ENEV12002 - First Nations and Community Engagement

General Information

Unit Synopsis

In this unit you will critique approaches to First Nations and community engagement within the environmental and agricultural management sector. You will study aspects of post-colonialism, sustainable environmental and agricultural management and cultural heritage, as well as examine applied stakeholder relationships and adaptive management approaches. Drawing on transdisciplinary perspectives from First Nations studies, community development, history, planning, and sociology, you will learn to evaluate the requirements of First Nations and community engagement, and develop a professional approach to this aspect of environmental and agricultural management.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2023

Term 3 - 2023 Profile
Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Group Discussion 0%
2. Case Study 40%
3. Written Assessment 60%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 3 - 2020 : The overall satisfaction for students in the last offering of this course was 4 (on a 5 point Likert scale), based on a 22.86% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Have Your Say
Feedback
Students found the moodle site confusing, outdated and the recorded lectures difficult to obtain.
Recommendation
The Unit Coordinator will work more closely with the Lecturer to integrate and make consistent the organization of recorded and other learning materials on the moodle site. Additional checking will be done before the moodle site goes live.
Action Taken
The Unit Coordinator and lecturer worked closely together to update the Moodle site and integrate the Moodle Tiles format. Additional checks were completed to ensure unit information accuracy.
Source: Have Your Say
Feedback
Students were in general very pleased with the lecturer, Dr Alice Buhrich, and the guest speakers.
Recommendation
If possible, Dr Buhrich and her guest speakers will be invited back to lecture into this unit again.
Action Taken
Dr Buhrich was unable to lecture this year, however, Ms Bruce provided some of her best material from 2019 and added her own new material in 2020.
Source: Have Your Say
Feedback
Core concepts were not sign-posted for the assessment tasks. More timely responses to questions on the forum.
Recommendation
Better sign-posting through moodle organization, case study presentation and lecture presentations to indicate which core concepts should be included or considered in which assessments. The lecturer will endeavour to continue timely responses to student questions on the forum. The redesign of moodle in 2019 led to some confusion in finding the Q&A forums, this should not be the case in 2020.
Action Taken
Ms Bruce improved the sign-posting in the unit, provided case studies from around Australia and her own lived experiences, and delivered new lectures. In all those activities, Ms Bruce pointed out where in the assessment particular concepts would be relevant. Ms Bruce responded to forum posts daily.
Source: Have Your Say (numerical)
Feedback
Assessment feedback and requirements
Recommendation
There were no specific comments regarding this topic, but the lecturer will continue to return detailed assessment feedback and to make the assessment instructions clearer (and better linked to core concepts and learning materials as mentioned above).
Action Taken
Ms Bruce delivered detailed and effective feedback linked to core concepts that students were able to incorporate in later assessments.
Source: Have your say numerical
Feedback
Low feedback response rate
Recommendation
Students will be reminded by email to participate in the have your say feature and how to use it.
Action Taken
Ms Bruce emailed students reminders to provide feedback after the she has delivered the marks on the final assessment.
Source: Have Your Say (numerical)
Feedback
Assessment return
Recommendation
There were no specific comments regarding this topic, but the lecturer will continue to return detailed assessment feedback in a timely manner and so that it is obvious to students that their assessment has been marked and returned.
Action Taken
Ms Bruce returned assessments with detailed feedback in a timely manner.
Source: Have Your Say written feedback
Feedback
Assessment design and grading are confusing.
Recommendation
Assessment design will be changed to be more intuitive, and the grading structure will be more clearly outlined in Week 1 of the unit.
Action Taken
Nil.
Source: Have Your Say written feedback
Feedback
Lecturer was unfamiliar with the Moodle Tile format and gradebook.
Recommendation
Moodle Tiles were new to the university in 2020. The unit Coordinator and Lecturer will continue to familiarise themselves with Moodle Tiles, and simplifications made to the gradebook made in 2020 should carry over to 2021.
Action Taken
Nil.
Source: Have Your Say written feedback
Feedback
Students were pleased to have an Australian First Nations person teaching the unit and found her experience and perspective valuable.
Recommendation
That we always attempt to engage an Australian First Nations person to teach and lecture into this unit.
Action Taken
Nil.
Source: Lecturer
Feedback
Low Feedback response rates
Recommendation
The lecturer will remind students to complete the Have Your Say feedback response with more frequent emails and reminders in lecture.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Discuss the importance of cultural and historical awareness of First Nations and community engagement within Australia and overseas
  2. Identify the implications of top-down/bottom-up approaches to engagement in environmental and agricultural management
  3. Develop basic First Nations and community engagement plans based on adaptive management principles
  4. Prepare an engagement section of an environmental and agricultural management planning report
  5. Critique the key issues that shape contemporary discourses of First Nations and community engagement

NA

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Group Discussion • • •
2 - Case Study • •
3 - Written Assessment • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication • • • • •
2 - Problem Solving • •
3 - Critical Thinking • • • • •
4 - Information Literacy • • • • •
6 - Information Technology Competence • • • • •
7 - Cross Cultural Competence • • • • •
8 - Ethical practice • • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10