| Effective Term: | 2025/02 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Biodiversity Conservation |
| Unit ID: | SCENV1002 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 050999 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces students to the global environment and its basic natural systems. It is designed to develop in students an understanding of the application of biological and ecological principles to the conservation of global biological diversity. Major themes include the diversity and interrelationships of the biotic and abiotic components of the environment, plant and animal diversity, threatening processes, threatened species, conservation strategies, wildlife exploitation, human wildlife conflict and wildlife rehabilitation. This unit is taught by lectures and tutorials, and includes a compulsory four (4) day field trip to Phillip Island in Victoria. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Understanding biodiversity, ecosystems, and the importance of species interactions. |
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| K2. | Species monitoring, understanding methods for measuring, tracking and conserving species. |
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| K3. | Recognising human impact, such as habitat destruction, climate change, pollution and invasive species. |
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| K4. | Learning the concepts of species protection, habitat restoration and sustainable development. |
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| K5. | Discuss differing attitudes to wildlife and the impact these can have on conservation strategies. |
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| Skills: |
| S1. | Ability to recognise and classify different species (plants, animals, fungi) through visual identification, sounds or tracks. |
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| S2. | Communicate science through written reports |
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| S3. | Critical analysis of peer reviewed research articles. |
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| Application of knowledge and skills: |
| A1. | Integrate biodiversity knowledge and concepts into tutorials and reports. |
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| A2. | Students will be able to analyse the influence of tourism and development on island habitats, and discuss the balance between conservation efforts and human use of natural spaces. |
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| Unit Content: |
Biodiversity at various ecological levels and its significance Significance of biodiversity, sustainability and loss on a global scale Global threatening processes and species loss Biodiversity conservation strategies Ecotourism and species conservation Wildlife rehabilitation Global wildlife exploitation and human wildlife conflict Australian Biodiversity Conservation and restoration |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, S1 | Comprehension and synthesis of unit content. | Online quizzes / tests | 40-60% | | 2. | K1, K2, S1, S2, S3, A1 | Biodiversity Field Survey | Report | 15-25% | | 3. | K1, K2, K3, K4, K5, S1, S2, S3, A1, A2 | Field Trip Synthesis | Portfolio | 25-40% |
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