| Effective Term: | 2025/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Environmental Assessment |
| Unit ID: | SCENV3912 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (At least 60 credit points from SCENV subject-area at any level) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ENVGC3737 and SCENV3902) |
| ASCED: | 050901 |
| Other Change: | |
| Brief description of the Unit |
This unit is specifically designed to teach the skills required for a career in the environmental consulting and other professions in the environment industry. Students will become familiar with the legislation that influences the management of the environment and native vegetation. There is a specific focus on the stae and federal legislation that impacts on Victoria, though we also consider differences in legislation in other parts of the world. Students will learn how to gather environmental information from a range of sources, and will learn some important environmental survey and assessment processes and techniques. Students will conduct several simulated professional tasks, including applying for an environmental tender, and preparing an Environmental Impact Statement. We aim to provide students with a broad view of the environment industry, the type of work available, and the skills required to enter the environmental workforce. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| 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: |
| K1. | Describe international, federal, state and local legislation as it relates to environmental and cultural heritage regulation |
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| K2. | Discuss the processes involved in undertaking professional environmental survey and assessment work. |
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| Skills: |
| S1. | Scrutinise professional services briefs to determine the requirements of an environmental professional. |
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| S2. | Interpret information from database searches and mapping tools for use in environmental audits. |
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| S3. | Apply legislation to produce professional environmental audits. |
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| S4. | Demonstrate understanding of survey results. |
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| S5. | Select and use databases, online tools and resources required to undertake environmental audits and other sources of environmental work. |
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| S6. | Recognise and appreciate the value of clear, concise and precise writing and in the environment industry |
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| Application of knowledge and skills: |
| A1. | Compose an environmental tender application to a professional standard. |
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| A2. | Produce an environmental impact assessment to a professional standard. |
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| A3. | Critically evaluate the ability of environmental policy to conserve biodiversity and meet state, national and global biodiversity targets |
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| Unit Content: |
Topics may include:
1. Planning systems (State and local government).
2. Natural resource management (NRM) policy.
3. The concept of no net loss and net gain in environmental assessment.
4. NRM legislation (environmental impact, threatening processes).
5. Environmental agency roles and responsibilities.
6. NRM information sources and management (databases, reporting, spatial information).
7. Environmental survey and assessment processes and techniques.
8. Environmental Impact Statement preparation.
9. NRM funding mechanisms and tender preparation.
10. Project planning and implementation.
11. Case studies of environmental assessment projects. |
| 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. | N/A - Not Applicable | 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 2 - Student demonstrates some independence within provided guidelines | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 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 | | 1. | K1, S1, S5 | Environmental information challenge. | Online quiz | 10-20% | | 2. | K2, S1, S6, A1 | Prepare and submit tender application in response to a professional services brief. | Simulated professional task (Tender application) | 20-30% | | 3. | K1, K2, S2, S3, S4, S5, S6, A2 | Prepare a professional Environmental Impact Assessment based on a project proposal. | Simulated professional task (Environmental Impact Assessment) | 40-60% | | 4. | K2, S5, A3 | Reflection on Victoria's native vegetation removal policies | Short essay | 10-20% |
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