (1) explain the contours of major social and economic challenges such as poverty and socialdisadvantage facing the world in local, national and international contexts; (2) illustrate the main actors both in finance anddelivery involved in local, national and global innovative social change projects; (3) analyse the traditional and emergingsolutions to major social and economic challenges; (4) debate the role and styles of leaders in social change: entrepreneurs,advocates, policy makers, fundraisers, non-government organisations (NGOs), foundations and philanthropists; and (5)design a proposal and business plan for a social enterprise to potentially change the world.



1 explain the contours of major social and economic challenges such as poverty and socialdisadvantage facing the world in local, national and international contexts

workshop and tutorial exercises, assignments

2 illustrate the main actors both in finance and delivery involved in local, national and globalinnovative social change projects


3 analyse the traditional and emerging solutions to major social and economic challenges workshop and tutorial exercises, assignments

4 debate the role and styles of leaders in social change: entrepreneurs, advocates, policy makers,fundraisers, non-government organisations (NGOs), foundations and philanthropists


5 design a proposal and business plan for a social enterprise to potentially change the world workshop and tutorial exercises, assignments(group)

Assessment items Indicative assessments in this unit are as follows: (1) tutorial exercises and (2) assignments. Further information is availablein the unit outline.


1 tutorial exercises 30%

2 assignments 70%





00420 UWA Business School ROE 100%

Unit rules

Prerequisites Nil

Corequisites Nil

Incompatibilities BUSN1102 Changing the World: Social Innovation, Finance and Enterprise

Advisable priorstudy

Nil


Intended courses Bachelor of BusinessCore unit in Enterprise and Innovation major


MJS-ENTIN Enterprise and Innovation Major Proposed Core


B15

Availabilities


Semester 2, 2021 Crawley Multi-mode Expected class size: 100Contact hours: up to 3

Additional information

Unit has indigenouscontent?

False

Additionalinformation fromproposer

In terms of teaching and learning practices, the course will be based on lectures and tutorials, including guest lectures frompractitioners on the ground overseas via skype and video-conference. Students will complete a reflective journal or blogposts. A key feature of the learning experience will be engagement with an existing social change project an examining itsapproach and impact. Regular learning feedback from students will be sought through SPOT and online questionnaires.

Consultations checklist

Consultations - UWA research activity, centre or affiliate- Leading Australian and/or overseas universities offering courses in a similar field


Event Date Outcome






B16


MJS-GLBUS Global BusinessTRIM: F20/1307

ID: 4867


Major information

Code MJS-GLBUS

Title Global Business

Undergraduatedegree

BCom





UWA Business School

Coordinator Dr Donella Caspersz

Proposed 29/05/2020


Structure 2+2+4

Major type



False

Second major? True


nil


False

Details

About this major In the Global Business major, students will learn to:• identify the key external and internal factors that influence the management of global organisations, and demonstratehow major management functions and skills vary as a result of managing organisations globally;• recognise why and how ethics and corporate social responsibility vary when managing organisations globally;• identify the key contextual issues affecting the formulation and implementation of a global business venture, andarticulate appropriate responses to specific global business issues;• demonstrate an understanding of how personal and cultural values are related and differ within and across countries, andevaluate how people and their consumption are shaped by their environment and personal experiences;• communicate and work with people from diverse cultures;

Outcomes # Outcome

1 Evaluate key concepts, theories and practices important to the management of multinational organisations

2 Identify possible solutions for the unique challenges that stem from operating in different global contexts simultaneously

3 Demonstrate an understanding of cross-country diversity with respect to cultural, economic, legal and political characteristics

4 Demonstrate an understanding of how managing employees varies as a result of different cultural backgrounds

5 Explain how principles of ethical behaviour and social responsibility differ and are applied across different cultural contexts

Rules

Prerequisites nil

Corequisites nil


B17

Unit sequence

Level 1


BUSN1103 Foundations of Global Business 6 points Proposed


Level 2


ECON2105 Rise of the Global Economy 6 points Active


Level 3


EMPL3301 Globalisation and Work 6 points Active

MGMT3304 Applied International Business Strategy 6 points Active

MGMT3308 Supply Chain Management 6 points Active

MKTG3312 Consumers Around the World 6 points Active


True




Through the core MGMT1136 unit and BUSN1103. Example:contrast and compare theories of management andorganisations, demonstrating an understanding of theirhistorical development (LO1; 1136), and how global businessmodels develop (LO2; 1103): describe the process by whichchange is introduced into organisations and how innovation canbe fostered (LO5; 1136) and how global business must evolve tosurvive and thrive in a dynamic context (LO5; 1103)

Through the core ECON2105 unit. Example:critically assess the political and institutionalissues surrounding globalisation, from both adomestic and international standpoint (LO4)and core MGMT2341 identify the key externaland internal factors that influence themanagement of international organisations(LO2)

Through the core MGMT3304 unit.Example: conceptualise, formulateand articulate (in both verbal andwritten form) appropriateresponses to specific internationalbusiness issues.



Through the MGMT1136 unit.Example: locate, utilise and referencea range of information sourcesproficiently (LO5) and throughBUSN1103 demonstrate enhancedwritten, oral and information literacyskills through assessment tasks (LO6)

ECON2105 - Major project involvesdeveloping independent and criticalinformation literacy skills and throughMGMT2341 demonstrate writing and oralcommunication skills (LO5) and skills inapplying virtuality to internationalmanagement practice (LO6)

Through the core Globalisation and Work unit. Example:demonstrate enhanced written, oral and information literacy skillsthrough participation in class discussions, and through thepreparation of an individual essay and written responses in thefinal exam (LO6) And through MGMT3304 identify and utiliseresources to develop an international business venture whichincludes personnel, financial, technological and other appropriateresources (L03) and; demonstrate the ability to workcollaboratively with others (L04)



Through the BUSN1103 and MGMT1135 units.Example: demonstrate an awareness of ethics, socialresponsibility and sustainability when managing peopleand organisations (LO3 in MGMT1136) (L03 inBUSN1103)

Through the MGMT2341 unit. Example: studentswill be able to recognise why and how ethics andcorporate social responsibility vary when managingorganisations internationally (LO3)

Through the MGMT3304 unit. Example:Students will be able to demonstrateappreciation of ethical and culturaldiversity (LO5)



Through the BUSN1103 unit. Example:demonstrate enhanced written, oral andinformation literacy skills through assessmenttasks.

Through the core MGMT2341 unit. Example:students will be able to demonstrate writing andoral communications skills (LO4)

Through the core MGMT3304 unit. Example:develop... interpersonal, oral and writtencommunications skills and teamwork skills (LO6)









B18



Embedded



Students demonstratewriting that is clear, wellstructured andappropriate to audienceand purpose

BUSN1103 - LO6 -demonstrate enhancedwritten, oral andinformation literacy skillsthrough assessment tasks

MGMT2341 - LO5 - Studentsare able to demonstratewriting and oralcommunication skills;

EMPL3301 - LO6 - Students will be able to demonstrateenhanced written, oral and information literacy skillsthrough participation in class discussions, and throughthe preparation of an individual essay and writtenresponses in the final examination. And MGMT3304 – LO2- conceptualise, formulate and articulate (in both verbaland written form) appropriate responses to specificinternational business issues

Students give oralpresentations that areclear, well structured andappropriate to audienceand purpose

BUSN1103 - LO6 -demonstrate enhancedwritten, oral andinformation literacy skillsthrough assessment tasks

MGMT2341 - LO5 - Studentsare able to demonstratewriting and oralcommunication skills;


Students demonstratecritical informationliteracy skills that areappropriate to context

MGMT1136 - LO6 -Students are able tolocate, utilise andreference a range ofinformation sourcesproficiently.

ECON2105 - Major projectinvolves developingindependent and criticalinformation literacy skills.


Students demonstrateinterpersonal skills thatare sensitive andappropriate to context

MGMT1136 - active classparticipation is anassessment component.

MGMT2341 - LO4 - Studentswill be able to appreciate thecontribution that teamworkand virtuality have ininternational projectmanagement.

MKTG3312 - LO4 - Students will be able to communicateand work with people from diverse cultures.




Curriculumcontent

MGMT1136 - contrast and compare theoriesof management and organisations,demonstrating an understanding of theirhistorical development; BUSN 1103 -describe the trends supporting the growthof global business; explain the globalbusiness models and how these differ froma domestic business

ECON2105 - LO3 - critically evaluate thecauses and consequences of majorglobal economic crises over the pastcentury. MGMT2341 demonstrate howmajor management functions and skillsvary as a result of managingorganisations internationally

EMPL3301 - understanding and criticallyanalysing the concept of 'globalisation'and how it means different things todifferent people. MGMT3304 identify thekey contextual issues affecting theformulation and implementation of aninternational business venture

Pedagogy Lecture content, workshops, tutorials Lecture content, workshops, tutorials Lecture content, workshops, seminars

Assessment Assignments, presentation, exams Assignments, presentation, exams Assignments, presentation, exams



Curriculumcontent

MGMT1136 - locate, utilise andreference a range of informationsources proficiently. BUSN1103demonstrate enhanced written, oraland information literacy skills throughassessment tasks

Econ2105 - extensive use of datasets(skills required to locate, extract andcollate economic data). Use of case studiesto enhance theoretical understanding.MGMT2341 extensive use of case studiesand problem solving

MKTG3312 - critically analyse data onpersonal and cultural values within andacross countries; MGMT3304 identify andutilise resources to develop an internationalbusiness venture which includes personnel,financial, technological and otherappropriate resources

Pedagogy Lecture content, workshops, tutorials Lecture content, workshops, tutorials Lecture content, workshops, tutorials

Assessment Assignments, exams Assignments, exams Assignments, exams



Curriculumcontent

BUSN1103 and MGMT1136 -through case studies andscenarios (both hypothetical andapplied).

ECON2105 - posing scenario-basedquestions on hypothetical economicsituations.MGMT2341 - through case studies andscenarios (both hypothetical andapplied).

MGMT3304 - students are required toconceptualise, formulate and articulate (in bothverbal and written form) appropriate responses tospecific international business issues. They are thenrequired to develop a case study of a businessventure in the Asian region

Pedagogy Lecture content, workshops,tutorials

Lecture content, workshops, tutorials Lecture content, workshops, tutorials

Assessment Assignments, exams Assignments/projects, exams Assignments, project, exams

B19



Curriculumcontent

MGMT1136 - discourse occursthrough the discussion ofmanagement-based theories.

BUSN1103 discussion of ethicalissues, environmental stewardship,and the implications for leadershipof global business

ECON2105 - Discourse occurs through analysis ofcommon global economic themes, using thecommon conventions of economic 'language'.MGMT2341 discourse occurs through analysis ofnational culture, economic, political, legalenvironments affecting international management.

MGMT3304 - using the language ofmanagement theory, students arerequired to defend their businessproposition to a panel of expertsincluding relevant externalstakeholders.

Pedagogy Lecture content, workshops,tutorials

Lecture content, workshops, tutorials Lecture content, workshops, tutorials

Assessment Assignments, exams Assignments/projects, tutorials, exams Assignment/project, exams


Event Date Outcome





B20


BUSN1103 Foundations of Global BusinessTRIM: F20/1389

ID: 7688


Unit information

Code BUSN1103

Title Foundations of Global Business

Level 1


Undergraduatedegree

BCom



UWA Business School

Coordinator Dr Donella Caspersz

Proposed 29/05/2020



Contact hours TBA

Broadeningcategory





Content This unit introduces students to the nature of global business operations. Topics that may be covered in the course includethe growth in the proportion of business in world trade; how global business differs from domestic business, and theemergence of different types of organisations involved in global business, that is, multinational corporations and born globaloperations. The unit also discusses the interaction of global business with its environment, including ethical issues,environmental stewardship, and the implications for leadership of global business. Finally, the unit discusses contemporaryissues for global business.

Outcomes Students are able to (1) describe the trends supporting the growth of global business; (2) explain the global business modelsand how these differ from a domestic business; (3) demonstrate an appreciation of how global business interacts with acontext; (4) develop an understanding of the responsibilities of global business and global business leaders; (5) appreciatethat global business must continuously evolve to survive and thrive in a dynamic context; and (6) demonstrate enhancedwritten, oral and information literacy skills ..



1 describe the trends supporting the growth of global business project/assignment, exam

2 explain the global business models and how these differ from a domestic business project/assignment, exam

3 demonstrate an appreciation of how global business interacts with a context project/assignment, exam

4 develop an understanding of the responsibilities of global business and global business leaders project/assignment, exam

5 appreciate that global business must continuously evolve to survive and thrive in a dynamic context project/assignment, exam

6 demonstrate enhanced written, oral and information literacy skills . project/assignment, exam

Assessment items Indicative assessments in this unit are as follows: (1) class participation; (2) research assignment; and (3) exams. Furtherinformation is available in the unit outline.


1 class participation 20%

2 research assignment 30%

3 exams 50%

B21





00420 UWA Business School co-ordinator 100%

Unit rules

Prerequisites nil

Corequisites nil



nil


Intended courses Bachelor of Business (proposed)Core unit in Global Business major


MJS-GLBUS Global Business Major Proposed Core

Availabilities


Semester 1, 2021 Crawley Face to face Expected class size: 50Contact hours: up to 3


Event Date Outcome






C1


MJD-ENGEO Environmental Geography and PlanningTRIM: F20/1293

ID: 4869


Major information

Code MJD-ENGEO

Title Environmental Geography and Planning

Undergraduatedegree

BA


Design and Creative Arts



Social Sciences

Coordinator Dr Sarah Prout

Proposed 29/05/2020


Structure 2+4+4


This complies with the new structure for majors as agreed at Academic Board on 15 May 2020.

Major type



True

Second major? True


Nil


False

Details

About this major This major focuses on the ways that people inhabit, use and alter environments across different geographical contexts. Itprovides students with an understanding of how different environments are able to respond and plan for sustainable futures.This requires a detailed knowledge of principles of environmental planning and design, and how these can be applied todiverse situations. This course provides students with skills in data collection and analysis, spatial planning, land useassessment and landscape design, all of which are essential tools in this field.

There will be up to three overnight domestic field trips throughout the major. In addition, students can opt to participate inexciting overseas fieldwork units, with recent destinations including Bali, Barcelona and Seattle. Studying this majorprovides pathways to professional accredited degrees, notably the Master of Landscape Architecture, the Master of UrbanDesign, the Master of Urban and Regional Planning and the Master of Environmental Planning. Careers in this major arediverse, and include roles in the private sector, government and not for profits, both within Australia and internationally.

Outcomes # Outcome

1 Explain the processes that influence the organisation of human settlement and land use at a range of scales, from global to local.

2 Appreciate the role of planning in shaping the economic, social and ecological characteristics of cities, regions and natural environments

3 Demonstrate an understanding of the methods, policies and approaches used to address the planning and design of natural and humanenvironments

4 Undertake qualitative, quantitative, primary and secondary data collection and analysis procedures essential to geographic inquiry andenvironmental planning

5 Communicate environmental planning perspectives and knowledge effectively to specialist and non-specialist audiences using appropriatelyselected written, oral and visual means

C2



Simulated workplace learning; Other;


No


URBD1000GEOG2202LACH2000GEOG3302GEOG3305


1. URBD1000 incorporates field visits to a range of sites within Perth to observe and critique aspects of urban designpractice.2. GEOG2202 is a one week field school in regional Western Australia that introduces students to aspects of landscapeassessment and environmental planning practice.3. LACH2000 includes studio work and design simulations in a range of landscape settings within Western Australia.4. GEOG3310 is a one week residential field school in which students undertake consultancy type research on environmentalplanning topics.5. GEOG3305 includes consultancy style reporting and verbal presentations on a research project.


The activities detailed above assist in enabling students to collect and analyse quantitative and qualitative data (learningoutcome 4), communicate these to external individuals via presentations (learning outcome 5) and gain experience incareer skills such as project design and management (learning outcome 6).

Rules

Prerequisites Nil

Corequisites Nil

Incompatibilities Nil

Requirements forUndergraduateDiploma (graduate-only entry)

Nil

Justifications forUndergraduateDiploma (graduate-only entry)

Nil

Unit sequence

Level 1


GEOG1103 Coastal Cities: Geographical Perspectives 6 points Active

URBD1000 Introduction to Urban Design 6 points Active

Level 2


GEOG2201 Geographic Information Systems 6 points Active

GEOG2202 Reading Landscapes: People and Processes 6 points Active

LACH2000 Landscape Architecture Studio—Considerations 6 points Active

LACH2050 Plants and Landscape Systems 6 points Active

Level 3







C3


GEOG3301 Advanced GIS and Remote Sensing 6 points Active

GEOG3303 Environmental Policy and Planning 6 points Active

GEOG3305 Urban Planning and Design 6 points Active

GEOG3310 Fieldwork in Environmental Geography and Planning 6 points Proposed

Mapping of outcomes




True




Students are introduced to coreconcepts of urbanisation and toquestion the impact of cities at Level1.

Students develop skills in inter disciplinary thinkingthrough being exposed to aspects of urban and naturalenvironmental planning at Level 2, including skills ingeographical information systems.

Students are required to be creative and reasonedin the production of individual and group reportsinvolving urban and natural environmentalplanning at Level 3.



Students are required to undertakepreliminary research to identifycontrasting values associated withurban design and growth.

Information and technological literacy is facilitated throughfurther training in geographical information systems,including use of specialised software, as well as conductingprimary and secondary data collection through fieldwork(GEOG2202) and report writing (LACH2030).

Students are required to conduct extensivesecondary data collection and collation inGEOG3305 to produce a site planning project, inaddition to a policy brief and report in other units(GEOG3303, GEOG3310).



Literacy, values and citizenship skills areembedded in both GEOG1103 and URBD1000wherein students are required to consider theirrole as users of urban areas and the impacts ofthis on the built and natural environment.

Ethical and mature approaches tocoursework are embedded in GEOG2202,wherein fieldwork activities require studentsto work collaboratively on data collectionand analysis.

Judgement and leadership are required tocomplete coursework and assessment acrossLevel 3 units, including team-based project workin the field (GEOG3310) and appliedenvironmental assessment (GEOG3303).



Communication and written skills areencouraged through team-based andindividual work in both Level 1 units.

Communication skills and critical literacy areessential to completing assessment in all Level 2units, including data collection, analysis andpresentation both in written and oral form.

Communication skills are necessary in the completionof assessment in GEOG3303 involving practical workin the field alongside the production of group work inGEOG3310 and GEOG3305.



Embedded






C4



Students demonstratewriting that is clear, wellstructured and appropriateto audience and purpose

Students undertake shortwriting tasks in GEOG1103 aspart of a portfolio of practicalclasses and short write ups ofpractical work in URBD1000.

Students develop skills in shortreport writing in LACH2050, fieldbased reports in GEOG2202 andshort technical reports inGEOG2201.

Advanced writing skills are developed throughthe production of an individual site planningproject in GEOG3305, a field report from theunit Fieldwork in Environmental Geography anda policy brief in GEOG3303. Intensive andconcise writing is facilitated through anexamination in GEOG3303.


An oral presentation isincluded in URBD1000 toprovide develop presentationexperience.

Oral presentations are furtherdeveloped through theproduction of a group video inGEOG2202.

Oral presentations focusing on the concisepresentation of field data and policyrecommendations are integrated into Fieldworkin Environmental Geography.

Students demonstratecritical information literacyskills that are appropriateto context

Students are required toundertake short reviews ofacademic papers in bothURBD1000 and GEOG1103

Practical skills in landscapedevelopment are facilitated inLACH2050, alongside moreextensive report writing inGEOG2202 and GEOG2201.

Advanced critical and analytical skills arefurther developed through data analysis andpresentation in Fieldwork in EnvironmentalGeography, an essay in GEOG3305 and aresearch report in GEOG3303.

Students demonstrateinterpersonal skills that aresensitive and appropriateto context

Teamwork skills aredeveloped in GEOG1103through the production of agroup report which includespeer assessment.

GEOG2202 develops a range ofteam based skills through apractical class involving groupdata collection, analysis andpresentation delivered over aweek in the field.

Advanced team skills are developed in the classand field through project design, research andreporting in both Fieldwork in EnvironmentalGeography and GEOG3305.




Curriculumcontent

Level 1 units provide an introduction tothe role of urban planning and itsevolution to the present day.

Level 2 units demonstrate howenvironmental planning contributes tovarious urban and naturalenvironmental planning.

Level 3 units provide an advanced understandingof how environmental planning can be used toaddress contemporary issues in the natural andbuilt environment.

Pedagogy Small group work and interactiveclasses facilitate students' ability toengage on a practical level with theissues discussed.

Fieldwork allows students to learncreatively and apply theories to avariety of issues.

Practical aspects of theories and philosophies arerepresented in units which demonstrate howenvironmental planning decisions are formulatedand justified.

Assessment Assessment at Level 1 enables rapidfeedback via quizzes to encouragestudents to identify strengths andweaknesses.

Assessment at Level 2 requiresstudents to engage on a moreindividual level with contemporaryplanning issues.

Assessment at Level 3 requires students to applytheir learning and justify this in the form ofwritten reports along the lines of consultancywork.



Curriculumcontent

Level 1 provides an introduction tosecondary data collection and analysisthrough brief written reports.

Level 2 units enable students toengage in primary as well assecondary data collection and todevelop skills in report writing.

Level 3 units place more emphasis on individualcollection of primary and secondary data, andthe analysis of reports based on theseprocesses.

Pedagogy Small group work and interactiveclasses facilitate students' ability toengage on a practical level with theissues discussed.

Fieldwork units at Level 2 allowstudents to develop necessary skills inproject design and report preparation.

Level 3 units enable students to further honetheir skills in project design, data collection andreport writing for a variety of audiences.

Assessment Level 1 units assess students' skills inunderstanding basic processes of datacollection via secondary sources.

Level 2 units assess students' abilityto utilise both desk-based and field-based data collection and analysis.

Level 3 units develop a more advanced criticalability to evaluate environmental planningoutcomes and include ethical considerations oftheir outcomes for various stakeholder groups.



Curriculumcontent

Level 1 units require students to beginthe process of identifying competingviewpoints on urban development.

Level 2 units require students to define theirown research questions and apply these toboth urban and natural environments.

Level 3 units require students to design,develop and implement their own researchpractices and to justify these via oral andwritten presentations.

Pedagogy Interactive and practical classesencourage students to reflect on anddiscuss competing viewpoints.

Level 2 units place more emphasis onteamwork and the accommodation ofdifferent viewpoints in research practice.

Level 3 units require students to defendtheir opinions and decisions in interactivegroup and individual learningenvironments.

Assessment Level 1 units assess students' capacityto understand competing viewpointsrelating to use of resources in urbanareas.

Level 2 units asses students' capacity toevaluate competing views and practices inrelation to planning in urban and naturalenvironments.

Level 3 units assess students' capacity todefend their viewpoints and justify these inwriting and oral assessment.

C5



Curriculumcontent

Students are encouraged to sharediffering viewpoints on the disciplinethrough small class and practicalwork.

Students are encouraged to debatecompeting viewpoints on planning anddevelopment in both urban and naturalenvironments

Students are encouraged to judge andevaluate competing viewpoints throughanalysis of policies based on sustainabilityand related concepts.

Pedagogy Interactive and practical classesencourage students to share theiropinions.

Debates and discussions are encouragedthrough teaching and learning outside of theclassroom environment.

Evaluating and justifying policies isencouraged through teamwork and self-directed learning.

Assessment Level 1 units assess students'understanding of competingviewpoints.

Level 2 units assess students' ability to workcreatively and collaboratively in theproduction of knowledge via reports.

Level 3 units assess students' capacity toformulate their own views and defend thesevia assessment suited for a professionalaudience.

Consultations

Schools consulted Area Representative Outcomes Response

Design Dr Kate Hislop Inclusion of units from Design Inclusion of LACH and URBDunits

Faculty of Science Professor Tony O'Donnell, Executive Dean Consultation on degree and major. Endorsedproposal.

Nil

Additional Information

Additionalinformation(detailed proposal)

Please note major is to be included in new Bachelor of Environmental Design - not yet listed in drop down menu under'Course Details'.


Event Date Outcome


School / ROE 02-06-2020 Endorsed: Julian Clifton




C6


GEOG3310 Fieldwork in Environmental Geography andPlanning

TRIM: F20/1392ID: 7700


Unit information

Code GEOG3310

Title Fieldwork in Environmental Geography and Planning

Level 3


Undergraduatedegree

BA



Social Sciences

Coordinator Dr Paul Maginn

Proposed 29/05/2020



Contact hours Workshops and labs: 3 hours per week; field trip: 1 week (charges: cost of food and accommodation is borne by the student,transport provided)

Broadeningcategory

Not broadening

Why undergraduateunit not BroadeningCategory B

Core to major with pre-requisites


Content This unit provides students with hands-on experience in field research, group work and leadership with an explicit focus onissues of relevance to environmental geography and planning. Students will undertake a field-based research project on aissue of contemporary relevance in either regional WA or metropolitan Perth.Students are required to (i) complete background research on the field location; (ii) design and implement appropriateresearch techniques to collect relevant primary and secondary data; (iii) analyse and interpret all data collected; and (iv)present their results in a written report and presentation.

Outcomes Students are able to (1) demonstrate the ability to conduct independent secondary research, analysis and write-up; (2)design and implement research strategy, analyse data and present results in oral and written form; and (3) workindependently, collaboratively and effectively in order to ensure full delivery of outputs..



1 demonstrate the ability to conduct independent secondary research, analysis and write-up proposal report

2 design and implement research strategy, analyse data and present results in oral and writtenform

proposal report, final report and oral presentation

3 work independently, collaboratively and effectively in order to ensure full delivery of outputs. proposal report, final report and oral presentation

Assessment items Indicative assessments in this unit are as follows: (1) proposal report; (2) oral presentation; and (3) final report. Furtherinformation is available in the unit outline.


1 proposal report 30%

2 oral presentation 20%

3 final report 50%



C7



00125 Social Sciences ROE 100%

Unit rules

Prerequisites GEOG2202 Reading Landscapes: People and Processes

Corequisites Nil

Incompatibilities GEOG3302 Geographic, Environment and Planning Fieldwork



Simulated workplace learning

Is experientiallearningcomponent?

Component

Is experientiallearningcompulsory?

Compulsory

Does theexperientiallearning activitycomprise aplacement?

No

Description ofexperientiallearning

Students will experience tasks such as consultancy activities within teams which replicate workplace-based tasks.


This delivers all the stated learning outcomes of the unit.


Intended courses Bachelors of Environmental Design: Environmental Geography and Planning


MJD-ENGEO Environmental Geography and Planning Major Proposed Core

Availabilities


Semester 1, 2021 Crawley Face to face Expected class size: 15Contact hours: 3

Incidental fees

Incidental fees Item to becharged for

Further information Fee category Estimated charge

Field trip 6 nights, up to $120 per night (where cheaper options are available, they will be usedand costs are likely significantly lower than this figure); Accommodation costs only,transport provided by School. Actual location of field trip may be in either regional WAor metropolitan area.

EG: Essential goods(b)

Up to $720

Incidental fees havebeen approved byFaculty

True


C8


Event Date Outcome

School / ROE 29-05-2020 Endorsed: Approved by head of school




D1

Proposed combined bachelors honours/masters degree as at 04-06-2020

CP003 Bachelor of Science and Master of AgriculturalScience

TRIM: F20/1408ID: 3

This combined bachelors honours/masters degree is not yet approved.


Faculty Science


Agriculture and Environment

Coordinator Dr Amin Mugera


{"Availability" blank}

Details

Course code CP003

Title Bachelor of Science and Master of Agricultural Science

Proposed 02/06/2020


Name of the ExitAward at 3 Years(including 24 pointsPG Study)

Bachelor of Agricultural Science and Agribusiness (Advanced)

Overview

Overview of theproposal

See the CBM proposal

Admissions

Proposed MinimumATAR Threshold

90

ATAR SubjectPrerequisites

ATAR Mathematics Methods or equivalent or higher

Projected enrolmentfor domesticstudents

N/A

List of associated Majors and Minors

List of Majors MJD-AGBDM Agriculture Science and Agribusiness (ID 4858)|*|

List of Minors none currently|*|

Associated Honours/PG



Please refer to the Master of Agricultural Science

AQF outcomes:Skills




D2

Educational principles

Educational Principles Proposer response

Educational Principle 1To develop disciplinary and interdisciplinary knowledge and skills through study and research-based enquiry, at internationally recognised levels of excellence.- to think, reason and analyse logically and creatively - to question accepted wisdom and beopen to innovation- to acquire the skills needed to embrace rapidly changing technologies

Please refer to the Agricultural Science and AgribusinessDouble Major

Educational Principle 2To further develop skills required to learn, and to continue through life to learn, from a varietyof sources and experiences.- to develop attitudes which value learning- to acquire skills in information literacy


Educational Principle 3To develop personal, social, and ethical awareness in an international context- to acquire cultural literacy- to respect Indigenous knowledge, values and culture- to develop ethical approaches and mature judgement in practical and academic matters- to develop the capacity for effective citizenship, leadership and teamwork


Educational Principle 4To communicate clearly, effectively and appropriately in a range of contexts- to develop spoken and written English communication skills at high levels- to acquire skills in critical literacy and interpersonal communication


Employment outcomes

Employmentdestinations

Same as the Master of Agricultural Science

Rationale forexpectedemploymentdestinations

Advice of the course coordinator

Course delivery

Course delivery withother faculties

Faculty Contribution

FAC10 Arts, Business, Law and Education As for the individual courses



Location Percentage

UWA (Crawley) 100%


Additionalinformation

Please refer to individual courses


Event Date Outcome

School / ROE 02-06-2020 Endorsed: Approved by SAGE HOS

Faculty 02-06-2020 Endorsed: Associate Dean Learning and Teaching Peter HammondApproval reference: [email protected]




D3


MJD-AGBDM Agriculture Science and AgribusinessTRIM: F20/848

ID: 4858


Major information

Code MJD-AGBDM

Title Agriculture Science and Agribusiness

Undergraduatedegree

BSc


Life and Health Sciences

Faculty Science




Proposed 21/04/2020


Structure 6+6+6


All units in the sequence are essential to this major. Structure consistent with proposed changes to University Policy on:Courses – Undergraduate refer agenda Extraordinary Academic Board Meeting - Friday 15 May 2020.

Major type

Type of major Double

Why double major? As global populations continue to increase, the demand for agricultural products continues to increase. Consequently, thedemand for qualified employees in the agricultural industry grows and the need for innovation, not only from thetechnological perspective, but from the business perspective also increase. As such, there is a need for individuals withagricultural business acumen, but also with the scientific background necessary to embrace innovation in the agriculturalsector and promote it to the public.

The proposed double major would combine Agribusiness and Agricultural Science. The combination provides a significantbenefit over the either single major option, because there is insufficient scope (room) within the single majors to teach therequired skills of the other major. The double degree would provide the students with a unique opportunity to integrate thescientific aspects within agribusiness. The current Agricultural Science major has little economics and no businessmanagement, while the proposed Agribusiness major only has a few science units. This would show that UWA is adaptingout curricula to cater for this growing industry.

Type of AdvanceDegree

No


True

Second major? True

UndergraduateDiploma (graduate-only entry)?

True

Name ofUndergraduateDiploma (graduate-only entry)

Agricultural Science and Agribusiness


Nil.


True

D4

Details

About this major The global population is increasing and with it comes the need for a profitable and economically viable agribusiness sectorto meet the food and fibre demand of humanity. The agribusiness sector is important and dynamic in producing food andfibre, consumer expenditure and employment creation. The sector also faces many challenges that requires innovative andvisionary leadership. The double major in Agribusiness and Agricultural Sciences will provide students with unique theopportunity to be part of this growing sector. Students learn both the agricultural science and business and managerialeconomic knowledge and skills necessary to address the scientific and managerial challenges in food systems and valuechains.

Outcomes # Outcome

1 demonstrate an understanding of agribusiness markets and agricultural science in Australia and globally

2 demonstrate skills and knowledge to assess agricultural value chains and markets using experimental, modelling and statistical methods

3 understand fundamental agricultural policy, economic, and management tools for agribusiness applications

4 demonstrate capacity to solve agribusiness-related problems using data analysis, GIS, business strategy and modeling methods

5 integrate agricultural, scientific and market data with farming systems information to guide agribusiness decision making for improved efficiency,profitability and/or environmental outcomes

6 demonstrate networking, communication and leadership skills

7 apply the knowledge and skills required for employment related to agribusiness and agricultural science



No


SCIE2205


SCIE2205 provides work placement for students in the major to gain hands-on experience in the agriculture sector.


SCIE2205 will enable students to develop their understanding of real-world issues in the industry and their ability toeffectively evaluate data and communicate results within an agribusiness environment.

Rules

Prerequisites ATAR Mathematics Methods or equivalent or higher

Corequisites Nil.

Incompatibilities Nil.


Nil.

Unit sequence

Sequence notes:Students required to take bridging mathematics and or chemistry are advised to take these units in their first year of study.

Level 1

D5


ACCT1101 Financial Accounting 6 points Active

AGRI1001 Feeding the World 6 points Active

BIOL1131 Plant and Animal Biology 6 points Active

ECON1101 Microeconomics: Prices and Markets 6 points Active

MKTG1203 Introduction to Marketing 6 points Active

SCIE1104 Science, Society and Data Analysis 6 points Active

Level 2


AGRI2201 Pasture and Livestock Systems 6 points Active

ECON2245 Business Economics 6 points Active

GENE2250 Principles of Inheritance 6 points Active


MKTG2301 Small Business Management 6 points Active

SCIE2205 Science Work Placement 6 points Active

Level 3


AGRI3004 Agribusiness Planning and Management 6 points Proposed

ANIM3306 Clean, Green and Ethical Animal Production 6 points Active

ECON3300 Agricultural Economics and Marketing 6 points Active


SCIE3314 Crops and Cropping Systems 6 points Active

Mapping of outcomes




True

Why are rules notmet within major?

SCIE2205 - Prerequisites need to be changed from 60 points to 48 pointsAGRI2201 - AGRI1001 needs to be added as an alternative to BIOL1130/BIOL1131/SCIE1106 as a prerequisite




During the first year students are introduced to thebreadth of Agribusiness and Agricultural Sciencecore subjects, through units targeting basiceconomics, marketing, agricultural systems andscientific data analysis. They are given appliedagricultural examples. They are encouraged tothink analytically and critically and discuss ideaswith their peers using real world examples.

Students start to be exposed to specificknowledge relevant for agribusiness andagricultural science such as smallbusiness management, businesseconomics, biology and agriculturalsystems while also gaining real-worldexperience in agricultural work integratedlearning.

Students deepen their knowledge in a number of2nd and 3rd year units addressing key areas of cropand livestock systems. Key units provides anapplication and integration of all the skills andknowledge gained to solve real-world problems andto make agribusiness and agricultural sciencedecisions for improved farming efficiency,profitability and/or environmental outcomes.



















D6



All level 1 units in the major are designed to trainstudents specifically in learning strategies. Theunits additionally provide opportunities forstudents to observe and describe data from theliterature and discuss analytically. Observation andnotetaking are encouraged skills in all units.

In level 2 students apply critical appraisalof literature and data provided in units bywriting reports. They are introduced tospecific methods of generating essential dataand comparing it with examples from theagricultural sector and the literature.

Level 3 units intensify literature and dataanalysis work via larger report assessmentswhich include literature reviews and intense datadiscussions. Key units will allow students toextend this approach into real agribusinesssituations.



First year students are introduced to a number of global problems andissues in agriculture which may be be solved through businessmanagement, economic policy and scientific means. They will gain anunderstanding of social issues in agriculture as well as geographicalimplications and the importance of scientific expertise and economicpolicy. Students are provided with the opportunity to understand howdifferent agricultural solutions can be applied in differentcircumstances. From early on students work in small teams togenerate solutions for given tasks in certain units.

Year 2 units provide continuedpossibilities for team work experienceand leadership performance duringlaboratory classes and workplacement. Peer discussions andwriting data reports during classes areessential skills in maturingacademically.

During year 3 students discuss anddebate relevant and often currentagricultural, economic, businessmanagement and scientific issues.Extended reports help to shape astudent's ability discuss findingssimilar to report writing in thebusiness world. The units whichfocus integration of data anddecision making foster teamworkand leadership skills.



Level 1 units are designed to help students to communicatecertain topics effectively both orally and in the written form.Many use short written reports to practice English writingskills. Interactions via peer discussions with other studentsand the teaching personnel further help developingcommunication skills.

Students are required to demonstrate theirdeveloping ability to communicate in writtenand verbal forms via a range of classroomand online contexts including writtenassessments and presentations.

During year 3 students demonstratetheir advanced abilities to express anddebate ideas as well as analyticallydiscuss data, principles and knowledgeto their peers and teaching staff.



Embedded



Students demonstratewriting that is clear,well structured andappropriate to audienceand purpose

The level 1 unit SCIE1104 has a statedoutcome and linked assessmentrequiring students to demonstratetheir ability to communicate in writtenform.

Level 2, like AGRI2201 and MKTG2301units require students to demonstratetheir developing ability to communicatein written form via laboratory reportsand essays.

Level 3 units, like AGRI3XXX, havestated outcomes and linkedassessments that require students tocommunicate in written form thatbuilds on the skills developed in thelevel 2 units.

The capstone unit, AGRI3002,requires a written report as part ofthe research component.

Students give oralpresentations that areclear, well structuredand appropriate toaudience and purpose

Level 1 units include small groupdiscussions within tutorial sessionsthat foster the development ofinterpersonal communication andgroup interactions.

Level 2 units, such as MKTG2301,include stated learning outcomeslinked to assessments where studentsdemonstrate proficiency in oralcommunication presentations.

Level 3 units include a grouppresentation on a specific topic orresearch project relevant to the unitcontent.


Level 1 units requires students toobtain information from a range ofsources, evaluate the quality of thatinformation and to incorporate thisinformation into a range ofassignments including online quizzesand tutorial preparation.

Level 2 units have stated learningoutcomes linked to assessment wherethe students are required to presentfindings in prescribed scientific formatbased on experience gained fromlaboratory work and reading of therelevant literature. Level 2 unitsinclude essay assignments that requirecritical evaluation of scientific literatureas it relates to current agricultural andagribusiness issues.

Level 3 units have stated outcomesand linked assessments that requirestudents to critically evaluate andsynthesise evidence in the scientific,business, and economic literatureand to use this evidence logically incompletion of written assignmentsand presentations.

The capstone unit will requirestudents to critically evaluate thecurrent literature as part of thedevelopment of the aims of theirresearch project.


Level 1 units include opportunities forsmall group learning in tutorialsessions where students mustcooperate with other students tocomplete tasks and solve problems,use the language of economics,management and science in anappropriate manner, and present clearand reasoned arguments.

Level 2 units include small groupprojects that enable students to workas a team to explore and present atopic relevant to the discipline.

Level 3 units will continue to developthe communication skills of students.Students are assessed on theirdeveloped ability to communicateideas, principles and knowledge viawritten form, presentation and groupdiscussions.

D7




Curriculumcontent

Important concepts and theories ineconomics, business, agriculture, andscience are introduced and applied realworld examples are given. Theinterdisciplinary nature of agribusinessand agricultural science is emphasizedby introducing students to basics inagriculture, economics, business,finance and data science via appliedexamples.

The broad evolution of concepts andtheories is placed within anagricultural sector framework viaunits targeting specific issues inagribusiness.

Students gain deepened training in research skillsin level 3 units. Advanced methodologies aredeveloped during laboratory classes andmodelling workshops, with experience makingdecisions from research and real-world data.

Pedagogy The major units provide multipleopportunities to explore how research isconducted within the larger theorycontext of the various disciplines.

The major units emphasize disciplinespecific concepts and theories as anecessary background for hands-onexperience during laboratory classesand work experience.

The major units continue to discuss historicchanges of concepts and theories and theyemphasize state of the art methodologies andstrategies in agribusiness. This is oftenencouraged via active small group learning andteamwork during hands-on experiences.

Assessment Exams, online quizzes, assignments Laboratory reports, assignments withquestions targeting a students'conceptual understanding, exams

Assignments with critical thinking whilediscussing past models and concepts with currentfindings during hands-on classes.



Curriculumcontent

The major units provide multiple exampleshow research is conducted and whichmethods are used/applied.

A mixture of essential methods andapproaches in the laboratory and thefinal data analysis is used in thevarious units.

Students gain deepened training in researchskills in level 3 units. Advanced methodologiesare developed during laboratory classes andmodelling workshops, with experience makingdecisions from research and real-world data.

Pedagogy Classical lectures, small group work, initialfield work and laboratory experience aswell as tutorials enable students to gainexperience in methodological approachesof the discipline.

The chain of problem identification,sampling, analysis and dataprocessing is taught in units withhands on experience.

Group learning and teamwork isessential during laboratory work.

Assessment Exams, online quizzes, assignments Laboratory reports, assignmentsprocessing data and discussion,conceptual understanding, exams

Literature review, complete laboratory anddata reports, research report of keyagribusiness and agricultural science issues



Curriculumcontent

Students in level 1 are exposedto enquiry based learning viasmall hands-on research tasks tobe completed in various unitsrelated to the agribusiness andagricultural science disciplines.

Students get increased exposure to enquiry-based thinking during level 2 units via multiplelaboratories and workshops as well as workplacement experience. Small projects have tobe solved in team work where enquiry basedthinking is essential.

Students have continued exposure to enquiry-based thinking during units working with datato improve farm efficiency, profitability orenvironmental outcomes. Development ofresearch questions,sharing ideas and discussion of resultsamong the student peers.

Pedagogy Small group discussions intutorials.

Team work in small groups is guided by theunit coordinator and/or demonstrator. Tutorialsfor discussion.

Formation of research questions, developingand testing of hypothesissmall group discussions.

Assessment Small reports, exams Essays/reports around the chosen projects,exams

Laboratory/workshop reports, full consultantstyle reports



Curriculumcontent

Introduction of basicprinciples toconduct research relatedto agribusiness andagricultural science

The advanced level 2 units include multipleopportunities for students to develop projects andhave hands-on experiences during field andlaboratory/workshop work as well as workplacement. Student work has to comply withdiscourse conventions of the agribusiness andagricultural science disciplines and is checked viadiscussions in class.

Students get increased exposure to hands-onlearning and ownership of data generation inthe workshop/laboratory and during field work,allowing students to develop an understandingof the discourse conventions in the agriculturalsector at a professional level.

Pedagogy Learning in level 1 unitswill be ensured via real-world examples with up todate materials andresources.

Team work in small groups discussion with peers.Tutorials for discussion of achievements with wholeclass

Increased hands-on experience, reflectivethinking and discussion in small peer groupsdevelopment of research project

Assessment Assignments, quizzes,exams

Laboratory reports, essays, quizzes, exams Laboratory reports, small talks in front ofpeers, research project report

D8

Consultations


Business School Andy Williams Inclusion of units and discussion about title No objections and happy with the proposed major


Event Date Outcome

Faculty 28-05-2020 Science Education Committee Resolution 2020/39




D9


AGRI3004 Agribusiness Planning and ManagementTRIM: F20/1319

ID: 7667


Unit information

Code AGRI3004

Title Agribusiness Planning and Management

Level 3

Unit type Undergraduate unit in minor(s) and major(s)

Undergraduatedegree

BA

Faculty Science



Coordinator Associate Professor Marit Kragt

Proposed 25/05/2020



Contact hours lectures: 8 x 10-20 minute online lecture content modules per week;practical classes: 1 hour per week for 11 weeks from semester week 2

Broadeningcategory





Content This unit translates generic business management and planning concepts in the field of marketing, finance, supply chainlogistics and human resource management to the specific context of organisations in the agribusiness and agritech sectors,including farming enterprises. Through analyses of current agribusiness case studies, students are exposed to the real worldissues faced by agribusiness managers, are provided with a deep understanding of the key concepts required to successfullymanage an agribusiness. The overall objective of the unit is to provide key skills for the next generation of agribusinessmanagers.

Outcomes Students are able to (1) demonstrate an understanding of the theoretical concepts and principles that underpin modernagribusiness planning and management; (2) critically evaluate current management challenges, and formulate strategies toovercome such challenges, in the specific context of agribusiness enterprises; and (3) describe the operating environmentand key challenges for the agribusinesses sector.


# Outcome How outcome will beassessed

1 demonstrate an understanding of the theoretical concepts and principles that underpin modern agribusinessplanning and management

take home exam

2 critically evaluate current management challenges, and formulate strategies to overcome such challenges, inthe specific context of agribusiness enterprises

project report

3 describe the operating environment and key challenges for the agribusinesses sector written reports

Assessment items Indicative assessments in this unit are as follows: (1) take home exam; (2) project report; and (3) written reports. Furtherinformation is available in the unit outline.


1 take home exam 40%

2 project report 40%

3 written reports 20%



D10



00705 Agriculture and Environment ROE 100%

Unit rules

Prerequisites AGRI1001 Feeding the World and completion of 48 points

Corequisites Nil



ACCT1101 Financial Accounting ; ECON1101 Microeconomics: Prices and Markets


Intended courses Combined Bachelor Masters in Agricultural Science (Agricultural Science and Agribusiness) Bachelor of Science (AgriculturalScience and Agribusiness) and Master of Agricultural ScienceOptional 3-Year Exit Award: Bachelor of Agricultural Science and Agribusiness (Advanced)Single Major: Agribusiness


MJD-AGBDM Agriculture Science and Agribusiness Major Proposed Core

MJD-AGBUS Agribusiness Major Proposed Core

Availabilities


Semester 2, 2022 Crawley Multi-mode Expected class size: 35Contact hours: 1

Consultations


Academic Board newdegrees

The membership of the board The approval of Combined Bachelor Masters in AgriculturalScience (Agricultural Science and Agribusiness) at the May15th 2020 Academic Board meeting.

This is the one additional unitrequired for the program.


Event Date Outcome

School / ROE 15-05-2020 Endorsed: Approved by Head of School, as part of formal CombinedBachelor Masters in Agricultural Science (Agricultural Science andAgribusiness) proposal, and subsequently approved By Faculty.Approval reference: Associate Professor James Fogarty

Faculty 25-05-2020 Endorsed: Science Education Committee RR 2020/40Approval reference: 2020 Resolutions Register Faculty of ScienceEducation Committee (F20/39)





D11


CP004 Bachelor of Science and Master of BiomedicalScience

TRIM: F20/1410ID: 6



Faculty Science


Molecular Sciences

Coordinator Dr Peter Arthur & Dr Alyssa Van Dreumel



Details

Course code CP004

Title Bachelor of Science and Master of Biomedical Science

Proposed 02/06/2020



Bachelor of Biochemistry of Nutrition (Advanced)

Overview


Please refer to the CBM proposal

Admissions


90


ATAR Mathematics Methods or equivalent or higher and ATAR Chemistry or equivalent or higher


N/A


List of Majors MJD-BCNDM Biochemistry of Nutrition (ID 4861)|*|





Please refer to the Master of Biomedical Science

AQF outcomes:Skills




D12



Educational Principle 1To develop disciplinary and interdisciplinary knowledge and skills through study and research-basedenquiry, at internationally recognised levels of excellence.- to think, reason and analyse logically and creatively - to question accepted wisdom and be open toinnovation- to acquire the skills needed to embrace rapidly changing technologies

Please refer to the Biochemistry of Nutrition Double Major

Educational Principle 2To further develop skills required to learn, and to continue through life to learn, from a variety ofsources and experiences.- to develop attitudes which value learning- to acquire skills in information literacy






Employment outcomes


Same as the Master of Biomedical Science



Course delivery



FAC90 Health and Medical Sciences As for the individual courses

FAC60 Engineering and Mathematical Sciences As for the individual courses



Location Percentage

UWA (Crawley) 100%


Event Date Outcome

School / ROE 02-06-2020 Endorsed: Head of School of Molecular SciencesApproval reference: [email protected]





D13


MJD-BCNDM Biochemistry of NutritionTRIM: F20/1021

ID: 4861


Major information

Code MJD-BCNDM

Title Biochemistry of Nutrition

Undergraduatedegree

BSc



Faculty Science


Molecular Sciences

Coordinator Dr Peter Arthur & Dr Alyssa Van Dreumel

Proposed 26/05/2020


Structure 5+4+8



Major type


Why double major? This double major will allow students to be exposed to the essential components for progression onto multiple pathways inthe Master of Biomedical Sciences (Biochemistry and Science of Food).


No


True

Second major? False


True


Biochemistry of Nutrition


True

Details

About this major Nutritional science is an applied subject that draws information from many biological areas, with much of the sciencecoming from biochemical studies. The Biochemistry of Nutrition double major is an integrative area of study that combinesphysiology, human biology, microbiology, chemistry, molecular biology, and biochemistry and applies these sciencesspecifically, to the study of health, diet, nutrition, disease, and the connections that exist among them. This double majorincludes studies of nutrients, food constituents and their function regarding humans and other mammals, and specificallyfocuses on nutrient chemical components, and how they function biochemically, physiologically, metabolically, as well astheir impact on disease. Students will gain an appreciation of the clinical relevance of nutritional biochemistry and theinfluence of dietary modification and nutritional intervention on physiology and physiological dysfunction.

D14

Outcomes # Outcome

1 demonstrate an in-depth understanding of required foundational knowledge in biochemistry, molecular biology and physiology

2 understand the biochemical and physiological principles of the processes involved in the digestion and absorption of nutrients, involvement of gutmicroflora, and impact on human health

3 describe the major metabolic pathways involved in the metabolism of nutrients in the human body and how they relate to disease pathology

4 demonstrate how to research topics, participate in teamwork, seek out information and solve problems in nutritional biochemistry

5 demonstrate technical competency in application of current scientific methodology required to conduct laboratory-based investigations, includingexperimental design, data collection and interpretation, critical analysis, and operation of laboratory equipment

6 analyse, discuss and present laboratory-based data and scientific information effectively in written and oral forms of communication



Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement);


No


SCIE1106 Molecular Biology of the CellCHEM1001 Chemistry - Properties and EnergiesCHEM1004 Biological ChemistryANHB1101 Human Biology I: Becoming HumanBIOC2001 Biochemistry and Molecular Biology of the CellBIOC2002 Biochemical Regulation of Cell FunctionPHYL2001 Physiology of Human Body SystemsPHYL2002 Physiology of CellsBIOC3001 Molecular BiologyBIOC3003 Omics—Global Approaches to Cell FunctionBIOC3004 Biochemistry in Health and DiseaseBIOC3005 Cellular BiochemistryPHYL3001 Physiology of Membranes, Muscles and SignallingPHYL3002 Physiology of Cardiovascular and Respiratory SystemsPHYL3003 Physiology of Nutrition and Metabolism

PHYL3004 Physiology of Integrated Organ Function


Level 1, 2 and 3 units contribute to the experiential learning experience by developing practical skills in design and planningof experiments; use of experimental techniques; use of relevant laboratory instrumentation; data recording and analysis ofexperimental measurements and procedures; interpretation and reporting of results. This includes incorporating a variety ofemployment related skills. For example, in PHYL3003 students demonstrate familiarity with experimental techniquesrelevant to human metabolism including data collection for nutritional assessment of individuals. In BIOC3003 and BIOC3005students have the opportunity to engage in a research project in a research laboratory.


These experiential learning opportunities significantly contribute to achieving the learning outcomes (6-9) of the major,providing opportunities to develop essential skills for employment in biochemistry and nutrition.

Rules

Prerequisites ATAR Mathematics Methods or equivalent or higher and ATAR Chemistry or equivalent or higher.

Corequisites Nil.



Nil.

Unit sequence

Level 1

D15


ANHB1101 Human Biology I: Becoming Human 6 points Active

CHEM1001 Chemistry—Properties and Energetics 6 points Active

CHEM1004 Biological Chemistry 6 points Active

SCIE1106 Molecular Biology of the Cell 6 points Active

STAT1400 Statistics for Science 6 points Active

Level 2


BIOC2001 Biochemistry and Molecular Biology of the Cell 6 points Active

BIOC2002 Biochemical Regulation of Cell Function 6 points Active

PHYL2001 Physiology of Human Body Systems 6 points Active

PHYL2002 Physiology of Cells 6 points Active

Level 3


BIOC3001 Molecular Biology 6 points Active

BIOC3003 Omics—Global Approaches to Cell Function 6 points Active

BIOC3004 Biochemistry in Health and Disease 6 points Active

BIOC3005 Cellular Biochemistry 6 points Active

PHYL3001 Physiology of Membranes, Muscles and Signalling 6 points Active

PHYL3002 Physiology of Cardiovascular and Respiratory Systems 6 points Active

PHYL3003 Physiology of Nutrition and Metabolism 6 points Active

PHYL3004 Physiology of Integrated Organ Function 6 points Active


True




Students are introduced to thebreadth of biochemistry(CHEM1004), molecular biology(SCIE1106), human physiology(ANHB1101) and chemistry(CHEM1001) subjects. Students arefirst presented with how thesedisciplines, as a branch of science,have developed to fosteranalytically and independentthinking skills.

Students develop a broad knowledge of thefundamental principles of biochemistry &molecular biology (BIOC2001 and BIOC2002)and physiology with respect to integrated bodyfunctions (PHYL2001 and PHYL2002). In eachof these unit's problem-solving skills areexamined in theory and the laboratory. In BIOCunits' students are exposed to the currenttechniques used in biochemical research anddevelop experimental design and data analysisskills.

Students dive deeper into topics of physiological systemsfunction and regulation (PHYL3004, PHYL3002), metabolism,nutrition and related diseases (BIOC3004), and advanced topicsof molecular biology (BIOC3001, PHYL3001), and nutrientbiochemistry (BIOC3003, BIOC3005). Laboratory work ensuresstudents obtain an understanding of hands-on investigativeapproaches to solving scientific problems, gain experience inhypothesis-driven experimental design and execution usingmodern methods, and gain skills in the use of currenttechnologies (PHYL3001, PHYL3004, and BIOC3001). A researchproject is offered for students with best standing in BIOC3003and BIOC3005 units.


















D16



First year units provide opportunities forstudents to observe and describe data fromthe literature, compare these to acquiredresults and discuss analytically (practicalapplications in units such as SCIE1106 andCHEM1004, and experimental design andanalysis techniques developed in STAT1400).Students are to undertake continuouslearning and realise that understanding thefundamentals is necessary for effectiveapplication.

Learning is encouraged through theoryapplication in inquiry-based laboratories inbiochemistry & molecular biology(BIOC2001 and BIOC2002) and physiology(PHYL2001 and PHYL2002) level two units.These units encourage scientificcommunication and engagement throughclear writing in the correct scientific stylebased on experience gained fromlaboratory work and reading of literature.

At level three, students are engaged in self-directedlearning (PHYL3003). Evaluation of literature isintensified, further developing skills in literatureresearch (including the use of literature search enginesand databases), comprehension and critically evaluationof scientific literature in both biochemistry andphysiology related topics (BIOC3005, PHYL3003) whenpreparing more detailed laboratory reports, posters andassignments laboratory reports. Learning is alsoencouraged through inquiry-based teaching andresearch project laboratory experience (BIOC3003 andBIOC3005).



First-year units provide studentswith a broad introduction to thosefactors that govern what it meansto be a scientist. Historicaldiscoveries and perspectives arediscussed in the context in thescientific evolution of the humanrace with respect to societyvalues and culture. Students arerequired to cooperate with othersto complete tasks and solveproblems (i.e. laboratory work),as well as appreciate humandiversity, and appreciate humanbiology as a rational basis for theunderstanding of self(ANHB1101).

Level two units (BIOC2001, BIOC2002,PHYL2001 and PHYL2002) providecontinued possibilities for team workexperience and leadership performanceduring laboratory classes usually in smallgroups for data generation. Scientificconcepts, analyse of laboratory data andinterpretation student discussions bystudents is facilitated in post-laboratorysessions (BIOC2001 and BIOC2002).Ethics in the scientific community is alsodiscussed.

Students are continuously engaged in further development ofinterpersonal and teamwork skills (for example, BIOC3001 - groupcreative video presentation on modern laboratory technique) toachieve successful outcomes in the laboratory (BIOC3004, PHYL3002),and communicate effectively in a work environment. Experienceworking in a research laboratory (BIOC3003 and BIOC3005) providesgood social capital and allows students to interact more closely withpostgraduate students and academics improving their interpersonalcommunication, as well as illustrating the ethical guidelines forstudents moving into industry and academia. In physiology units,students also to perform experiments with human subjects and mustapply professional standards for ethical experimentation on humans(PHYL3002). Students also gain a greater understanding how the peerreview process is used in science, and apply it to their own practices.



Students are required tocomplete short laboratoryreports using proficient Englishand scientific writing. Forexample, in CHEM1001,CHEM1004 and SCIE1106 units,students gain scientific writingcommunication skills by clearlycommunicating the results oflaboratory work using thecorrect scientific style.

Students are required to demonstrate their ability tocommunicate in written forms via a range of writtenassignments and laboratory datasheets and reportsin prescribed scientific format in all level 2 units.Verbal forms of communication are alsodemonstrated via a range of classroom and onlinecontexts including presentations for both Physiology(PHYL2002 - as a team to explore and present atopic; PHYL2001 - oral communication via tutorialpresentations) and Biochemistry (BIOC2001 andBIOC2002 - post-laboratory presentations) units.Interactions via peer assessments and discussionswith other students and the teaching personnelfurther help developing communication skills. Theseskills are evaluated throughout each unit.

At level three, students are required to demonstrate theiradvanced abilities to express and debate ideas as well ascritically analyse and discuss data, scientific principles andknowledge with their peers. Advanced oral communicationskills are demonstrated by presentations (PHYL3001,PHYL3002 and PHYL3003) given at a professional level (forexample, in the context of a scientific conference -PHYL3004). Students advance their skills in scientificdocumentation with laboratory notebook keeping (BIOC3004,PHYL3004), and written communication in the form ofscientific reports presented in a professional way (PHYL3002,BIOC3003, BIOC3005). The research project experience(BIOC3003 and BIOC3005) allows the student to improvecritical scientific literacy skills where a more advanced form ofcommunication is required (a written report on the project,rather than a laboratory report based on a teaching laboratorycomponent).



Embedded



Students demonstratewriting that is clear, wellstructured andappropriate to audienceand purpose

Results sheets, written and shortlab reports (CHEM1004,SCIE1106, CHEM1001). Studentsare taught the basis of a goodscientific report.

Completion of laboratory sheetswhich focus on presentation ofresults (BIOC2001, BIOC2002).Written results and scientificreport (PHYL2001, PHYL2002).

Lab book, Lab assignment and/or project report(BIOC3001, BiOC3002, BIOC3003, BIOC3005,PHYL3003, PHYL3001, PHYL3002, PHYL3004)


Small in-class discussion groupsencourage students to expressopinions and contributeinformation and ideas in a safeenvironment (SCIE1106,CHEM1001, ANHB1101).

In class presentations oflaboratory results (BIOC2001,BIOC2002). Tutorialpresentations (PHYL2001).

Oral presentations of laboratory data or findings(BIOC3001, BIOC3003, PHYL3001, PHYL3002,PHYL3004). Students review and present in oralform recent research findings (BIOC3005,BIOC3003).


Students are required toresearch topics related tolaboratory exercises and writingscientific reports (CHEM1004,SCIE1106, CHEM1001).

Online sources are used togather information (BIOC2001,BIOC2002). This information isthen presented orally. Writtenresults and reports (PHYL2001,PHYL2002).

Students are required to source information inorder to write a logical proposal, integratedintroduction and discussion for their scientificreports (BIOC3003, PHYL3003, PHYL3002).


Students demonstrateinterpersonal skills that aresensitive and appropriate toworking in a communallaboratory environment(CHEM1004, SCIE1106,CHEM1001, ANHB1101).

Students develop skills inasking appropriately sensitivequestions in laboratory sessionsor tutorial sessions (BIOC2002,BIOC2002, PHYL2001,PHYL2002).

Teams of students prepare science videos orpresentations (BIOC3001, PHYL3002, PHYL3004)or participate in group projects (PHYL3004).Students develop skills in asking appropriatelysensitive questions in laboratory sessions ortutorial sessions ( BIOC3003,BIOC3005,PHYL3001) with a particular focus ondata collection from peers/ human subjects(PHYL3002, PHYL3004).

D17




Curriculumcontent

Important concepts and theories inbiology are introduced and discussed inthe context of biochemistry &molecular biology (CHEM1004,SCIE1106), chemistry (CHEM1001), andbiology (ANHB1101)

Testing of theories and the process ofscience; science as a dynamic body ofknowledge (BIOC2001, BIOC2002,PHYL2001, PHYL2002)

Testing of theories and the process of science;science as a dynamic body of knowledge(BIOC3001, BIOC3003, BIOC3005, PHYL3003,PHYL3001, PHYL3002). Nutrition specific theory(BIOC3004, PHYL3003).

Pedagogy Core units provide multipleopportunities to explore how researchis conducted within the larger theorycontext of the various disciplines vialaboratory and lectures. (CHEM1004,SCIE1106, CHEM1001, ANHB1101)

Core units emphasize discipline specificconcepts and theories as a necessarybackground for hands-on experienceduring laboratory classes (BIOC2001,BIOC2002, PHYL2001, PHYL2002)

Lectures, assignments and tutorial presentationswith critical thinking discussing concepts withcurrent findings (BIOC3003, BIOC3001,BIOC3005, BIOC3004, PHYL3003, PHYL3001,PHYL3002, PHYL3004). Literature review inresearch component. (BIOC3001)

Assessment Exams, online quizzes, reports, dataanalysis. (CHEM1004, SCIE1106,CHEM1001, ANHB1101)

Laboratory reports, assignments withquestions targeting a students'conceptual understanding, exams(BIOC2001, BIOC2002, PHYL2001,PHYL2002)

Exams, assignments & tutorial presentations withcritical thinking while discussing current findingsduring hands-on classes (BIOC3005, PHYL3003,PHYL3001, PHYL3002, PHYL3004). Literaturereview in research component (BIOC3001)



Curriculumcontent

Hypothesis formulation; dataacquisition and analysis; datareliability and accuracy;interpretation of results (CHEM1004,SCIE1106, CHEM1001, ANHB1101).Statistical reasoning (STAT1400)

Hypothesis formulation; dataacquisition and analysis; acquiringand organising data; data reliabilityand accuracy; interpretation ofresults – all higher than level 1(BIOC2001, BIOC2002, PHYL2001,PHYL2002)

Hypothesis formulation; data acquisition and analysis;acquiring and organising data; data reliability andaccuracy; interpretation of results – all higher thanLevel 2; research discussions; publication conventions(BIOC3001, BIOC3003, BIOC3005, BIOC3004,PHYL3003, PHYL3001, PHYL3002). Working withhumans and ethics ( PHYL3002, PHYL3004)

Pedagogy Laboratory experience (CHEM1004,SCIE1106, CHEM1001, ANHB1101).Computer laboratory tasks(STAT1400).

Lectures; lab experience (BIOC2001,BIOC2002, PHYL2001, PHYL2002)

lectures/lab experience/research project (BIOC3001,BIOC3003, BIOC3005, BIOC3004, PHYL3003,PHYL3001, PHYL3002, PHYL3004)

Assessment Results sheets & lab reports(CHEM1001, CHEM1004, SCIE1106,ANHB1101). Reports (STAT1400).

Completion of results sheets inlaboratories, associated quizzes,written reports (BIOC2001,BIOC2002, PHYL2001, PHYL2002)

Full written lab reports and research report (BIOC3003, BIOC3005, BIOC3004, PHYL3003,PHYL3001, PHYL3002, PHYL3004)



Curriculumcontent

Development of key practical skillsfor laboratories; lab safety(CHEM1004, SCIE1106, CHEM1001,ANHB1101)

Development of generic practical skills forbiochemistry & molecular biology andphysiology; lab safety; experimental design;key technologies; sampling; limitations ofmethods in biochemistry & molecularbiology (BIOC2001,BIOC2002) andphysiology (PHYL2001, PHYL2002)

Development of specific practical skills forbiochemistry & molecular biology andphysiology; lab safety; experimental design; keytechnologies; sampling; limitations of methods –all higher than Level 2. These include thedevelopment of higher level practical skills tomeet requirements for laboratory skills inresearch and applied laboratories (BIOC3001,BIOC3003, BIOC3005, PHYL3001). Working withhumans (PHYL3002, PHYL3004) Nutritionrelevant laboratories (BIOC3004, PHYL3003)

Pedagogy lab experience (CHEM1004,SCIE1106, CHEM1001,ANHB1101)

Lectures; tutorials, lab experience(BIOC2001, BIOC2002, PHYL2001,PHYL2002)

lectures; tutorials, lab experience (BIOC3001,BIOC3003, BIOC3005, BIOC3004, PHYL3003,PHYL3001, PHYL3002, PHYL3004)

Assessment Short lab reports, onlineassessment, exam(CHEM1004,SCIE1106, CHEM1001, ANHB1101)

Online quizzes, laboratory assessment,written reports (BIOC2001, BIOC2002,PHYL2001, PHYL2002)

Written lab reports, poster and/or researchproject ( BIOC3003, BIOC3005, BIOC3004,PHYL3003, PHYL3001, PHYL3002, PHYL3004)



Curriculumcontent

terminology specific to chemistry,molecular biology,biology(CHEM1004, SCIE1106,CHEM1001, ANHB1101)

terminology specific to biochemistry &molecular biology and physiologyscientific reporting (BIOC2001, BIOC2002,PHYL2001, PHYL2002)

terminology specific to biochemistry & molecularbiology and physiology; professional integrity;discourse with various communities (researchand industry); research experience (BIOC3001,BIOC3003, BIOC3005, PHYL3001, PHYL3002)Nutrition specific terminology (BIOC3004,PHYL3003)

Pedagogy lectures, tutorials and lab sessions(CHEM1004, SCIE1106, CHEM1001,ANHB1101)

lectures, tutorials and lab sessions(BIOC2001, BIOC2002, PHYL2001,PHYL2002)

lectures and lab sessions and/or research project(BIOC3001, BIOC3003, BIOC3005, BIOC3004,PHYL3003, PHYL3001, PHYL3002, PHYL3004)

Assessment written lab reports; online quizzes(CHEM1004, SCIE1106, CHEM1001,ANHB1101)

Results sheets, presentations, exams(BIOC2001,BIOC2002, PHYL2001,PHYL2002)

results sheets, full written lab reports, poster,research project (BIOC3001, BIOC3003,BIOC3005, BiOC3004, PHYL3003, PHYL3001,PHYL3002, PHYL3004)

D18

Consultations


SHS Tony Bakker Advised on units to satisfy the requirements for the physiology. Made recommendationsregarding outcomes

Adopted recommended changes



Faculty of Science Education Committee resolution R 2020/34


Event Date Outcome

Faculty 26-05-2020 Endorsed: Faculty of Science Education Committee RR 2020/34Approval reference: TBA




D19


CP005 Bachelor of Science and Master of BiologicalScience

TRIM: F20/1411ID: 7



Faculty Science


Biological Sciences

Coordinator Dr Nicki Mitchell & Dr Jason Kennington



Details

Course code CP005

Title Bachelor of Science and Master of Biological Science

Proposed 02/06/2020



Bachelor of Wildlife Conservation (Advanced)

Overview



Admissions


90


Mathematics Methods ATAR or equivalent or higher


N/A


List of Majors MJD-WLCDM Wildlife Conservation Double Major (ID 4836)|*|





Please refer to the Master of Biological Science

AQF outcomes:Skills




D20




Please refer to the Wildlife Conservation Double Major

Educational Principle 2To further develop skills required to learn, and to continue through life to learn, from a variety of sourcesand experiences.- to develop attitudes which value learning- to acquire skills in information literacy






Employment outcomes


Same as the Master of Biological Science



Course delivery



FAC10 Arts, Business, Law and Education as for the individual courses



Location Percentage

UWA (Crawley) 100%


Event Date Outcome

School / ROE 02-06-2020 Endorsed: Head of School of Biological SciencesApproval reference: [email protected]





D21


MJD-WLCDM Wildlife Conservation Double MajorTRIM: F20/261

ID: 4836


Major information

Code MJD-WLCDM

Title Wildlife Conservation Double Major

Undergraduatedegree

BSc



Faculty Science


Biological Sciences

Coordinator Dr Nicki Mitchell & Dr Jason Kennington

Proposed 04/06/2020


Structure 4+6+7


The non-standard structure is the result of combining two existing majors, and including both sets of complementary units ineach major, This is the recommended combination for students to continue with an honours year or postgraduate studies

This non-standard structure is consistent with the changes to the UG courses policy proposed on the Agenda of the 15 MayExtraordinary Meeting of the Academic Board

Major type


Why double major? This double major combines key components of the Conservation Biology and Zoology majors. It is a preferred combinationof the two majors, providing critical grounding for both majors and a clear pathway into the Masters of Biological ScienceConservation Biology and Zoology specialisations.


N/A


True

Second major? False


True


Wildlife Conservation


True

D22

Details

About this major This degree is designed for students interested in the conservation of threatened animals and their environments.

The Wildlife Conservation double major allows you to study animals with a special emphasis on understanding their relativeconservation status and options for recovering viable populations of threatened species. Focusing on unique Australianfauna, you will learn about the processes leading to the exceptional biodiversity that exists today, the threats facing thisbiodiversity and the management strategies and policies that can be used to limit, and in some cases reverse, the impact ofthese threats. There will be opportunities to study animals living in diverse range of habitats in Western Australia, from thedesert to forests and tropical reefs, and to carry out your studies in both the class room and in the field.

Through studying zoology, ecology, genetics, conservation biology and spatial planning from leading academics andindustry partners, you'll gain the expertise and skills to seek employment opportunities in environmental consulting,conservation programs and fauna management.

This major will also prepare you for entry into Honours in Conservation Biology, Honours in Zoology and Master of BiologicalScience.

Outcomes # Outcome

1 describe the major differences in the development, structure and functioning of animals and to explain animal diversity in a phylogenetic context

2 understand the broad patterns of global biodiversity and its distribution and the evolutionary history of Australia's biodiversity

3 describe how animals function in different environments, and interpret a range of physiological, ecological and genetic data

4 experience how to survey, sample and handle wild animals under field conditions

5 identify timescales and their importance to processes of evolution, environmental change and the dynamics of Australian ecosystems

6 describe the crucial relationship between an animal's physiology, behavior and ecology and its vulnerability to rapid environmental change

7 analyse the major threats to wild animal populations, and how threats interact with other threats

8 critique how key threatening processes are managed and mitigated in Australia

9 explain the role of different stakeholders in shaping conservation policy, planning and decision-making

10 demonstrate high-level analytical, critical thinking and communication skills suited to gaining employment in wildlife conservation

Rules

Prerequisites Mathematics Methods ATAR or equivalent or higher

Corequisites Nil

Incompatibilities MJD-CONBI Conservation Biology (ID 256), MJD-ZOOLY Zoology (ID 1230)


Nil


N/A

Unit sequence

Level 1


BIOL1130 Frontiers in Biology 6 points Active



SCOM1101 Communicating Science 6 points Active

Level 2





D23


ANIM2207 Animal Form and Function 6 points Active

ANIM2209 Field Studies in Zoology 6 points Active

ANIM2220 Animal Diversity 6 points Active

BIOL2261 Conservation Biology 6 points Active

ENVT2221 Global Climate Change and Biodiversity 6 points Active


Level 3


ANIM3353 Wildlife Conservation and Management 6 points Active

ANIM3361 Animal Ecology 6 points Active

ANIM3362 Evolutionary Processes 6 points Active

ANIM3363 Environmental Physiology 6 points Active

ANIM3365 Behavioural Ecology 6 points Active

BIOL3360 Saving Endangered Species 6 points Active



True




During the first year students areintroduced to a breadth of biologicalsubjects and are stimulated to considermore specialised topics and issues viacapstone presentations. Students areencouraged to think critically and to discussideas with their peers using real worldexamples.

Students start to develop specific knowledge on animalphyla via experiential learning in laboratory classesand field courses. Students learn about conservationbiology in both a global and local context, and developanalytical and statistical skills through studies inecology. Spatial analysis is introduced via afoundational unit in Geographic Information Systems.

Students deepen their knowledge ofwildlife conservation across seven 3rd yearunits covering animal evolution, adaptation,physiological ecology and behaviour, anddevelop first hand experience in monitoringand managing fauna, and applying planningprinciples and policy knowledge in real-worldcase studies.addressing case scenarios of land andwater capability assessments,environmental dynamics and landrehabilitation examples.



Faculty wide BIOL, SCIE and SCOM units aredesigned to train students specifically inlearning strategies. Other first year unitsprovide opportunities for students to observeand describe data from the literature anddiscuss analytically.

In level 2 students apply critical appraisal of literature providedin units by writing reports, essays and designing and analysingfield experiments. They are introduced to specific methods formonitoring animals in marine and terrestrial ecosystems, andwill required to critique conservation-focused research andmanagement.

Level 3 units intensify literaturework via larger report assessmentswhich include literature reviews andintense data analysis, interpretationand discussion.



The global loss of biodiversity can only be solvedby international collaboration withunderstanding of cultural norms, geographicallocation, scientific expertise and political will.Students are provided with examples of howbiodiversity loss has been addressed in differentcountries.

Year 2 units provide continued possibilities forteam work experience and leadershipperformance during field and laboratory classesusually using small groups for data generation.Peer assessment and writing data reports duringclasses are essential skills in maturingacademically.

During year 3 students are continuouslyexposed to discuss generated data, debate onrelevant and often current environmental issues.Extended reports of field work and laboratoryfocused classes help to shape a student's abilitydiscuss findings similar to report writings in thecorporate world.














D24



Faculty wide BIOL, SCIE and SCOM units aredesigned to help students to communicatecertain topics effectively both orally and written.Other units use short written reports to practiceEnglish writing skills. Interactions via discussionswith other studentsand the teaching personnel further help developcommunication skills.

Students are required to demonstratetheir developing ability to communicate in writtenand verbal forms via a range of classroom andonline contexts including written assessments andteam presentations, in both informal and formalsettings.

During year 3 students demonstrate theiradvanced abilities to express and debateideas as well as analytically discuss data,principles and knowledge with their peers.



Unit


SCOM1101 Communicating Science




Curriculumcontent

Important concepts and theories inbiology are introduced and discussedin the context of real world examplesof biodiversity loss and recovery.

The evolution and functioning of animallife is placed within a conservationframework, and the specific threat ofclimate change is explored in depth viaa specialised unit.

Concepts and theories are well placed within aconservation and management framework thatpromotes logic and reasoning. It furtherencourages understanding of multipleperspectives in an international context.

Pedagogy Core units provide multipleopportunities to explore how researchis conducted within the larger theorycontext of the various disciplines.

Core units emphasize discipline specificconcepts and theories as a necessarybackground for hands-on experienceduring field work and laboratoryclasses

Assignments with critical thinking whilediscussing past models and concepts withcurrent findings during hands-on classes.Literature review in research component.

Assessment Exams, online quizzes, reports, dataanalysis

Laboratory reports, assignments withquestions targeting a students'conceptual understanding, exams




Curriculumcontent

Core units provide multiple examples howresearch is conducted and which methods areused/applied.

A mixture of essential methods andapproaches in the field the laboratory and dataanalysis are used across the various units.

Deepened training in researchskillsin level 3 units. Advancedmethodologies during laboratoryclasses and modellingworkshops.

Pedagogy Classical lectures, small group work, initialfield work and laboratory experience as wellas tutorials enable students to gain experiencein methodological approaches ofthe discipline

The whole chain of problem identification,sampling in the field, laboratory analysis anddata processing is taught in units with hands-on experience.

Group learning and teamwork isessential during class and fieldwork.

Assessment Exams, online quizzes, assignments Laboratory reports, assignments dataprocessing and discussion, conceptualunderstanding, exams

Literature review, completelaboratory and data report,research report of capstone unit



Curriculumcontent

Students in level 1 are exposed to enquirybased learning via small hands-on researchtasks to be completed in various units related tothe Environmental Science discipline.

increased exposure to enquiry-basedthinking during level 2 units viamultiplelaboratory experience. Small projectshave to be solved in team work whereenquiry based thinking is essential.

Continued exposure to enquiry-basedthinking during units with an intensefield and laboratory work component.Development or research questions,sharing ideas and discussion of resultsamong the student peers. Compulsoryresearch component

Pedagogy Small and large group teaching methods face toface as well as small team workexperience with peers.

Team work in small groups (4-6students)guided by the unit coordinator and/ordemonstrator.

Formation of research questions,developing and testing of hypothesissmall group discussions.

Assessment Small essays, laboratory reports, exams Essays/reports around the chosenprojects, exams

Laboratory reports, Full consultantstyle reports, research report aroundthe chosen research component

D25



Curriculumcontent

Introduction of basicprinciples toconduct scientific,hypothesis-drivenresearch

The field zoology unit includes anopportunity for students to develop theirown short field project and to createownership of data during hands-onexperiences during field and laboratorywork.

Increased exposure to hands-on learning andownership of data generation in the laboratory andduring field work allows students to develop anunderstanding of the discourse conventions inWildlife Conservation at a professional level.

Pedagogy Learning in level 1 units willbeensured via multiple casestudieswith up to date materials andresources.

Team work in small groups (4-6 students)discussion with peers.

Increased hands-on experience, expectation ofhigher-level thinking and discussion in small peergroups.

Assessment Assignments, quizzes, exams Laboratory reports, literature review,essays, quizzes, exams

Laboratory reports, small talks in front ofpeers, research project reports.


Event Date Outcome





D26


CP007 Bachelor of Science and Master ofBiotechnology

TRIM: F20/1412ID: 10



Faculty Science


Molecular Sciences

Coordinator Dr Thomas Martin



Details

Course code CP007

Title Bachelor of Science and Master of Biotechnology

Proposed 02/06/2020



Bachelor of Molecular Life Sciences (Advanced)

Overview



Admissions


90


ATAR Mathematics Methods or equivalent or higher and ATAR Chemistry or equivalent or higher


N/A


List of Majors MJD-MLSDM Molecular Life Sciences (ID 4857)|*|





Please refer to the Master of Biotechnology

AQF outcomes:Skills




D27




Please refer to the Molecular Life Sciences Double Major







Employment outcomes


The same as the Master of Biotechnology



Course delivery






Location Percentage

UWA (Crawley) 100%


Event Date Outcome

School / ROE 02-06-2020 Endorsed: Head of School of Molecular SciencesApproval reference: [email protected]





D28


MJD-MLSDM Molecular Life SciencesTRIM: F20/832

ID: 4857


Major information

Code MJD-MLSDM

Title Molecular Life Sciences

Undergraduatedegree

BSc



Faculty Science


Molecular Sciences

Coordinator Dr Thomas Martin

Proposed 04/06/2020


Structure 5+5+7



Major type


Why double major? This double major will allow students to be exposed to a solid foundation for the Master of Biotechnology and will provide aclear pathway to multiple specialisations in the Master of Biotechnology.


No


True

Second major? False


True


Molecular Life Sciences


Nil.


True

Details

About this major This double major has been specifically designed to give an understanding of biological function at the molecular level andhow this knowledge integrates into understanding how individual cells and entire organisms function. Emphasis is placed ondeveloping and practicing the laboratory skills and technologies of cutting-edge molecular life sciences. Both theoretical andpractical information is presented in the contexts of health sciences and agriculture. Critical thinking; developing and testinghypotheses; and analysing data, including big data, are integrated throughout the degree. Completion of this double majoropens the possibility of a Master in Biotechnology with a choice of specialisations in AQUAtech, Biochemistry and MolecularBiology, Environmental and Agricultural Biotechnology, Genetics and Genomics, or Synthetic Biology. This degree will alsoserve as an excellent stepping stone into careers in synthetic biology, bioscience, medicine and allied health fields, industry,as well as post-graduate studies in multiple bioscience disciplines.

D29

Outcomes # Outcome

1 demonstrate an understanding of the current theoretical basis of the molecular life sciences in animals, plants and microorganisms

2 demonstrate an understanding of the dynamics of cellular environments, including biological systems and soils

3 design, interpret, and critically analyse experimental results

4 apply techniques and technologies to solve problems in the molecular life sciences

5 effectively communicate in the context of the molecular life sciences in both written and oral forms



Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement);


No


BIOL1130, CHEM1001, CHEM1004, SCIE1106, BIOC2001, BIOC2002, GENE2230, ENVT2236, PLNT2201, BIOL3305, BIOC3001,BIOC3002, BIOC3003, BIOC3005, GENE3350, GENE3370


Experiential learning activities include safe laboratory and fieldwork practice, experiment preparation and design, correctuse of equipment and chemicals, appropriate working procedures with living organisms (bacteria, plants, animals), ethicaland legislative requirements (e.g. OGTR) and risk assessment, conducting basic and advanced laboratory techniques, properdocumentation and evaluation of experimental work, critical evaluation of procedures and outcomes, correct reporting andpeer discussions of experimental work strategies and outcomes.


The learning outcomes of this double major include a demonstrated ability and understanding in the proper use of chemicalsand sophisticated equipment relevant to the molecular life sciences. The learning outcomes also require that studentsdevelop and demonstrate their abilities in critical thinking, data analysis and interpretation and reporting. This double majorhas a strong focus on practical training in preparation for a career in research, industry and service sectors. It preparesstudents for Master and Honours courses. The experiential learning activities are structured to enable a seamlesscontinuation of career pathways that require laboratory experience, critical thinking, analytical skills and/or communicationof the molecular life sciences.

Rules


Corequisites Nil.



Nil.

Unit sequence

Level 1



CHEM1001 Chemistry—Properties and Energetics 6 points Active

CHEM1004 Biological Chemistry 6 points Active

CITS1401 Computational Thinking with Python 6 points Active

SCIE1106 Molecular Biology of the Cell 6 points Active

STAT1400 Statistics for Science 6 points Active

Level 2







D30


BIOC2001 Biochemistry and Molecular Biology of the Cell 6 points Active

BIOC2002 Biochemical Regulation of Cell Function 6 points Active

ENVT2236 Soil Science 6 points Active

GENE2230 Molecular Genetics I 6 points Active

PLNT2201 Plants in Action 6 points Active

Level 3


BIOC3001 Molecular Biology 6 points Active

BIOC3002 Structural and Functional Biochemistry 6 points Active

BIOC3003 Omics—Global Approaches to Cell Function 6 points Active

BIOC3005 Cellular Biochemistry 6 points Active

BIOL3305 Fisheries Science: Foundation and Application 6 points Proposed

GENE3350 Evolution and Development 6 points Active

GENE3370 Genomics 6 points Active


True




At Level 1, students are introduced to thebreadth and interconnections of the molecularlife sciences through units targeting basicprinciples and examples of the disciplines ofbiochemistry, molecular biology, chemistry,genetics, whole organism biology, andquantitative science. Students are required tothink analytically and critically through activeparticipation and evaluation of theoretical andexperimental examples across the disciplines inall units.

The students are introduced to specific knowledgeand concepts in biochemistry, molecular biology,genetics, plant and soil sciences through theory,laboratory-based experiments and field work,enabling an understanding of biology frommolecules to the environment. Students learn theskills of these disciplines to generate and criticallyassess data and subsequently discuss issues andsolutions relevant to the molecular life sciencesdisciplines, including agriculture and healthscience.

Students deepen their disciplinary andinterdisciplinary knowledge by focussing onadvanced experimental concepts and practicingcutting-edge techniques in the molecular lifesciences. Problem solving skills are assessed intheory and laboratory work. Research projectare offered to high-achieving students(BIOC3003 and BIOC3005). Students areintroduced to applied global and local examplesrelevant to policy, management andconservation science (BIOL3305).



Level 1 units provide opportunities forstudents to observe and describe datafrom the literature, compare these toacquired results from laboratories, anddiscuss critically. Observation and notetaking are required practical skills in allunits.

At Level 2, experiential learning, critical thinking andreasoning skills are continued through enquiry-based,hands-on laboratories and fieldwork. Students criticallyappraise discipline-related literature and experimentalwork and demonstrate these abilities through laboratoryreports which include a background introduction. Learningthrough teamwork is also promoted in laboratory andfieldwork settings.

Level 3 units require discipline-based literaturereviews, in-depth data discussions andreporting, posters, debates, presentations andassignments. Each of these require the use ofdiscipline-specific literature search engines.Group work augments the individual learningexperience.



The first-year units provide students with a broadintroduction to those factors that govern what it meansto be a scientist. Discoveries, success, failures, andperspectives are discussed in the context of thescientific evolution and hence in the context of thehistorical development of the humanity. Students areexposed to several global Molecular Life Scienceproblems including health ecological andenvironmental related issues which can only be solvedby international collaboration with understanding ofcultural norms, geographical location, scientificexpertise, and political will. Students are encouragedto work in teams during practical classes, interactingwith students from diverse social, cultural, ethnic andinternational backgrounds. Students are introduced toethical and laboratory safety guidelines which illustrateguidelines for students moving to industry andacademia.

Year 2 units further promote students'exposure to factors that govern what itmeans to be a scientist, extendingstudent engagement in the discussion ofdiscoveries and perspectives ofresearch and its international nature.Students are provided with continuedpossibilities for teamwork experienceand leadership performance during fieldand laboratory classes usually usingsmall groups for data generation. Peerassessment and writing data reportsduring classes are essential skills inmaturing academically. Ethical andsafety guidelines in laboratories arereinforced.

Lab safety and ethics are extended from what istaught at Level 2 due to more sophisticatedexperiments and to ensure continued safeteaching environments. These also reflect goodworking practice in academia and industry.Working in groups in the research laboratoryprovides good social capital in science and buildsteamwork skills. Level 3 assessment tasks, suchas debates, journal article presentations, andnews and views sessions, require students toexamine the latest outcomes of the molecular lifesciences and to consider their ethical and socialimplications. Writing in-depth laboratory reportshelp shape a student's ability to present anddiscuss findings, which are skills required inacademia and the corporate world. Capstone unitsfoster teamwork and leadership skills.













D31



Students review scientific reports using standardisedcriteria and apply the gained knowledge to completeshort lab reports and worksheets using proficientEnglish and scientific writing. Lab worksheets andprojects require students to succinctly communicateresults in written format, while laboratory reportsallow a more discursive style. Explanation of resultsthrough interactions with the teaching personneland with other students, especially in practicalsettings, develop oral communication skills.

Student oral communicationskills are practiced in laboratoryand field work settings andassessed in workshops. Writtencommunication skills are neededto complete practical worksheetsand reports based on lab andfield work.

Level 3 students spend considerable amount of time in thelaboratory, during which they are required to compare andcritically assess data and trouble-shoot experiments withtheir peers. High-achieving students gaining placements inresearch labs allows them to interact more closely withpostgraduate students and academics and improve criticalscientific literacy and interpersonal communication.Students demonstrate their advanced abilities to expressand debate ideas, as well as critically discuss data,principles and knowledge to their peers via a variety ofwritten and oral assignments.



Embedded



Studentsdemonstrate writingthat is clear, wellstructured andappropriate toaudience andpurpose

Students are taught how to constructscientific reports and demonstrate thisability via written reports (BIOL1130,SCIE1106) and worksheets (CHEM1001,CHEM1004, SCIE1106).

Scientific reporting skills arestrengthened via worksheets(BIOC2001, BIOC2002,GENE2230) or written reports(ENVT2236, PLNT2201) andPowerPoint presentations(BIOC2001, BIOC2002), as wellas short answer questions onexams (all units).

Student writing skills are extended via in-depth literature reviews and majorlaboratory reports (BIOC3001, BIOC3003,BIOC3005, GENE3350), laboratory notebooks(BIOC3001, BIOC3003), laboratoryworksheets (GENE3370) and writtenexaminations. Students construct posters ona research topic (BIOC3002) and preparePowerPoint presentations (BIOC3003,BIOC3005, GENE3350, GENE3370).

Students give oralpresentations thatare clear, wellstructured andappropriate toaudience andpurpose

Small in-class discussion groupsencourage students to express opinionsand contribute information and ideas in asafe environment. Oral communicationskills are developed via interactions withthe teaching personnel and with otherstudents, especially in practical settings(all units).

Students communicate anddiscuss laboratory results totheir peers in workshopsettings (BIOC2001,BIOC2002).

Oral presentation skills are extended bypresentations of the current literature(BIOC3003, BIOC3005, GENE3370) and indebates of current genetics topics(GENE3350). The emphasis is onpresentations of professional conferencequality.

Studentsdemonstrate criticalinformation literacyskills that areappropriate tocontext

Students review the textbook literature(all units) and learn how to evaluate ascientific report based on professionalcriteria (SCIE1106). Students areintroduced to using online resources tofind research publications and to engagewith discipline-specific literature. Studentsare required to use search engines toresearch topics related to lab exercisesand writing scientific reports in mostunits. Students are advised of reliableversus unreliable scientific resources.

Lab classes in all units requireexamination of online sourcesto gather information. Thisinformation is then integratedinto oral or written assessmenttasks. Most units require onlinesearches for backgroundtopics, lab work andpreparation of scientificreports. Students are advisedof reliable versus unreliablescientific resources.

Students are required to perform in-depthliterature searches in preparation fordebates and other oral presentations,literature reviews and laboratory reports anda research poster presentation. Students areencouraged to explore topics related tothose taught in unit activities and integratethe acquired knowledge in written and oralcommunications. Students are advised ofreliable versus unreliable scientificresources.

Studentsdemonstrateinterpersonal skillsthat are sensitiveand appropriate tocontext

Students are exposed to a range ofethnic, cultural and social contexts byinterpersonal interactions with peers inclassroom and laboratory settings. Smallgroup discussions in practicals encouragecommunication among students anddemonstrators (all units).

Students' interpersonal skillsare further developed inlaboratory and/or fieldworksettings (all units) and inpresentations involvingteamwork (BIOC2001,BIOC2002).

Students engage in structured teamworkactivities with clear description of team andteam member responsibilities withintegrated self and team assessments(GENE3350, GENE3370, BIOC3001,BIOC3002). Students also work in teams inpreparation of literature presentations(BIOC3003, BIOC3005).

D32




Curriculumcontent

Important concepts and theories in themolecular life sciences are introducedand discussed in the context of theorigin and evolution of the comprisingdisciplines.

Molecular life sciences are taught as adynamic body of knowledge. The scientificmethod (hypothesis generation, testing andrefinement) is emphasised. Students aretaught to question data and resultsreported in the literature as well as thosegenerated in practical classes and fieldwork.

Molecular life sciences are taught as adynamic body of knowledge. The scientificmethod (hypothesis generation, testing andrefinement) is emphasised. Students aretaught to question data and results reported inthe literature as well as those generated inpractical classes and field work. Students arealso exposed to current data on resourcelimitations and their management.

Pedagogy Core units have lectures andexperiential learning opportunities intutorials/workshops and laboratorypracticals. These provide multiple anddiverse opportunities to learn andpractice the languages, current stateof knowledge and technologies of thedisciplines making up the molecularlife sciences.

Core unit lectures emphasise disciplinespecific concepts and theories as anecessary background for understandingcurrent knowledge in the molecular lifesciences and for hands-on experienceduring laboratory classes. Group work inlaboratories and field work environments isencouraged as a peer teaching and learningstrategy.

Teaching and learning environmentspromoting critical thinking, data analysis anddiscussion of concepts in light of the currentscientific literature exist. Group work inlaboratories, workshops and tutorials isexpected as a peer teaching and learningstrategy.

Assessment Exams and online quizzes testinginformation recall; reports andlaboratory worksheets to assess datahandling, interpretation and analysis.

Exams and online quizzes to testinformation recall and integration ofcontent; laboratory and field work reportsand worksheets to assess hypothesisgeneration, data handling, interpretationand critical analysis; oral presentations topromote peer teaching and learning, teamwork and building logical arguments.

Exams and quizzes to test information recalland integration and expansion of knowledge.Laboratory reports to assess hypothesisgeneration in light of past models andconcepts, data handling, interpretation andcritical analysis; oral presentations anddebates to promote peer teaching andlearning, discussion of controversial topics toaid critical thinking, team work, and buildinglogical arguments.



Curriculumcontent

Hypothesis formulation; dataacquisition and analysis; datareliability and accuracy;interpretation of results; practice ofbiological safety

Hypothesis formulation; data acquisition andanalysis; acquiring and organising data; datareliability and accuracy; interpretation ofresults; biological safety and ethics ofbiological experimentation practiced in fieldand laboratory environments

Hypothesis formulation; data acquisition andanalysis; acquiring and organising data; datareliability and accuracy; interpretation ofresults; research discussions; publicationconventions

Pedagogy Lectures; experiential learning inpractical laboratories; peer teachingand learning in tutorials/workshops

Lectures; experiential learning in practicallaboratories and field environments; peerteaching and learning in tutorials/workshops

Lectures; experiential learning in practical orresearch laboratories, peer teaching andlearning in tutorials/workshops

Assessment Short lab reports and worksheets Lab and field work reports and worksheets;oral presentations

In-depth lab and research reports, posterpresentations, lab books, peer teaching andlearning in tutorials/workshops



Curriculumcontent

Development of keyroutine practical skills forquantitative molecular lifesciences and lab safety

Use of foundation technologies and equipmentto answer questions in the molecular lifesciences; lab and field work safety;experimental design; recognition of theimportance of sampling; and limitations ofmethods

Use of sophisticated technologies and equipment toanswer questions in the molecular life sciences; labsafety; experimental design; self-directedrecognition of the limitations of methods and criticalthinking; examination of resource limitations andmanagement

Pedagogy Lectures; experientiallearning in practicallaboratories

Lectures; experiential learning in practicallaboratories and field environments; peerteaching and learning in tutorials/workshops

Lectures; experiential learning in practical orresearch laboratories, peer teaching and learning intutorials/workshops

Assessment Short lab reports andworksheets

Lab and field work reports and worksheets; oralpresentations

In-depth lab and research reports, posterpresentations, lab books, peer marking intutorials/workshops



Curriculumcontent

Introduction to the language of thedisciplines comprising the molecularlife sciences, including quantitativebiology

Building and practicing the vocabulary ofthe molecular life sciences in lab, field,and tutorial/workshop settings; learningand practicing professional integrity

Building and practicing the vocabulary of themolecular life sciences, including resourcemanagement, in lab and tutorial/workshopsettings; learning and practicing professionalintegrity

Pedagogy Lectures; experiential learning inpractical laboratories, peer teachingand learning in tutorials/workshops

Lectures; experiential learning in practicallaboratories and field environments; peerteaching and learning intutorials/workshops

Lectures; experiential learning in practical orresearch laboratories, peer teaching andlearning in tutorials/workshops

Assessment Short lab reports and worksheets;online quizzes

Lab and field work reports and worksheets;oral presentations

In-depth lab and research reports, posterpresentations, lab books, peer teaching andlearning in tutorials/workshops

D33

Consultations


School of Agriculture& Environment

James Fogarty Looking for units that would speak tospecialisations in Master of Biotechnology otherthan in Genetics & Genomics and Biochemistry& Molecular Biology

The School responded positively and was keen tocollaborate and volunteered ENVT2236 SoilScience to be incorporated into the Major.

School of BiologicalSciences

Gary Kendrick & DirkZeller

Looking for units that would speak tospecialisations in Master of Biotechnology otherthan in Genetics & Genomics and Biochemistry& Molecular Biology

The School responded positively and was keen tocollaborate and volunteered PLNT2201 Plants inAction and BIOL3305 Fisheries Science:Foundation and Application to be incorporatedinto the Major.


Event Date Outcome

School / ROE 25-05-2020 Endorsed: Head of SchoolApproval reference: [email protected]





D34


BIOL3305 Fisheries Science: Foundation andApplication

TRIM: F20/1320ID: 7614


Unit information

Code BIOL3305

Title Fisheries Science: Foundation and Application

Level 3


Undergraduatedegree

BSc

Faculty Science


Biological Sciences

Coordinator Professor Dirk Zeller & Professor Jessica Meeuwig

Proposed 25/05/2020



Contact hours 5 hours per week - 3 x 1hr lectures and 1 x 2hr lab/practical

Broadeningcategory





Content Humanity has been extracting marine and aquatic food resources for tens of thousands of years by means of fishing, andthese days fishing is the single biggest human impact factor on marine animal populations and marine ecosystems globally,followed by climate change and plastic pollution. The impacts of fishing, be it commercial, recreational or for subsistence,can be felt and seen everywhere in the marine environment, from our coastal systems to the global high seas. Fisheries andtheir impacts are also a major driving force in the global economy, with seafood now being the most widely traded foodcommodity in the world. Fisheries also have substantial social implications, ranging from increasing poverty and humanmigrations in West Africa to the emergence of modern piracy in Somalia and elsewhere. This unit will provide students witha solid grounding in the foundations of fisheries science, and identify features, methods and principles of fisheries scienceused to inform policy and management of both large and small-scale fisheries around the world. In addition to the scientificfoundations and principles around fisheries science, this unit will also provide and discuss a range of applied examples fromboth global and local West Australian fisheries. Core elements will include the foundation principles of fisheries science, thecore data needs in fisheries science, introduction to methods used in assessing fish populations, and their application tofisheries data sets at different scales. Finally, clear links will be made to the growing need to align fisheries science withconservation science and strategies and policies, in order to ensure sustainability of fisheries resources for futuregenerations.

Outcomes Students are able to (1) describe the current state of knowledge, core principles, methods and fundamental data needs offisheries science, population dynamics and stock assessments as applied in fisheries science; (2) assess the importance ofthe biology of exploited species in a fisheries exploitation context; (3) describe the principles, processes and shortfalls offisheries management in both developed countries and developing countries; (4) describe how fisheries science, data,knowledge and assessment tools, techniques and models are applied, and assess their limitations and their outcomes; (5)critically analyse Australia's place and role in global fisheries and fisheries science; (6) describe small-scale versus large-scale fisheries around the world, and assess their differences and challenges, and critically analyse potential solutions toproblems; (7) critically assess the differences between food supply and food security challenges in fisheries; (8) describe thedata needs versus data availability conundrum between developed countries and the developing world in fisheries science,and critically analyse processes or methods to address such limitations and challenges; (9) assess alternative and noveldata sources, methods and approaches to address fisheries science needs in today's cyber age; (10) describe the issuesaround illegal, unreported and unregulated (IUU) fishing and its impacts on fisheries science as well as food security/foodsupply; (11) assess the role of no-take areas in global fisheries; and (12) describe the foundations of fisheries economics asa key driver in fisheries, and critically analyse fisheries subsidies and trade, and the role of international bodies such as theWTO in fisheries..

D35


# Outcome How outcome willbe assessed

1 describe the current state of knowledge, core principles, methods and fundamental data needs of fisheries science,population dynamics and stock assessments as applied in fisheries science

1, 2, 3

2 assess the importance of the biology of exploited species in a fisheries exploitation context 1, 2, 3

3 describe the principles, processes and shortfalls of fisheries management in both developed countries and developingcountries

1, 2, 3

4 describe how fisheries science, data, knowledge and assessment tools, techniques and models are applied, and assess theirlimitations and their outcomes

1, 2, 3

5 critically analyse Australia's place and role in global fisheries and fisheries science 1, 2, 3

6 describe small-scale versus large-scale fisheries around the world, and assess their differences and challenges, and criticallyanalyse potential solutions to problems

1, 2, 3

7 critically assess the differences between food supply and food security challenges in fisheries 1, 2, 3

8 describe the data needs versus data availability conundrum between developed countries and the developing world infisheries science, and critically analyse processes or methods to address such limitations and challenges

1, 2, 3

9 assess alternative and novel data sources, methods and approaches to address fisheries science needs in today's cyber age 1, 2, 3

10 describe the issues around illegal, unreported and unregulated (IUU) fishing and its impacts on fisheries science as well asfood security/food supply

1, 2, 3

11 assess the role of no-take areas in global fisheries 1, 2, 3

12 describe the foundations of fisheries economics as a key driver in fisheries, and critically analyse fisheries subsidies andtrade, and the role of international bodies such as the WTO in fisheries.

1, 2, 3

Assessment items Indicative assessments in this unit are as follows: (1) regular quizzes; (2) lab report; and (3) final exam. Further informationis available in the unit outline.


1 regular quizzes 20%

2 lab report 30%

3 final exam 50%





00765 Biological Sciences Coordination and teaching 100%

Unit rules

Prerequisites BIOL1130 Frontiers in Biology and completion of 48 points.

Corequisites Nil



SCIE2204 Marine Systems


Intended courses Marine Biology majorMarine Science double majorMarine Science CBM


MJD-MARDM Marine Science Major Proposed Core

MJD-MBIOL Marine Biology Major Proposed Core

MJD-MLSDM Molecular Life Sciences Major Proposed Core




D36

Availabilities


Semester 2, 2021 Crawley Face to face Expected class size: 40Contact hours: 5


Event Date Outcome

School / ROE 25-05-2020 Endorsed: School Teaching and Learning Committee

Faculty 25-05-2020 Endorsed: Science faculty Education Committee RR 2020/45Approval reference: 2020 Resolutions Register Faculty of ScienceEducation Committee (F20/39)



D37


CP008 Bachelor of Science and Master ofEnvironmental Science

TRIM: F20/1413ID: 11



Faculty Science



Coordinator Associate Proffessor Matthias Leopold



Details

Course code CP008

Title Bachelor of Science and Master of Environmental Science

Proposed 02/06/2020



Bachelor of Environmental Science and Management (Advanced)

Overview



Admissions


90


ATAR Mathematics Methods or equivalent or higher and ATAR Chemistry or equivalent or higher.


N/A


List of Majors MJD-ENVDM Environmental Science and Management (ID 4842)|*|





Please refer to the Master of Environmental Science

AQF outcomes:Skills




D38




Please refer to the Environmental Science and ManagementDouble Major







Employment outcomes


Same as the Master of Environmental Science



Course delivery



NOFAC No faculty as for the individual courses



Location Percentage

UWA (Crawley) 100%


Event Date Outcome

School / ROE 02-06-2020 Endorsed: Head of School of Agricultural and Environmental ScienceApproval reference: [email protected]





D39


MJD-ENVDM Environmental Science and ManagementTRIM: F20/488

ID: 4842


Major information

Code MJD-ENVDM

Title Environmental Science and Management

Undergraduatedegree

BSc



Faculty Science



Coordinator Asst/Prof Matthias Leopold

Proposed 26/03/2020


Structure 5+6+7



Major type


Why double major? This double major combines the Science of Environmental Science and the former Natural Resource management which willbe renamed Environmental Management in 2021. It is a preferred combination of the 2 majors which give students a clearpathways into any of the offered streams of the Masters in Environmental Science in the PG curriculum.


n.a.


True

Second major? False


True


Environmental Science and Management


True

D40

Details

About this major Environmental Science assesses the impact of human activity on the global environment and develops scientific, risk-basedsolutions to help secure a sustainable future. Environmental scientists deal with issues such as climate change, carbontrading, greenhouse gas emissions, water resource management, salinity, land degradation and rehabilitation, flora andfauna, habitat destruction, deforestation, energy and mineral depletion, air and water pollution, soil erosion, andgroundwater contamination.Using interdisciplinary and holistic approaches, students develop techniques in problem recognition and assessmentfollowed by scientific modelling to achieve practical solutions to environmental problems. As a student of the EnvironmentalScience and Management major students will be trained to apply scientific, economic and regulatory knowledge to helpsociety resolve these conflicts.The double major in Environmental Science and Management will equip students for a career in Environmental Science or apathway to postgraduate study. Students taking the double major in Environmental Science and Management will positionthemselves well in the job market by gaining fundamental scientific skills as well as being trained in networking, team work,leadership and communication of complex issues essential for future leaders. The double major further allows students theshortest possible pathway into all specialisations in Environmental Science Masters program at UWA excepting Marine andCoastal Processes.

Outcomes # Outcome

1 apply economic principles to evaluate environmental policy decisions

2 evaluate alternative policy instruments for managing the environment across local, regional, and global scales

3 integrate models for environmental management using social science and environmental science principles

4 characterise the main drivers of environmental change from a scientific, social, cultural, and economic perspective.

5 demonstrate an understanding of the skills and knowledge to assess environmental systems, using field, laboratory, modelling and statisticalmethodologies

6 integrate ecological, physical and chemical processes to guide decision making with respect to human intervention in the environment

7 demonstrate ab understanding of the knowledge to manage and rehabilitate disturbed systems such as natural and agricultural catchments, postmining landscapes, contaminated sites, urban environments, etc

8 apply the knowledge and skills required for employment related to environmental science and management.





No


ENVT2236 Soil ScienceENVT3362 Environmental DynamicsENVT3338 Land Capability AssessmentENVT3361 Environmental AssessmentENVT3339 Land Rehabilitation


Level 2 and 3 units contribute to the experiential learning experience by incorporating a variety of employment relatedreports as assessment items similar to a consultant style report writing experience. For example ENVT3338 followsguidelines from DPIRD for land capability assessment, ENVT3361 focusses on real world examples of contaminated sitesassessment that is in line with DWER reporting standards while ENVT3339 focuses on rehabilitation in a mining andagriculture context with significant integration of industry bodies and consultants.


Level 2 and 3 units contribute to the experiential learning experience by incorporating a variety of employment relatedreports as assessment items similar to a consultant style report writing experience. For example ENVT3338 followsguidelines from DPIRD for land capability assessment, ENVT3361 focusses on real world examples of contaminated sitesassessment that is in line with DWER reporting standards while ENVT3339 focuses on rehabilitation in a mining andagriculture context with significant integration of industry bodies and consultants. Taken together these experientiallearning opportunities significantly contribute to achieving the learning outcomes of the major.

Rules


Corequisites Nil


Unit sequence

Level 1

D41



ECON1120 Environmental Economics 1 6 points Active

ENVT1104 Environmental Science and Technology 6 points Active



Level 2


ECON2224 Environmental Economics 2 6 points Active

ENVT2220 The Climate System 6 points Active


ENVT2251 Hydrology and Water Resource Management 6 points Active


SCIE2267 Quantitative Methods in Environmental Management 6 points Active

Level 3


ECON3323 Business and the Environment 6 points Active

ENVT3338 Land Capability Assessment 6 points Active

ENVT3339 Land Rehabilitation 6 points Active

ENVT3361 Environmental Assessment 6 points Active

ENVT3362 Environmental Dynamics 6 points Active




False


ECON1120 prerequisite for ECON2224ECON2224 prerequisite for ECON3323SCIE1104 prerequisite for SCIE2267GEOG2201 prerequisite for GEOG3301




During the first year students areintroduced to the breadth ofEnvironmental Science through unitstargeting basic principles and appliedexamples of the discipline.They are encouraged to thinkanalytically and critically and discussideas with their peers using real worldexamples.

Students start to be exposed to specific knowledge relevant forthe discipline such as soils, water, climate etc. Students learnrespective skills to generate necessary data to scientificallyassess and subsequently discuss issues and solutions relevantfor a sustainable environment. They will be further introduced toquantitative methods helpful to manage environmentalproblems.

Students deepen their cognatebackground in a number of 3rd year unitsaddressing case scenarios of land andwater capability assessments,environmental dynamics and landrehabilitation examples.Capstone unit experience is given throughparticipation in international field work andexposure to the research environment viaa specific research project unit.



















D42



Faculty wide SCIE and SCOM unitsare designed to train students specifically inlearning strategies. Other first year units provideopportunities for students to observe and describedata from the literature and discuss analytically.Observation and note taking are encouraged skills inall units

In level 2 students apply critical appraisal ofliterature provided in units by writing shortreports and essays. They are introducedspecific methods generating essential data andcompare it with examples from the literature.

Level 3 units intensify literature work vialarger report assessments which includeliterature reviews and intense datadiscussions. Capstone units will allowstudents to extend this approach into foreigncountries.



First year students are introduced to a number ofglobal problems and issues in Environmental Sciencewhich can only be solved by internationalcollaboration with understanding of cultural norms,geographical location, scientific expertise and politicalwill. Students are provided with opportunity tounderstand how different environmental solutions canbe applied in different circumstances.From early on students work in small teams togenerate solutions for given tasks in certain units

Year 2 units provide continued possibilitiesfor team work experience and leadershipperformance during field and laboratoryclasses usually using small groups for datageneration. Peer assessment and writingdata reports during classes are essentialskills in maturing academically.

During year 3 students are continuously exposedto discuss generated data, debate on relevantand often current environmental issues.Extended reports of field work and laboratoryfocused classes help to shape a student's abilitydiscuss findings similar to report writings in thecorporate world. Capstone units foster teamworkand leadership skills.



Faculty wide SCIE and SCOM unitsare designed to help students to communicatecertain topics effectively both orally and written.Other units use short written essays to practiceEnglish writing skills. Interactions via peerassessments and discussions with other studentsand the teaching personnel further helpdeveloping communication skills.

Students are required to demonstratetheir developing ability tocommunicate in written and verbalforms via a range of classroom andonline contexts including writtenassessments and presentations.

During year 3 students demonstrate their advancedabilities to express and debate ideas as well asanalytically discuss data, principles and knowledge totheir peers. Capstone units will expose students in aninternational context to further develop theircommunication skills as well as their writing skills duringthe final reports of units and the research component.



Unit






Curriculumcontent

Important concepts and theories inEnvironmental Science are introducedand applied real world examples aregiven.The interdisciplinary nature ofEnvironmental Science is emphasizedby introducing students to basics inbiology, physics and chemistry viaapplied examples and further discusspossible solutions on an initial socio-economic basis.

The broad evolution of concepts andtheories is placed within anEnvironmental Science framework viaunits targeting specific entities of theenvironment.

Concepts and theories are well placed within anEnvironmental Science framework thatpromotes logic and reasoning. It furtherencourages understanding of multipleperspectives in an international context.

Pedagogy Core and elective units provide multipleopportunities to explore how research isconducted within the larger theorycontext of the various disciplines.

Core units emphasize discipline specificconcepts and theories as a necessarybackground for hands-on experienceduring field work and laboratoryclasses

Core units continue to discuss historic changesof concepts and theories and they emphasizestate of the art methodologies in EnvironmentalScience. This is often encouraged via activesmall group learning and teamwork duringhands-on experiences.

Assessment Exams, online quizzes, assignments Laboratory reports, assignments withquestions targeting a students'conceptual understanding, exams


D43



Curriculumcontent

Core and elective units provide multipleexamples how research is conducted andwhich methods are used/applied.

A mixture of essential methods and approachesin the field the laboratory and the final dataanalysis is used in the various units.

Deepened training in research skillsin level 3 units. Advancedmethodologies during laboratoryclasses and modelling workshops.international field work experience.

Pedagogy Classical lectures, small group work, initialfield work and laboratory experience as wellas tutorials enable students to gainexperience in methodological approaches ofthe discipline

The whole chain of problem identification,sampling in the field, laboratory analysis anddata processing is taught in units with hands-on experience.



Literature review,complete laboratory and datareportresearch report of capstone unit



Curriculumcontent

students in level 1 are exposed to enquiry-based learning via small hands-on researchtasks to be completed in various units relatedto the Environmental Science discipline.

increased exposure to enquiry-basedthinking during level 2 units via multiplelaboratory experience. Small projects haveto be solved in team work where enquiry-based thinking is essential.

Continued exposure to enquiry-basedthinking during units with an intensefield and laboratory work component.Development or research questions,sharing ideas and discussion of resultsamong the student peers.Compulsory research component

Pedagogy Small and large group teaching methods faceto face as well as small team workexperience with peers.

team work in small groups (4-6 students)guided by the unit coordinator and/ordemonstrator.Tutorials for discussion of achievements

Formation of research questions,developing and testing of hypothesis

small group discus

Assessment Small essays, laboratory reports, exams Essays/reports around the chosen projects,exams

Laboratory reports,Full consultant style reportsresearch report around the chosenresearch component



Curriculumcontent

Introduction of basic principles toconduct Environmental Scienceresearch

research question - hypothesis -methods - results - discussionand finally communication

The advanced level 2 units include multipleopportunities for students to develop own littleprojects and creating ownership of data duringhands-on experiences during field andlaboratory work. Student work has to complywith discourse conventions of the EnvironmentalScience discipline and is checked via discussionsin class.

Increased exposure to hands-on learning andownership of data generation in thelaboratory and during field work allowsstudents to develop an understanding of thediscourse conventions in EnvironmentalScience at a professional level.

Pedagogy Learning in level 1 units will beensured via multiple case studieswith up to date materials andresources.

Team work in small groups (4-6 students)discussion with peersTutorials for discussion of achievements withwhole class


Assessment Assignments, quizzes, exams Laboratory reports, literature review, essays,quizzes, exams

Laboratory reports, small talks in front ofpeers, research project report

Consultations


Business School Andrew Williams and Yanrui Wu Natural Resource Management major will be reimagined intothe Environmental Management major

Does not impact on the BusinessSchool


Event Date Outcome


Faculty 26-03-2020 Endorsed: Faculty of Science Education Committee R2020/16 TRIMFolder reference F20/39Approval reference: TRIM File Reference F20/39 Note filing completedannually by December, please contact Faculty Governance Officer forcopies prior to Dec




D44


CP009 Bachelor of Science and Master of GeoscienceTRIM: F20/1414

ID: 12



Faculty Science


Earth Sciences

Coordinator Dr Alan Aitken



Details

Course code CP009

Title Bachelor of Science and Master of Geoscience

Proposed 02/06/2020



Bachelor of Integrated Earth and Marine Sciences (Advanced)

Overview



Admissions


90


Mathematics Methods ATAR


N/A


List of Majors MJD-IEMDM Integrated Earth and Marine Sciences (ID 4837)|*|





Please refer to the Master of Geoscience

AQF outcomes:Skills




D45



Educational Principle 1To develop disciplinary and interdisciplinary knowledge and skills through study and research-based enquiry, at internationally recognised levels of excellence.- to think, reason and analyse logically and creatively - to question accepted wisdom and be opento innovation- to acquire the skills needed to embrace rapidly changing technologies

Please refer to the Integrated Earth and Marine SciencesDouble Major







Employment outcomes


Same as the Master of Geoscience



Course delivery



NOFAC No faculty As for individual courses



Location Percentage

UWA (Crawley) 100%


Event Date Outcome

School / ROE 02-06-2020 Endorsed: Head of School of Earth SCiencesApproval reference: [email protected]





D46


MJD-IEMDM Integrated Earth and Marine SciencesTRIM: F20/262

ID: 4837


Major information

Code MJD-IEMDM

Title Integrated Earth and Marine Sciences

Undergraduatedegree

BSc


Mathematical and Physical Sciences

Faculty Science


Earth Sciences

Coordinator Dr Alan Aitken

Proposed 22/05/2020


Structure 6+6+6


This non-standard structure is consistent with the changes to the UG courses policy proposed on the Agenda of the 15 MayExtraordinary Meeting of the Academic Board

Major type


Why double major? This program targets high-achieving students with an interest in the solid Earth and oceans who will aspire to a high-achieving career in related industries. Industry representatives are enthusiastic supporters of programs that will produce anew generation of industry leaders. Geoscientists able to develop deep understanding through integration of multipledatasets are particularly sought after by employers.

Nationally, in 2017, geoscience students accounted for ~2200 EFTSL, down from a high of ~3500 in 2013*. Of alluniversities, the decline in 2012 to 2017 was felt most strongly at UWA, with a drop from ~180 EFTSL in 2012 (ranked 8th)to ~75 in 2017 (ranked 14th).

Much of this drop is due to perceived low employment opportunities in the exploration sectors, but it is also clearly due tothe diversion of market share elsewhere due to the increase in degree programs targeting high ATAR groups: The top three,Monash, Adelaide and Curtin all offer high-ATAR degrees in Earth Sciences

The diverse research and teaching expertise in the School of Earth Sciences means it is in a strong position to secure marketshare with a unique offering. Other Universities (e.g Curtin, Monash, ANU, UQ, Adelaide) offer high ATAR degrees of variousflavours in Earth Sciences or Marine Sciences, however, our proposed degree would be unique in Australia in explicitlyintegrating Marine and Earth Sciences.


No


True

Second major? False


False

Details

About this major A holistic understanding of Earth and its oceans is needed for a more sustainable future. This double major offers you aresearch-led experience in studying Earth: from the planet's early history to its foreseeable future, and from the ocean floorsto the high mountains. You will learn key skills in the collection and interpretation of geoscientific data, in both terrestrialand marine settings, as well as data analysis and synthesis techniques. These skills will equip you for a future career infederal, state and local government agencies, consultancy and private industry related to minerals, petroleum, groundwateror coastal zone management.

D47

Outcomes # Outcome

1 Collect geoscientific data, on land, at sea, and in the laboratory

2 Analyse and evaluate data in spatial and spatial-temporal contexts

3 Synthesise and integrate marine and terrestrial data and concepts.

4 Interpret the past and present processes of Earth, and its planetary neighbours, from the deep interior to the atmosphere.

5 Outcome subject to wording to be determined by the PVC E in consultation with appropriate committee. apply the knowledge and skills required foremployment related to earth and marine sciences.

Rules

Prerequisites Mathematics Methods ATAR

Corequisites Nil

Incompatibilities MJD-GEOGY Geology (ID 1235) marine and coastal MJD-MARCP Marine and Coastal Processes (ID 4849)


N/A

Unit sequence

Level 1




EART1104 Discovering Earth 6 points Active

EART1105 Dynamic Planet 6 points Active



Level 2


EART2204 Coastal Processes 6 points Active

EART2231 Earth Materials 6 points Active

EART2232 Field Geology 6 points Active

EART2234 Earth Processes 6 points Active

ENVT2251 Hydrology and Water Resource Management 6 points Active

SCIE2204 Marine Systems 6 points Active

Level 3













D48


EART3342 Geochemistry and Petrology 6 points Active

EART3343 Structural Geology and Tectonics 6 points Active

EART3353 Geological Mapping 6 points Active

ENVT3307 Oceanography 6 points Active


SCIE3304 Field Techniques in Marine Science 6 points Active


True




Students are introduced to the fundamental concepts andknowledge in the earth and marine sciences. They gainfoundational skills through practical work (e.g. in thelaboratory and in the field) in geoscience and marinescience. Students are required to think analytically andexposed to common analytical approaches use evidence-based approaches to interpretation of data and drawingconclusions.

Students are supported to developdeeper and broader understanding incore competencies and application ofknowledge to solving problems in earthand marine science that may befundamental and/or applied.

Students are able to demonstrate moresophisticated understanding of complexmarine and terrestrial processes and systems,and apply their knowledge and skills to solvingauthentic problems that require application oftheir technical skills, as well as integration ofmultiple datasets.



Students are exposed to big picture concepts and thesignificance of systems, and the value of thisknowledge in every day life. Students will acquire skillsin gathering and using a wide range of information toformulate hypotheses and draw conclusions.

Students develop critical skills in sub-discipline areas through experientiallearning incorporating skills in identifyingand evaluating sources of information.

Students develop advanced skills in subdisciplineand interdisciplinary areas through experientiallearning with a focus on authentic problem-solving, in both fundamental and appliedcontexts.



Students are introduced to the broader contexts inwhich the earth science contribute to society and howthis knowledge provides fundamental grounding inscientific principles and scientific method inunderstanding our physical environment.

Students acquire deeper understanding of theapplication of earth science knowledge tosociety and its importance for contributingscientific data to resolving major globalchallenges.

Students acquire advanced understandingof the role of scientific enquiry andunderstanding to decision-making at local,national and global scales.



The learning outcomes of each unit focus onstudents developing skills in oral and writtenscientific communication, critical evaluation ofinformation, and synthesis of basic information incoherent ways.

Students will develop stronger skills inscientific communication that are mostrelevant to disciplinary practices includinggraphical summaries of data and writtensyntheses.

Students develop advanced skills in scientificcommunication with greater emphasis on oraland written presentation of integrated resultsand interpretations in line with disciplinarypractices.



Unit









D49




Curriculumcontent

Introduction to the historical context ofscientific endeavour in the earth sciencesand the development of key concepts andtheories that underpin these disciplines.

Students develop fundamentalunderstanding of the underpinningtheories and paradigms. They also gaininsight into areas of debate in thedisciplines and the identification of gapsin knowledge.

Students apply the principles and conceptsof the disciplines and sub disciplines toexplore the causes of diversity in majorinterpretations and models.

Pedagogy Units provide diversity in highlighting theways in which research has been, andcontinues to be, conducted in thedisciplines.

Units provide exposure to researchmethods and types of data generated asappropriate to the disciplines.

Units provide authentic learning experiencesthrough the use of real-world examples inpractical contexts and explore theopportunities for multiple reasonedinterpretations.

Assessment Practical activities (including online),presentations, assignments andexamination questions.

Practical assignments, reports andexamination questions.

Practical assignments, reports, posterpresentations and examination questions.



Curriculumcontent

Introduction of scientific methodand the importance of data qualityand evidence-based interpretation.

Students gain more diverse understandingof the methods of enquiry across the sub-disciplines in geology and marine science.

Students have the opportunity to gain advancedcompetency in core skills through authenticlearning activities.

Pedagogy Students are introduced topractical and experiential learningthrough core and complementaryunits.

Students are increasingly encouraged toappreciate the investigative approach inboth earth science learning, and key valuesof objectivity and reproducibility.

Students develop advanced skills in establishingresearch questions and the appropriate methodsrequired to resolve them, and reasoned,evidence-based interpretations of field andexperimental data.

Assessment Practical assignments based onworkshops and laboratory classes,scientific communication skills andexamination questions.

Practical exercises, laboratory and fieldworkreports to demonstrate skill development ingathering and interpreting data, andsynthesising results. Examination questionsfocus on conceptual understanding andapplication.

Practical exercises, laboratory and fieldworkreports and projects to demonstrate advancedskills in gathering and interpreting data andproducing sophisticated interpretations andconclusions. Examination questions focus onconceptual understanding and application.



Curriculumcontent

Students are introduced to the importanceof discovery and enquiry-based learningas fundamental to earth sciences, e.g.using existing datasets.

Students gather their own data tofacilitate enquiry-based learning inpractical contexts, e.g. laboratoryexperiments and fieldwork.

Students develop advanced skills throughdevelopment of research questions,application of critical thinking, and gatheringand interpretation of high quality data inpractical contexts.

Pedagogy Small and large group activities thatencourage teamwork and participation.

Small group activities that encourageparticipation, teamwork and peerlearning.

Small group activities that encourage criticalanalysis and reasoned interpretation ofresults.

Assessment Practical activities (including online),presentations, assignments andexamination questions.

Practical assignments, reports andexamination questions.

Practical assignments, reports, posterpresentations and examination questions.



Curriculumcontent

The discourse is placed within the context ofEarth as a system and the role of geologicaland marine processes and environmentswithin this global system.

Students are introduced to the diversityof approaches within the sub-disciplines of the earth sciences.

Students are provided with opportunitiesto engage in diverse approaches toresolving important global challenges.

Pedagogy Learning is supported by using relevant andappropriate materials and resources in smalland large groups.

Small and large group learning asappropriate for the sub-disciplines,including fieldwork.

Industry-relevant contexts are providedfor authentic learning including WIL.

Assessment Practical assignments, reports and theoryexaminations.

Practical assignments, reports andtheory examinations.

Practical assignments, integrated projectsand theory examinations.

Consultations


School of BiologicalSciences

Jane Prince Possible to include SCIE3304 Field Techniquesin Marine Science?

Level 3 field-based units are geological to lead intothe Master of Geoscience

D50


Event Date Outcome

Faculty 22-05-2020 Endorsed: Faculty of Science Education Committee RR2020/33 TRIMFolder reference F20/39 (filing done in Dec, copies can be obtained bycontacting the Faculty Governance Officer)Approval reference: Faculty of Science Governance Officer




D51


CP010 Bachelor of Science and Master of BiologicalScience

TRIM: F20/1415ID: 13



Faculty Science


Biological Sciences

Coordinator Dr Jeff Hansen and Dr Renae Hovey



Details

Course code CP010

Title Bachelor of Science and Master of Biological Science

Proposed 02/06/2020



Bachelor of Marine Science (Advanced)

Overview



Admissions


90


Mathematics Methods ATAR and Chemistry ATAR


N/A


List of Majors MJD-MARDM Marine Science (ID 4843)|*|






AQF outcomes:Skills




D52



Educational Principle 1To develop disciplinary and interdisciplinary knowledge and skills through study and research-based enquiry, atinternationally recognised levels of excellence.- to think, reason and analyse logically and creatively - to question accepted wisdom and be open to innovation- to acquire the skills needed to embrace rapidly changing technologies

Please refer to the Marine Science Double Major

Educational Principle 2To further develop skills required to learn, and to continue through life to learn, from a variety of sources andexperiences.- to develop attitudes which value learning- to acquire skills in information literacy






Employment outcomes


Same as the Master of Biological Science



Course delivery



NOFAC No faculty As for the individual courses



Location Percentage

UWA (Crawley) 100%


Event Date Outcome

School / ROE 02-06-2020 Endorsed: Head of School of Biological SciencesApproval reference: [email protected]





D53


MJD-MARDM Marine ScienceTRIM: F20/489

ID: 4843


Major information

Code MJD-MARDM

Title Marine Science

Undergraduatedegree

BSc



Faculty Science


Biological Sciences


Proposed 25/05/2020


Structure 6+7+5



Major type


Why double major? This double major will allow students to be exposed to the full breadth of the marine science discipline and will provide aclear pathway to multiple specialisations in postgrad Marine Science disciplines.


No


True

Second major? False


True


Marine Science


True

Details

About this major Western Australia's marine estate is unique globally. It features a vast array of marine and coastal environments,oceanographic conditions, and is a biodiversity hotspot with up to 80 per cent of fish, invertebrates and other organismsfound nowhere else in the world. This makes WA an ideal living laboratory for your marine studies. This double major willexpose you to the full breadth of the marine science discipline, allowing deeper understanding of both the physical andbiological components through the marine biology and coastal processes majors. It combines knowledge of marine life witha solid understanding of the physical process across all coastal marine environments. Through experimental design andresearch, both in the field and in laboratories, you will learn to appreciate the complex interactions that occur betweenmarine ecosystems and physical processes. During the course of your studies you will gain practical experience throughfield trips (several of which are overnight) and computer based labs. This double major is the ultimate multi- and inter-disciplinary learning environment that will best place you to continue your studies as a postgraduate student or pursue acareer in a marine related discipline after graduation.

D54

Outcomes # Outcome

1 recognise the relationship between structure, function and process at all biological levels: molecular, cellular, organismal, population, communityand ecosystem

2 apply scientific principles, incorporating theoretical concepts, keen observation, sound experimental design, analysis and insightful interpretation,into marine research.

3 demonstrate a knowledge of the diversity, life history strategies and functional traits of marine biota

4 demonstrate a solid understanding of the physical processes that operate in marine and coastal environments

5 demonstrate an understanding of complex interactions between the physical and biotic components of marine environments and the range ofscales at which these interactions can occur.

6 recognize how the interactions between the physical and biotic components can influence decisions about marine and coastal management

7 develop skills in computational, mathematical, programming and statistical techniques commonly used in marine research

8 conduct quantitative marine research in a safe, ethical and professional manner

9 apply the knowledge and skills required for employment related to marine science





No


SCIE3304


Field studies in a simulated work environmental. Students liaise with local authorities and agencies to perform smallresearch projects similar to the work of consultants. Students are exposed to OHS requirements, animal ethics considerationwhere relevant, along with the general demands of working in the marine environment.


This unit relates directly to outcomes 5, 6 and 7 and, depending on the project, may relate to outcomes 1, 2 3, and 4.

Rules

Prerequisites ATAR Mathematics Methods or equivalent or higher, chemistry

Corequisites Nil

Incompatibilities MJD-MARSC Marine Science (ID 1242) MJD-MBIOL Marine Biology (ID 4848) MJD-MARCP Marine Coastal Processes (ID 4849)


As above


As above

Unit sequence

Level 1

D55





EART1105 Dynamic Planet 6 points Active



Level 2


BIOL2204 Marine Biology 6 points Active

CITS2402 Introduction to Data Science 6 points Active

EART2204 Coastal Processes 6 points Active

ENVT2221 Global Climate Change and Biodiversity 6 points Active

ENVT2250 Ecology 6 points Active


SCIE2204 Marine Systems 6 points Active

Level 3


BIOL3305 Fisheries Science: Foundation and Application 6 points Proposed

ENVT3306 Coastal Conservation and Management 6 points Active

ENVT3307 Oceanography 6 points Active


SCIE3304 Field Techniques in Marine Science 6 points Active


True


All units are required




During the first year students areintroduced basic principles of biologyand earth systems with marineexamples. They are encouraged to thinkanalytically and critically and discussideas with their peers using real worldexamples.

Students start to be exposed to specificknowledge relevant for the discipline suchas coastal processes, distribution of marineflora and fauna etc. Students learnrespective skills to generatenecessary data to scientifically assess andsubsequently discuss issues and solutionsrelevant for a sustainable environment. Theywill be further introduced to quantitativemethods helpful to manage marineproblems.

Students deepen their cognatebackground in a number of 3rd year units, addressing issuesin fisheries, conservation and management by integratingknowledge of the physical and biological environment. Thisculminates in a residential field course where knowledge andskills are applied to real life problems. Units work to developa more holistic appreciation of marine science.



















D56



Faculty wide SCIE and SCOM unitsare designed to train students specifically inlearning strategies. Other first year units provideopportunities for students to observe anddescribedata from the literature and discuss analytically.Observation and note taking are encouragedskills inall units

In level 2 students apply critical appraisal of literature provided inunits by writing short reports and essays. They are introducedspecific methods generating essential data and compare it withexamples from the literature.

Level 3 units intensifyliterature work vialarger report assessmentswhich includeliterature reviews and intensedatadiscussions. Capstone unitswill allowstudents to extend thisapproach into a globalcontext.



First year students are introduced to the two mainchallenges of climate change and biodiversity loss andare given both global and local examples of collaborateattempts to address these problems. Students areprovided with opportunity to understand how differentenvironmental solutions can be applied in differentcircumstances. From early on students work in smallteams to generate solutions for given tasks in certainunits.

Year 2 units provide continuedpossibilities for team work experienceand leadership performance during fieldand laboratory classes usually usingsmall groups for data generation. Peerassessment and writing data reportsduring classes are essential skills inmaturing academically.

During year 3 students are continuouslyexposed to discuss generated data, debate onrelevant and often current marine environmentalissues. Extended reports of field work andlaboratory focused classes help to shape astudent's ability discuss findings similar to reportwritings in the corporate world. Capstone unitsfoster teamwork and leadership skills.



Faculty wide SCIE and SCOM unitsare designed to help students tocommunicate certain topicseffectively both orally and written.Other units use short writtenessays to practiceEnglish writing skills. Interactionsvia peer assessments anddiscussions with other studentsand the teaching personnel furtherhelp developing communicationskills.

Students are required to demonstrate theirdeveloping ability to communicate in written andverbal forms via a range of classroom and onlinecontexts including written assessments andpresentations. This includes giving oralpresentations to their peers, writing scientificreports and developing on-line information page.

During year 3 students demonstrate their advanced abilitiesto express and debate ideas as well as analytically discussdata, principles and knowledge to their peers. In the capstoneunits, students are required to continually discuss and debatetheir ideas before combining them into a written proposal forthe research. The results of the research are presented inoral and written reports and short videos and posters areprepared for the general public.



Unit


SCOM 1101 Communicating Science, approved unitAlso embedded in BIOL1130, BIOL1131, EART1105, BIOL2204, SCIE3304, ENVT3306.

D57




Curriculumcontent

Important concepts andtheories inMarine Science are introducedand applied real worldexamples aregiven. The interdisciplinarynature ofMaine Science is emphasizedby introducing students tobasics inbiology, physics and chemistryviaapplied examples and furtherdiscusspossible solutions on an initialsocioeconomic basis.

The broad evolution ofconcepts andtheories is placed within anMarine Science frameworkviaunits targeting specificentities of theenvironment.

Concepts and theories are well placed within a Marine Scienceframework that promotes logic and reasoning. It furtherencourages understanding of multiple perspectives in aninternational context.

Pedagogy Core and elective units providemultipleopportunities to explore howresearch isconducted within the largertheorycontext of the variousdisciplines.

Core units emphasizediscipline specificconcepts and theories as anecessarybackground for hands-onexperienceduring field work andlaboratoryclasses

Core units continue to discuss historic changes of concepts andtheories and they emphasize state of the art methodologies inMarine Science. This is often encouraged via active small grouplearning and teamwork during hands-on experiences.

Assessment Exams, online quizzes, labassignments

Laboratory reports,assignments withquestions targeting astudents'conceptual understanding,exams

Assignments with critical thinking, scientific reports, essays, oraland visual presentations.



Curriculumcontent

Core and elective units providemultipleexamples how research is conductedand which methods are used/applied.

A mixture of essential methods andapproaches in the field the laboratory andthe final data analysis is used in thevarious units.

Students are exposed to a wide range ofmethods of enquiry used in marine researchand have the opportunity for hands-onexperience with many of them.

Pedagogy Classical lectures, small group work,initial field work and laboratoryexperience as well as tutorials enablestudents to gain experience inmethodological approaches ofthe discipline

The whole chain of problem identification,sampling in the field, laboratory analysisand data processing is taught in units withhands onexperience.

There is an emphasis on group work andcooperation (but individual assessment) tosolve problems and answer questions in themarine environment.

Assessment Exams, online quizzes, labassignments

laboratory reports, computer skillsexercises, oral presentations, exams

Literature review, scientific reports,laboratory exercises, oral and visualpresentations



Curriculumcontent

Students in level 1 are exposed to enquirybased learning via small hands-on researchtasks to be completed in various unitsrelated to the Marine Science discipline.

Students are required to set up real orvirtual experiments to answer questionsbased on specific concepts and broadscale problems.

Continued exposure to enquiry-basedthinking during units with an intensefield and laboratory work component.Development or research questions,sharing ideas and discussion of resultsamong the student peers.Students are given real life problems toinvestigate and collect data on, both inthe field and in laboratory or computerlab settings.

Pedagogy Small and large group teaching methodsface to face as well as small team workexperience with peers.

small group work in a laboratory settingbacked up with lectures and on-lineinformation sources

Formation of research questions,developing and testing of hypothesissmall group discussion

Assessment assignments, quizzes, exams assignments, quizzes, exams Assignments, opinion essay,Full scientific report on the chosenresearch component in capstone unit

D58



Curriculumcontent

The importance of thescientific report to scienceis introduced at thebeginning of Level 1, andreinforced through out themajor.

Alternative ways of communicating ideasand results are explored: oralpresentations, on-lineWikis/blogs/information sheets, whilereinforcing the importance of the scientificreport.

Increased exposure to hands-on learning in thelaboratory and during field work allows students todevelop an understanding of the discourse conventions inMarine Science at a professional level. Students arerequired to prepare scientific reports on data that thestudents have collected themselves to answer particularquestions. Oral presentations and videos and postersdirected to the general public. Opinion pieces to generatediscussion.

Pedagogy students work through thedifferent sections of thescientific, receivingfeedback from staff andpeers.

Ideas for presentations developed duringlab classes and worked on small groups

Increased hands-on experience, reflective thinking anddiscussion in small peer groups. Students work in smallgroups over the semester to develop and execute smallresearch projects with input from a supervisory staffmember.

Assessment scientific report oral presentations, laboratory assignments,scientific reports

Scientific reports, oral presentations, videos, posters,

Consultations


SAGE Nik Callow and James Fogerty Consensus: agreement over proposed doublemajor

Consensus and agreement over proposeddouble major

SES Annette George and Jeff Hansen Consensus: agreement over proposed doublemajor

Consensus and agreement over proposeddouble major

Computer Sciencediscipline

Rachel Cardell-Oliver Selection of CITS2401 or CITS2402 as suitableunit to build on CITS1401

Rachel recommended CITS2402


Event Date Outcome





D59


CP011 Bachelor of Science and Master ofEnvironmental Science

TRIM: F20/1416ID: 14



Faculty Science


Biological Sciences




Details

Course code CP011

Title Bachelor of Science and Master of Environmental Science

Proposed 02/06/2020



Bachelor of Marine Science (Advanced)

Overview



Admissions


90


Mathematics Methods ATAR, Chemistry ATAR


N/A


List of Majors MJD-MARDM Marine Science (ID 4843)|*|






AQF outcomes:Skills




D60



Educational Principle 1To develop disciplinary and interdisciplinary knowledge and skills through study and research-based enquiry, atinternationally recognised levels of excellence.- to think, reason and analyse logically and creatively - to question accepted wisdom and be open to innovation- to acquire the skills needed to embrace rapidly changing technologies


Educational Principle 2To further develop skills required to learn, and to continue through life to learn, from a variety of sources andexperiences.- to develop attitudes which value learning- to acquire skills in information literacy






Employment outcomes


Same as the Master of Environmental Science



Course delivery



NOFAC No faculty As for the individual courses



Location Percentage

UWA (Crawley) 100%


Event Date Outcome

School / ROE 02-06-2020 Endorsed: Head of School of Biological Sciences, Earth Sciences andAgriculture and EnvironmentApproval reference: [email protected]





D61


CP013 Bachelor of Science and Master of AgriculturalScience

TRIM: F20/1409ID: 5



Faculty Science



Coordinator Dr Kenneth Flower



Details

Course code CP013

Title Bachelor of Science and Master of Agricultural Science

Proposed 02/06/2020



Bachelor of Agricultural Science and Technology (Advanced)

Overview



Admissions


90


ATAR Mathematics Methods or equivalent or higher and ATAR Chemistry or equivalent or higher.


N/A


List of Majors MJD-AGTDM Agricultural Science and Technology (ID 4832)|*|






AQF outcomes:Skills




D62




Please refer to the Agricultural Science and TechnologyDouble Major







Employment outcomes


Same as the Master of Agricultural Science



Course delivery






Location Percentage

UWA (Crawley) 100%


Event Date Outcome

School / ROE 02-06-2020 Endorsed: Approved by SAGE HOSApproval reference: [email protected]





D63


MJD-AGTDM Agricultural Science and TechnologyTRIM: F19/2172

ID: 4832


Major information

Code MJD-AGTDM

Title Agricultural Science and Technology

Undergraduatedegree

BSc



Faculty Science



Coordinator Ken Flower

Proposed 26/05/2020


Structure 5+7+6



Major type


Why double major? There is a need to develop an agricultural research workforce with sufficient technological knowledge and skills tounderstand, adapt and efficiently apply big data approaches in agriculture (Wu W, Dawson D, Fleming-Muñoz D, Schleiger Eand Horton J. 2019. The future of Australia's agricultural workforce. CSIRO Data61: Canberra, Australia.). This workforcerequires sufficient background in both traditional agriculture and the new data-intensive technology. The proposed doublemajor would combine Agricultural Science and Agricultural Technology. The combination provides a significant benefit overthe either single major option, because there is insufficient scope (room) within the single majors to teach the required skillsof the other major. The double degree would provide the students with a unique opportunity to fully integrate the datascience/technology aspects withing the agricultural system, be it livestock, soil or crop focussed. The current AgriculturalScience major has no data science or GIS units, while the proposed Agricultural Technology major only has a fewintroductory units in agriculture and a narrow focus on crops. This would show that UWA is adapting out curricula to cater forthis emerging technology-centred agricultural system.


No


True

Second major? False


True


Agricultural Science and Technology


Nil


True

D64

Details

About this major There is a critical need to produce food and fibre more efficiently and in a more sustainable manner. There are now rapidchanges in the agricultural sector, largely due to developments in agricultural technology. This double major providesknowledge in both the traditional agricultural science areas as well as the emerging agricultural technologies, which aredata intensive. The combination of Agricultural Science with Agricultural Technology will give students the ability tointegrate new technologies into agricultural systems for improved decision making and farming efficiency/profitability. Inthis double major you will develop skills in agricultural economics, soils, crops and livestock as well remote sensing and datamanagement and analysis, within an agricultural context.

Outcomes # Outcome

1 demonstrate knowledge of the soil and biology of plants and animals in an agricultural context

2 demonstrate an understanding of mixed farming systems and the environment in Western Australia

3 demonstrate skills and knowledge to assess agricultural systems using experimental, modelling and statistical methods

4 understand fundamental spatial data techniques and digital systems and sensors for agricultural applications

5 demonstrate capacity to solve farming problems using programming and data science methods.

6 integrate agricultural data analysis with farming systems information to guide decision making for improved efficiency and profitability

7 demonstrate networking, communication and leadership skills

8 apply the knowledge and skills required for employment related to agricultural science and technology



Simulated workplace learning; Other;


No


AGRI1001CITS1401SCIE1104SCOM1101AGRI2201CITS2402ENVT2236GEOG2201PLNT2201SCIE3314ENVT3060GEOG3301ANIM3306AGRI3003


The experiential activities/skills developed include modelling skills, Python programming, research methods, communicationskills, data management and analysis skills, application of soil science and plant nutrition methods, GIS applications,measurement of plant productivity, modelling crop growth and systems and application to on-farm decisions. Students willalso use real farm data and far visits as part of learning to integrate agricultural data with farming systems for improvingefficiency and profitability of farming. In addition students learn to work in teams and to communicate their work throughoral and written presentations.


The key to achieving the learning outcomes of this major is the ability to integrate agricultural science knowledge with GIS,data science and digital systems skills. The farm visits in some of the above mentioned units (AGRI1101 AGRI2201,SCIE3314, ANIM3306 and AGRI3003), along with the background given in the units will contribute to "demonstrating andunderstanding of mixed farming systems in Western Australia". The python programming activities are combined with anagricultural systems background as well as data analysis, research methods, GIS and digital embedded systems skills to"demonstrate capacity to solve farming-related problems using programming and data science methods". These will also"demonstrate skills and knowledge to assess agricultural systems using experimental, modelling and statistical methods"and "integrate agricultural data with farming systems information to guide decision making for improved efficiency andprofitability". The GIS units will provide a "understand fundamental spatial processing techniques for agriculturalapplications". This combination also allows the student to "apply the knowledge and skills for employment related toagricultural science and technology". The SCOM unit and the team work and presentation skills, which are embedded inmany of the above mentioned units, demonstrate networking, communication and leadership skills. .

Rules


Corequisites Nil


D65

Unit sequence

Level 1


AGRI1001 Feeding the World 6 points Active





Level 2


AGRI2201 Pasture and Livestock Systems 6 points Active

CITS2402 Introduction to Data Science 6 points Active


GENE2250 Principles of Inheritance 6 points Active


PLNT2201 Plants in Action 6 points Active

SCIE2205 Science Work Placement 6 points Active

Level 3


AGRI3003 Decisions from Data in Agriculture 6 points Proposed

ANIM3306 Clean, Green and Ethical Animal Production 6 points Active

ECON3300 Agricultural Economics and Marketing 6 points Active

ENVT3060 Soil–Plant Interactions 6 points Active


SCIE3314 Crops and Cropping Systems 6 points Active


True


BIOL1131 pre requisite for PLNT2201SCIE1104 pre rerquisite for SCIE2267CITS1401 pre requisite for CITS2402GEOG2011 pre requisite for GEOG3301ENSC3020 Digital Embedded Systems has prerequisites which would not be met. I have consulted with the Unit coordinatorProf Thomas Braunl, and he stressed that students do not need any prerequisites in order to successfully complete the unit -current prerequisites are so that the engineering studentsfollow a prescribed order in which they take units.



















D66




During the first year students areintroduced to the breadth of AgriculturalScience (including biology of plants) andAgricultural Technology core subjects,through units targeting basic agriculturalsystems and programming languages.They are given applied agriculturalexamples.They are encouraged to thinkanalytically and critically and discussideas with their peers using real worldexamples.

Students start to be exposed to specificknowledge relevant for Agricultural Scienceand Agricultural Technology such aspasture syatems, genetics as well as datascience and geographic informationsystems (GIS). Students learn respectiveskills to generate necessary data toscientificallyassess and subsequently discuss issuesand solutions relevantfor a sustainable agricultural system. Theywill be further introduced toquantitative methods helpful to manageagricultural problems.

Students deepen their knowledge in a number of 2nd and3rd year units addressing key areas of crop and livestocksystems, agricultural economics as well as technologyrelated GIS and analysis of spatial data related toagricultural systems. A key unit provides an integration ofall the skills and knowledge gained to solve real farmingproblems and to make decisions for improved farmingefficiency, profitability and/or environmental outcomes.



Faculty wide SCIE and SCOM unitsare designed to train students specifically in learningstrategies. Other first year units provide opportunities forstudents to observe and describe data from the literatureand discuss analytically. Observation and note taking areencouraged skills in all units

In level 2 students apply critical appraisal of literatureand data provided in units by writing reports. Theyare introduced to specific methods generatingessential data and compare it with examples fromfarms and the literature.

Level 3 units intensify literatureand data analysis work via largerreportassessments which includeliterature reviews and intensedata discussions. A key unit willallow students toextend this approach intofarm/real agricultural situations.



First year students are introduced to a number of global problems andissues in agriculture which may be solved by agricultural science(through research and extension) and agricultural technology. They willgain an understanding of social issues in agriculture as well asgeographical implications and the importance of scientific expertiseand political will. Students are provided with opportunity to understandhow different agricultural solutions can be applied in differentcircumstances. From early on students work in small teams to generatesolutions for given tasks in certain units.

Year 2 units provide continuedpossibilities for team workexperience and leadershipperformance during field andlaboratory classes usually usingsmall groups for data generation.Peer discussions and writingdata reports during classes areessential skills in maturingacademically.

During year 3 students arecontinuously discussing generateddata, debate on relevant and oftencurrent agricultural science andtechnology issues.Extended reports of field work andlaboratory focused classes help toshape a student's ability discussfindings similar to report writing in thecorporate world. The units which focuson integration of data and decisionmaking, foster teamwork andleadership skills.



Faculty wide SCIE and SCOM unitsare designed to help students to communicate certain topicseffectively both orally and written. Other units use shortwritten reports to practice English writing skills. Interactionsvia peer discussions with other students and the teachingpersonnel further help developing communication skills.

Students are required to demonstratetheir developing ability to communicatein written and verbal forms via a range ofclassroom and online contexts includingwritten assessments and presentations.

During year 3 students demonstrate theiradvanced abilities to express and debateideas as well as analytically discuss data,principles and knowledge to their peersand teaching staff.



Unit


SCOM1101 Communicating Science. It is already approved. Note also that they are many other communication activitiesembedded in other units throughout the major

D67




Curriculumcontent

Important concepts and theoriesinAgricultural Science andAgricultural Technology areintroduced and applied real worldexamples are given. Theinterdisciplinary nature ofAgricultural Science andTechnology is emphasized byintroducing students to basics inagriculture, programming anddata science via appliedexamples.

The broad evolution of concepts andtheories is placed within an AgriculturalScience and associated Technologyframework via units targeting specificagronomic field situations and dataissues in agriculture

Concepts and theories are well placed within anAgricultural Science context and relating this to aTechnology framework that promotes logic andreasoning. It further encourages understanding ofmultiple perspectives in a regional and internationalcontext.

Pedagogy Core and elective units providemultipleopportunities to explore howresearch is conducted within thelarger theorycontext of the various disciplines.

Core units emphasize discipline specificconcepts and theories as a necessarybackground for hands-on experienceduring field work and laboratory classes

Core units continue to discuss historic changes ofconcepts and theories and they emphasize state ofthe art methodologies in Agricultural Science andTechnology. This is often encouraged via active smallgroup learning and teamwork during hands-onexperiences.

Assessment Exams, quizzes, assignments Laboratory reports, assignments withquestions targeting a students'conceptual understanding, exams

Assignments with critical thinking whilediscussing past models and concepts with currentfindings during hands-on classes.



Curriculumcontent

Core and elective units provide multipleexamples how research is conducted andwhich methods are used/applied.

A mixture of essential methods andapproaches in the field the laboratory andthe final data analysis is used in thevarious units.

Deepened training in research skillsin level 3 units. Advanced methodologiesduring laboratory classes and modellingworkshops, experience making decisionsfrom research and sensor data.

Pedagogy Classical lectures, small group work,initial field work and laboratoryexperience as well as tutorials enablestudents to gain experience inmethodological approaches of thediscipline

The whole chain of problem identification,sampling in the field, laboratory analysisand data processing is taught in units withhands on experience.



Literature review, complete laboratory anddata report, research report of keyagricultural science units and agriculturaltechnology units



Curriculumcontent

Students in level 1 are exposed to enquirybased learning via small hands-onresearch tasks to be completed in variousunits related to the AgriculturalTechnology discipline.

Increased exposure to enquiry-basedthinking during level 2 units via multiplelaboratory/workshop experience. Smallprojects have to be solved in team workwhere enquiry based thinking isessential.

Continued exposure to enquiry-basedthinking during units working with data toimprove farm efficiency, profitability orenvironmental outcomes. Development ofresearch questions,sharing ideas and discussion of results

Pedagogy Continued exposure to enquiry-basedthinking during units working with data toimprove farm efficiency, profitability orenvironmental outcomes. Development ofresearch questions,sharing ideas and discussion of results

Team work in small groups guided by theunit coordinator and/or demonstrator.Tutorials for discussion

Formation of research questions,developing and testing of hypothesissmall group discussion.

Assessment Small reports, exams Essays/reports around the chosenprojects, exams

Laboratory/workshop reports, fullconsultant style reports



Curriculumcontent

Introduction of basicprinciples toconduct research relatedto Agricultural Science andTechnology

The advanced level 2 units include multipleopportunities for students to develop own projectsand have hands-on experiences during field andlaboratory/workshop work. Student work has tocomply with discourse conventions of theAgricultural Science and Technology disciplinesand is checked via discussionsin class.

Increased exposure to hands-on learning andownership of data generation in theworkshop/laboratory and during field work allowsstudents to develop an understanding of thediscourse conventions in Agricultural Science andTechnology at a professional level.

Pedagogy Learning in level 1 unitswill be ensured via casestudies with up to datematerials and resources.

Team work in small groups discussion with peers.Tutorials for discussion of achievements withwhole class


Assessment Assignments, quizzes,exams

Laboratory reports, essays, quizzes, exams Laboratory reports, small talks in front of peers,research project report

D68

Consultations


School of Engineering Prof Thomas Brunl and prof DilushaSilva

Recommended including ENSC3020 in themajor, whichProf Braunl coordinates. The engineersalsorecommended Java programming as apossibleprogramming language, instead ofPython. I have donefurther investigations -see consultationwith Dr MatthewWyatt below - decided to focus on Python.

Included ENSC3020. Noteprerequisites werenot required to successfullycomplete thisunit - as advised by Prof Braunl.

School of Engineering Prof. Dilusha Silva and Dr. AndrewGuzzomi

Had discussions with Prof Silva and DrGuzzomi reagricultural engineering and thepossibility ofAgricultural Technology major studentstaking amasters in Agricultural Engineering (whichis still underdiscussion). Dr Silva also alerted me tothe possible newfirst years unit (possibly in 2022) inmechatronics,which may be useful for Agriculturaltechnology majorstudents.

Keep watch for development ofmechatronicsfirst year unit - otherwise nochange.

School of Computer Scienceand Software Engineering

Assoc. Prof. Rachel Cardell-Oliverand Prof. Amitava Datta

Recommended python programming,machine learningand a data science unit.

Included python programmingCITS1401(Python programming) as a key unit.Also onProf Datta's advice, includedCITS2402 (introto data science) and droppedCITS2401(computer visualisation). Prof Dattaalsorecommended a machine learningunit e.g.CITS5508, but this is not availabletoundergraduates. However,CITS2402 hassome introductory information onmachinelearning and the more machinelearning willbe introduced in the new proposedunit(specifically for this major)AGRI3XXXDecisions from Agricultural Data.

AIMS (Aust. Inst. of MarineScience) at UWA

Dr Matthew Wyatt Have strong recommendation from DrWyatt "From mypersonal experience in the Java vs Pythondebate(having developed with both), I'ddefinitely say Pythonis the goto language for data scientists.Java is a heavilyused language, but more for corporatesystems - yourmore traditional developer roles.Every decent machine learning library haspythonwrappers, and most GIS & remote sensingapplicationshave Python API's. It is also a very easylanguage forpeople to pick up, with a lot of growththanks to therecent explosion of machine learning."

Settled on Python programmingunit.



Consulted with agricultural machinery (industry) representative John Henchy, who gave strong endorsement of thisinitiative. He was keen to be kept informed if it is approved.Also consulted with Ben White (not UWA Ben White), an industry agricultural engineer, specializing in agriculturaltechnology. He is part of the Kondinin Group, who evaluate many agricultural technology innovations. He had strongendorsement of the proposed Agricultural Technology major. Mr White highlighted a critical deficiency/issue at the momentis people in the "agtech" sector have either data skills or agricultural skills, but not both. The proposed Agriculturaltechnology major will cover both these areas. In addition he identified three key skills as "Basic electronics", "Sensorsystems" and "Data acquisition".

D69


Event Date Outcome

School / ROE 26-05-2020 Endorsed





D70


AGRI3003 Decisions from Data in AgricultureTRIM: F20/1318

ID: 7598


Unit information

Code AGRI3003

Title Decisions from Data in Agriculture

Level 3


Undergraduatedegree

BSc

Faculty Science



Coordinator

Proposed 25/05/2020



Contact hours lectures, computer labs 4 hours per week; field trips to farms and technology providers

Broadeningcategory





Content Food needs to be produced more efficiently and sustainably. There are now rapid changes in the agricultural sector,particularly with developments in agricultural technology and sensors. This technology is data-driven and has the potentialto significantly increase production efficiency and reduce the environmental impact from agriculture; however, the key ismaking good decisions from the data. In this unit, students will utilise their agricultural knowledge and skills in data science,geographic information systems (GIS) and sensors. The unit teaches students to integrate their knowledge of farmingsystems with technology-derived data to make decisions for improved production efficiency and profitability.

Outcomes Students are able to (1) demonstrate an understanding of how agricultural technology and sensors can be used to improvefarm productivity; (2) apply agricultural principles and skills in data analysis to agricultural management decisions; (3)integrate diverse knowledge (data science, geographic information systems, sensors and agricultural systems) and apply itto problems in agriculture; and (4) apply professional skills in communication in the context of agricultural technology.



1 demonstrate an understanding of how agricultural technology and sensors can be used to improve farmproductivity

quizzes

2 apply agricultural principles and skills in data analysis to agricultural management decisions consultant report 1

3 integrate diverse knowledge (data science, geographic information systems, sensors and agricultural systems)and apply it to problems in agriculture

consultant report 2

4 apply professional skills in communication in the context of agricultural technology consultant reports 1&2

Assessment items Indicative assessments in this unit are as follows: (1) quizzes; (2) consultant report 1; and (3) consultant report 2. Furtherinformation is available in the unit outline.


1 quizzes 20%

2 consultant report 1 40%

3 consultant report 2 40%



D71



00705 Agriculture and Environment coordination and teaching 100%

Unit rules

Prerequisites AGRI2201 Pasture and Livestock Systems, GEOG2201 Geographic Information Systems,

Corequisites CITS2402 Introduction to Data Science




Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement)

Is experientiallearningcomponent?

Component

Is experientiallearningcompulsory?

Compulsory

Does theexperientiallearning activitycomprise aplacement?

No

Description ofexperientiallearning

The aim of this unit is to integrate information and skills learned throughout the major. Students will be given farm/paddockdigital data and background information for a farm that will be visited during the unit. The students will have to integratetheir knowledge of farming systems, GIS, programming with the associated data to make management decisions to improvefarming efficiency and profitability. Students will interact with industry experts and also communicate their findings to theirpeers.


This unit will contribute to the outcome for the major "integrate agricultural data with farming systems information to guidedecision making for improved efficiency and profitability". Their interaction with industry experts and with their peers willalso contribute to the outcome "demonstrate networking, communication and leadership skills".


Intended courses Major in Agricultural Technology, Double major in Agricultural Science and Agricultural Technology


MJD-AGTDM Agricultural Science and Technology Major Proposed Core

MJD-AGTEC Agricultural Technology Major Proposed Core

Availabilities


Semester 2, 2021 Crawley Face to face Contact hours: 4

Additional information

Unit has indigenouscontent?

False

Additionalinformation fromproposer

I have consulted with UWA staff who teach into agriculture - all have been very supportive e.g. with supportive emails, alongwith suggestions for presenting the unit and major to the Advisory Board of the UWA Institute of Agriculture, which I will do.The content of this unit will be finalised in consultation with agriculture staff as well as those in data science andengineering (including agricultural engineering).


Event Date Outcome




D72

Event Date Outcome




D73


CP014 Bachelor of Science and Master of AgriculturalEconomics

TRIM: F20/1408ID: 4



Faculty Science






Details

Course code CP014

Title Bachelor of Science and Master of Agricultural Economics

Proposed 02/06/2020



Bachelor of Agricultural Science and Agribusiness (Advanced)

Overview



Admissions


90


ATAR Mathematics Methods or equivalent or higher


N/A


List of Majors MJD-AGBDM Agriculture Science and Agribusiness (ID 4858)|*|





Please refer to the Master of Agricultural Economics

AQF outcomes:Skills




D74



Educational Principle 1To develop disciplinary and interdisciplinary knowledge and skills through study and research-based enquiry, at internationally recognised levels of excellence.- to think, reason and analyse logically and creatively - to question accepted wisdom and beopen to innovation- to acquire the skills needed to embrace rapidly changing technologies


Educational Principle 2To further develop skills required to learn, and to continue through life to learn, from a varietyof sources and experiences.- to develop attitudes which value learning- to acquire skills in information literacy






Employment outcomes


Same as the Master of Agricultural Economics


Advice from the course coordinator

Course delivery



FAC10 Arts, Business, Law and Education As usual for the individual courses



Location Percentage

UWA (Crawley) 100%


Event Date Outcome

School / ROE 02-06-2020 Endorsed: Approved by SAGE HOSApproval reference: [email protected]





E1

Proposed postgraduate coursework course (academic proposal) as at 04-06-2020

73290 Graduate Certificate in Business PsychologyTRIM: F20/804

ID: 1493

This postgraduate coursework course is not yet approved.


Faculty Science


Psychological Science

Coordinator Dr Lisette Kanse

Details

Course code 73290

Title Graduate Certificate in Business Psychology


GradCertBusPsych


Graduate Certificate


Graduate Certificate — Level 8


About this course This course provides training in the application of psychological theories and principles to workplace settings. Skills andknowledge gained in this course will enable students to understand, analyse and improve worker motivation, well-being, jobsatisfaction, team processes, leadership, and performance. Students will be trained in evidence based practice, and willlearn how to interpret findings from scientific research, as well as how to communicate these in terms suitable for theworkplace.

Course hasspecialisations

No specialisations found.

Proposed 21/05/2020


Volume of learning



Yes

Admission requirements

Admissionrequirements:categories

Bachelor`s pass degree (non-cognate study area)

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Overview

Overview of theproposed course

We have recently (semester 2, 2019) launched the Master of Business Psychology course, for which eligibility at the timewas limited to students with a 3 year bachelors degree (single major) in Psychology. Now that the program is up andrunning, we feel confident it can be offered to people from a wider variety of backgrounds.

From consultations with industry and academic representatives from different disciplines, it appears there is an appetite forthe training we offer in the MBusPsych among more mature aged workers and graduates from other disciplines, with notraining in leadership/management, and who have either found themselves in leadership roles or are looking to move intosuch roles. However, a two year full time course is often too big a commitment, and attending face to face classes duringwork hours on a weekly basis can be problematic too.

Further, the COVID19 pandemic has left some people either without work, or with more time on their hands than usual, andsome of these people would be looking to upskill.

This semester, we have moved two units of the proposed unit sequence for the Graduate Certificate online, and two furtherunits in semester 2 are already in a flipped classroom format. The final two units from the list of proposed options are bothsemester 2 units, and we are preparing to move these online as well, expecting continued requirements for socialdistancing.This means a lot of the work involved in moving online has already been done or will need to be done anyway for our regularstudents.

Therefore, now is an ideal moment to introduce an online Graduate Certificate in Business Psychology.We hope it can be considered as a matter of urgency, so as to not miss the current window of opportunity.




Course to beregistered onCRICOS?

Yes

Rules








3. To be considered eligible for consideration for admission to this course an applicant must satisfy the University's Englishlanguage competence requirement as set out in the University Policy on Admission: Coursework.


4. To be considered for admission to this course an applicant must have—

(i) any three year Bachelor's degree, or equivalent; and

(ii) the equivalent of a UWA weighted average mark of at least 60 percent



(a) academic merit;

(b) a discussion with the course coordinator and/or teaching staff (eligible applicants only)


6. The following courses form part of an articulated sequence:• 73290 Graduate Certificate in Business Psychology (24 points)• 73550 Master of Business Psychology (96 points)




8. To make satisfactory progress in a calendar year a student must pass units to a value of at least half the total value ofunits in which they remain enrolled after the final date for withdrawal without academic penalty.



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(a) a student who does not make satisfactory progress for the first time under Rule 8 is assigned a progress status of 'OnProbation';


(c) a student who does not make satisfactory progress for the third time under Rule 8 is assigned a progress status of'Excluded';"



12. This rule is not applicable to this course.

Course structure


PSYC5556 Work Design 6 points Active

Take unit(s) to the value of 18 points:

PSYC5515 Organisational Development and Change 6 points Active

PSYC5518 Team Work 6 points Active

PSYC5544 Professional Skills 6 points Active

PSYC5559 Leadership 6 points Active

PSYC5830 Human and Organisational Factors in Managing Work Health and Safety 6 points Active

Articulations

Articulation #1

Code 73290

Title Graduate Certificate in Business Psychology

Points 24

Requirements

Articulation #2

Code 73550

Title Master of Business Psychology

Points 96

Requirements



Graduates of this course will have specialised knowledge of the application of psychological principles and theory toworkplace settings, where workplace settings includes organisations of all forms, industries, and sizes. The specificknowledge areas that are developed in this course include:• Worker attitudes and behaviours in individual and team contexts, and the factors that shape these;• Work motivation, -engagement, -commitment, job satisfaction, and well-being;• Leadership theory and practice;• The conditions for enacting effective organisational interventions; and• Ethical and professional aspects relevant to the domain of work psychology.







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AQF outcomes:Skills

Students will develop expert, specialised skills in the application of psychological principles to workplace settings. Uponcompletion of the course, students will be able to review, analyse, and synthesise knowledge and provide solutions tocomplex problems relating to the 'human side' of work. Specialised technical knowledge and skills concerning the analysisand design of work and workplace contexts will be obtained. Students will exit the course with highly developed analysis,intervention, as well as communication and interpersonal skills in the area of work psychology.


Graduates from the course will have knowledge and skills which will allow them to practice in workplace settings safely andindependently. Graduates will demonstrate the application of knowledge and skills to:• identify, develop, apply and evaluate a range of evidence-based interventions focused on work and organisational designto improve worker motivation, engagement, satisfaction, health, safety, well-being, and performance in general;• liaise and work effectively with other professionals in a range of workplace settings; and• independently and collaboratively apply professional skills in an ethical manner.



Educational Principle 1To develop disciplinary and interdisciplinaryknowledge and skills through study andresearch-based enquiry, at internationallyrecognised levels of excellence.- to think, reason and analyse logically andcreatively - to question accepted wisdom and beopen to innovation- to acquire the skills needed to embrace rapidlychanging technologies

Across the units that are part of the Graduate Certificate, through lectures, readings, case studies,workshops and discussions, students are trained to be critical consumers and interpreters of scientificresearch findings, to reflect on the quality and applicability of available scientific insights in variouscontexts, and to keep track of and adapt to relevant developments in their domain.

Educational Principle 2To further develop skills required to learn, andto continue through life to learn, from a varietyof sources and experiences.- to develop attitudes which value learning- to acquire skills in information literacy

During the course the students are trained in the skills to identify relevant resources to stay current inthe domain of work psychology . Through sharing experiences from professionals in this domain,students will be shown the importance of becoming life long learners. Their skills in this regard will bedeveloped and tested through various assignments in which the students have to demonstrate theirinformation literacy.

Educational Principle 3To develop personal, social, and ethicalawareness in an international context- to acquire cultural literacy- to respect Indigenous knowledge, values andculture- to develop ethical approaches and maturejudgement in practical and academic matters- to develop the capacity for effectivecitizenship, leadership and teamwork

Through case studies in which cultural aspects are embedded, students will be able to develop anawareness of and sensitivity to cultural and social issues and will have the opportunity to practiceculturally and ethically appropriate responses in such contexts.

Educational Principle 4To communicate clearly, effectively andappropriately in a range of contexts- to develop spoken and written Englishcommunication skills at high levels- to acquire skills in critical literacy andinterpersonal communication

Various assessments in the units that form part of the course allow students to practice, gain feedbackon, and fully develop their spoken and written English communication skills both in interpersonal andgroup settings, using various media.

Employment destinations


Graduates from this course will be perfectly placed for team / department leadership roles in any type of organisation, or forcoordinating roles in organisational development and change processes.

Future job titles include Organisational Development Consultant/Coordinator, Change Manager, Team Leader, Supervisor,Superintendent, Department Manager


These employment destinations have been suggested with the target audience for the Graduate Certificate in mind. Theywill have either been promoted to these jobs without the formal training to do well in these roles, or they will be people withthe desire to start working in these leadership/development roles. What these employment destinations all have in commonis they involve leading, managing and/or developing people, in other words the 'human side' of work.

Course delivery

Mode of delivery Multi-mode


Location Percentage

students will have a choice to take units fully online or in a blended learning approach with face to face workshops 100%

UWA (Crawley) 100%

Percentage of unitstaught online

100% taught online only

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Duration of course 05-1


05-1


Beginning of year and mid-year


Semester 1, Semester 2

Attendance type Full- or part-time

Time limit 2 years

Consultations


Faculty ofEngineering andMathematicalSciences

Dr Sally Male, Chair inEngineering Education

Endorsement.Suggestion to have a joint conversation with one of her connectionswho is an engineer in capability development at Woodside whomcould be interested in this course for their workforce - e-meetingplanned for 22 April

none

School ofAgriculture andEnvironment

Assoc Prof JamesFogarty, Head of School

Suggestion to clarify points of difference with the graduate certificatesavailable in the business school as MBA exit awards

Emphasised the focus on thehuman side of work in thelearning outcomes & coursedescription.

Business School Dr Joseph Carpini, SeniorLecturer in Management& Organisations

Endorsement.From his feedback: "The graduate certificate certainly sounds veryinteresting. From an Industrial/Organisational Psychology perspective,I think the units sound good. I trust as part of an I/O psychology-inspired program, students will be given a strong foundation inunderstanding the research process and how to make evidence-baseddecisions. I have always thought IO programs have distinguishedthemselves in their ability to arm students to understand and usescience effectively to make work-related decisions.

I think giving students the option of completing 4 units in a semesteror splitting the units across 2 semesters is very clever as it may beeasier for some people to get 4 months off work to complete intensivestudy using long service leave or something else.

Personally, I do not feel like I am able to provide an estimate forpotential interest as I have no experience in this market. With thissaid, I recently receive an interesting email from my friend who israther high-up in the Canadian Armed Forces and she told me the"Psychology at Work" unit developed by our very own UWA onCoursera is now one of the recommended online units for all militarypersonnel (that is over 10,000 people). Given this information, I wouldimagine a graduate certificate with the capacity for onlinedelivery/completion would be of interest. I believe research suggestsrecessions increase university enrollments - we can only hope for sucha bounce-back. Once this situation resolves, it may be desirable tohave a blended program where students can do some of the classes inperson and some online. To minimise workload, you may select justone or two classes to continue online. "

Padded up the reference toevidence based practice inthe learning outcomes andcourse description. Tried toadd the blended studyapproach in the deliverymode section of the proposalform.

Faculty ofEngineering andMathematics

Assoc Prof DianneHesterman, AssociateDean (Learning andTeaching)

Endorsement.Thinks this would be a great opportunity to offer engineers to upskillor sharpen their skills and be more competitive in the post-COVID-19world. Recommended to also check for interest with a representativefrom Engineers Australia.

Introduced by Sally Male,connected with the WAbranch General Manager ofEngineers Australia, SusanKreemer Pickford, whoforwarded our consultationquestion on to theEngineering EducationAustralia team - expectingfeedback after Easter.

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Consultations withAdmissions

Ample consultation has taken place within the School of Psychological Science, with the Postgraduate Education Committee,the Head of School, Academic Services Team, and teaching staff in business psychology, as well as with the faculty'scurriculum team.The proposed admission criteria match those of the MBusPsych regarding the required WAM of 60% and levels of Englishrequired , except that for entry into the Grad Cert, any Bachelors degree is eligible, rather than only Bachelor degrees inPsychology, so as to open the course to a wider market. If Grad Cert students from non-psychology backgrounds succeed intheir 4 Grad Cert units (the Grad Cert units have been chosen because of their accessibility for those with no previouspsychology training), i.e. achieve a minimum WAM of 60% in the Grad Cert, this gives them access to continue in the Masterof Business Psychology, with advanced standing for the units taken already. As such, the Grad Cert provides an alternativeentry pathway for students from non-cognate backgrounds into the MBusPsych.

Corresponding changes will be made to the eligibility criteria for the Master of Business Psychology, to reflect that for entryinto the MBusPsych:Students need to have at least a) OR b):a. A 3 year bachelors degree in psychology, or equivalent, with the equivalent of a UWA WAM of 60% ; ORb. Any other bachelors degree, or equivalent, with the equivalent of a UWA WAM of 60%, AND successful completion of theGradCertMBusPsych with a WAM of 60%; students will gain advanced standing for the units completed in the GradCert

In the MBusPsych the Grad Cert will be included as part of the same articulated sequence and as an exit award.

Consultations withLibrary

N/A: using existing units from the Master of Business Psychology



A) All the units in this proposal already exist as part of 73550, Master of Business Psychology.* The two semester 1 units, PSYC5559 and 5518, have already been adapted to a large extent for online delivery as a resultof the change in teaching mode we've had to adopt in response to the COVID19 pandemic.* Two of the semester 2 units, PSYC5830 and 5515, have already been using a flipped classroom approach and will just needthe workshops adapted to online delivery, which we expect will need to be done for what would otherwise be face to facedelivery, based on the expectation that the social distancing requirement will continue into semester 2.* The other two semester 2 units that form the rest of the units we propose to include in the graduate certificate will stillneed to be converted to online delivery, but planning for that has started, again based on the expectation that that will needto happen for our current student body anyway.

B) As a point of difference with many other online programs, we strive to have interactive activities for our online studentswhich we believe will be beneficial, both for attracting students to the program, and for achieving the desired learningoutcomes.

C) We plan to minimise the increase in workload resulting from an increased number of students, by using all the onlineshort lecture videos and other content on LMS, such as readings and quizzes, for both face to face delivery student groups,and online delivery student groups. The face to face delivery time can thus be reduced from on average 3 hours per week,to around 1 hour per week - and maybe condensed into fortnightly 2 hour sessions, or so. The time gained in this mannercan be used to cover the increase in time needed for assessment marking and providing feedback.

D) To be responsive to the current developments surrounding the COVID19 pandemic we hope to see this proposal fasttracked for availability in semester 2, 2020, with the opportunity to work on recruitment/marketing for some time prior tothe semester start.


Event Date Outcome

Faculty 21-05-2020 Endorsed: Faculty of Science Education Committee RR2020/31 TRIMFolder reference F20/39 (filing done in Dec, copies can be obtained bycontacting the Faculty Governance Officer)Approval reference: Faculty Governance Officer




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