| Effective Term: | 2027/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Fire Ecology: Burning Issues for Science and Management |
| Unit ID: | SCENV3110 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (At least 60 credit points from SCENV subject-area at any level) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 050900 |
| Other Change: | |
| Brief description of the Unit |
Fire Ecology: Burning Issues in Science and Management examines the ecological, social and management dimensions of fire in the Australian environment and in a global context. Students develop an understanding of fire ecology, including fire behaviour, fire regimes, ecological processes, and the responses of Australian flora and fauna to fire. The unit explores Indigenous cultural burning and contemporary challenges including changing climate, fire management, policy and social issues, and the ongoing role of fire in Australian landscapes and global ecosystems. Through a combination of theoretical learning, a one-day field-based experience with fire agencies, and authentic assessment, students develop skills relevant to professional fire planning and management. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| 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: |
| Skills: |
| Application of knowledge and skills: |
| Other outcomes: |
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| O6. | Analyse the scientific principles, Indigenous cultural perspectives and historical context underpinning fire ecology in Australia. |
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| O7. | Evaluate the ecological and social implications of fire within changing environmental conditions and policy frameworks. |
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| O8. | Apply evidence-based methods, including field and desktop techniques, to develop fire planning and management strategies. |
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| O9. | Predict and justify the behaviour and outcomes of fire events under varied conditions using ecological reasoning. |
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| O10. | Design and communicate comprehensive fire management plans that address ecological, social and sustainability objectives, Indigenous peoples Caring for Country, operational requirements and community engagement. |
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| Unit Content: |
Fire ecology: Burning Issues in Science and Management explores the role of fire in the ecology of ecosystems and how fire is managed to reduce risks to the environment and society. Fire management forms a key component of environmental management in Australia and this unit considers the deep history and ongoing role of fire from an ecological and social perspective. Students will explore challenges involving fire and will become familiar with current approaches to fire planning and management, with a particular emphasis on the Australian context. |
| 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 at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
1, 2, , , , , |
Critical exploration of current fire ecology issue(s) to synthesise students' perspective and describe their outlook |
Reflective forum posts |
20-30% |
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| 2. |
1, 2, 3, 4, 5, , , , , |
Authentic planned burn plan development based on real planned burn, using field assessment and data to create industry-standard plan, with review and justification elements |
Planned burn plan report and presentation |
30-40% |
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| 3. |
1, 4, 5, , , , , |
Professional interview to conceptualise, analyse and provide authentic strategies and solutions to real world challenges in fire ecology and management |
Oral interview |
30-40% |
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