Subject Outline

Subject Title The Case for Sustainability

Subject Code EV2011

Credit Points 3

Study Period TR3

Attendance Mode Internal

Campus Singapore

Prerequisite/s Nil

Neil Hutchinson
Subject Coordinator/
Academy Division
College
College of Science & Engineering

At James Cook University, we acknowledge the Australian Aboriginal and Torres Strait Islander peoples
of this nation. We acknowledge the Traditional Owners of the lands on which our campuses and study
centres are located and where we conduct our business. We pay our respects to ancestors and Elders, past,
present and future. JCU is committed to honouring Australian Aboriginal and Torres Strait Islander
peoples’ unique cultural and spiritual relationships to the land, waters and seas and their rich contribution
to JCU and society.

© Copyright 2024
This publication is covered by copyright regulations. Apart from any fair dealing for the purpose of private
study, research, criticism, or review as permitted under the Copyright Act, no part may be reproduced by
any process or placed in computer memory without written permission (including file sharing websites).
Contents
1 Subject details .............................................................................................................................................. 3
1.1 Student participation requirements ........................................................................................................3
1.2 Teaching Staff contact details ..................................................................................................................3
1.3 Subject description...................................................................................................................................3
1.4 Subject learning outcomes and course learning outcomes .....................................................................4
1.5 Student feedback on subject and teaching..............................................................................................4
1.6 Subject resources and special requirements ...........................................................................................5
2 Assessment details ..................................................................................................................................... 7
2.1 Key dates ..................................................................................................................................................7
2.2 Requirements for successful completion of this subject .........................................................................7
2.3 AccessAbility Services and Support..........................................................................................................8
2.4 Assessment items.....................................................................................................................................8
3 Submission and return of assessment ............................................................................................. 17
3.1 Submission of assessment .....................................................................................................................17
3.2 Late submissions ....................................................................................................................................18
3.3 Special Consideration (including deferrals and extensions) ..................................................................18
3.4 Academic Integrity .................................................................................................................................18
3.5 Return of assessment.............................................................................................................................18
3.6 Review of assessment ............................................................................................................................19
4 Learning and teaching in this subject............................................................................................... 20
4.1 Subject calendar .....................................................................................................................................20
4.2 Learning and teaching activities/expectations ......................................................................................22

This Subject Outline has been prepared by Fanny Yasumaru for the College of Science and Engineering,
James Cook University. Updated 15 August 2024.

The information provided in this subject outline is correct as at the time of completion and may change
in response to changing University resources. Any changes will be approved by the College Dean or
representative and will be communicated to students by the LearnJCU subject site.

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1 Subject details
1.1 Student participation requirements
The JCU Learning, Teaching and Assessment Procedures (2.1.2d) indicates a typical student workload for
a three (3) credit point subject requires a 130 hour work load of study related activities, including
attendance, assessment and self-directed study over the duration of the subject with equivalency across
all attendance modes.
Note that attendance at specified classes will be a mandatory requirement for satisfactory completion of
some subjects (Learning, Teaching and Assessment Procedures, 3.1.8e) and that additional hours may be
required per week for those students in need of English language, numeracy or other learning support.

Key subject activities

Tuesday
On-campus > Lectures (20 hours) 17/9, 24/9, 1/10,
1600 to 1800 8/10, 15/10, 29/10,
[Week 1 - 10: two (2) hours per week] 5/11, 12/11, 19/11,
26/11 Refer to the
Wednesday appropriate
18/9, 25/9, 2/10, Timetable:
On-campus > Workshops (20 hours)
1700 to 1900 9/10, 16/10, 30/10, JCU Singapore
[Week 1 - 10: two (2) hours per week] 6/11, 13/11, 20/11, or your eStudent
27/11 personal timetable

Other mandatory attendance requirements:

TBC TBC
Fieldtrip

For information regarding class registration, visit the Class Registration Schedule.

1.2 Teaching Staff contact details

Teaching Consultation
Staff member Room Phone Email
team times*
Not available
Subject
Dr Neil Hutchinson (65)67093727 [email protected]
Coordinator
Tuesdays:
Lecturer/ Dr Fanny Yasumaru 67093763 [email protected]
E3-01 10am – 12pm*
Tutor

Learning JCU Singpore Learning learningcentre-

C1-12B n/a By email
Advisors Centre [email protected]

Librarian JCUS Library C1-08 n/a [email protected] By email

*Other consultation times by appointment only.

1.3 Subject description

This subject will consider some of the most pressing sustainability challenges facing the world today. Using
a range of case studies from Australia and around the world students will come to understand the complex
and interdisciplinary nature of sustainability problems. The case studies will demonstrate the inter-

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dependency of ecosystem functions and services (e.g. climate, soils, biodiversity) and humanity's
interactions (and impacts) with these. Case studies, involving different approaches supporting
sustainability, will be drawn from a variety of contexts including: policy development, technology,
manufacturing, energy, community, resource management, conservation, biodiversity management,
urban development and living. The practical activities will provide students with additional insights to
these and introduce some of the techniques utilised by sustainability practitioners involved in sustainable
development initiatives e.g. working in complex urban systems, sustainability indicator development and
data identification, management and interpretation, education and training for sustainability, 'triple-
bottom-line' (ecological, social, economic) accounting and reporting.

1.4 Subject learning outcomes and course learning outcomes

On successful completion of this subject, you will be able to:
• critically appraise the role and relevance of sustainability and sustainable development in local, regional
and global society
• retrieve, analyse, synthesise and evaluate information from a range of sources
• plan and conduct reliable, evidence-based desktop and fieldwork sustainability investigations, by
selecting and applying methods, techniques and tools as appropriate to one or more disciplines
• organise, analyse and interpret sustainability data using mathematical, statistical, technological and/or
interpretivist skills
• convey ideas, arguments and conclusions clearly and coherently through well-developed written and
oral communication skills and a variety of media
• demonstrate a broad understanding of problem-oriented sustainability approaches, including
stakeholder analysis, values clarification, interdisciplinary collaboration, and systems and futures
thinking oriented sustainability approaches, including stakeholder analysis, values clarification,
interdisciplinary collaboration, and systems and futures thinking

These outcomes will contribute to your overall achievement of course learning outcomes.

1.5 Student feedback on subject and teaching

Students are at the heart of JCU and as part of our commitment to improving the quality of our subjects
and teaching, we regularly seek feedback on the JCU student experience.
YourJCU Surveys are available to all students through LearnJCU. You will receive an email invitation when
the survey opens.

In response to previous student feedback and other data, the following enhancements to this subject have
been made:
• More detailed content in lecture slides for revision purposes
• Consideration of a broader range of sustainability topics so that students can identify issues of special
interest

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1.6 Subject resources and special requirements
All subject readings and resources, including journal articles, book chapters, websites, videos, print and
eTextbooks, are available to view online from your Readings list via your LearnJCU subject site.

Prescribed textbook
• James, P. 2015. Urban Sustainability in Theory and Practice: circles of
sustainability. Earthscan from Routledge.

Highly recommended:
• Blewitt, J. 2008. Understanding Sustainable Development. Earthscan Publishing,
London. Dresner, S. 2008. The Principles of Sustainability, 2nd Edition. Earthscan
Publishing, London.
• Meadows, D., Randers, J. and Meadows, D. 2005. Limits to Growth: the 30-year
update. Earthscan Publishing, London.
• Mulligan, M. 2015. An Introduction to Sustainability: environmental, social and
personal perspectives. Earthscan from Routledge, London.
• Newton, A. and Cantarello, E. 2014. An Introduction to the Green Economy: science, systems and
sustainability. Earthscan from Routledge, London.
• Purvis, M and Grainger, A. 2005. Exploring Sustainable Development: Geographical Perspectives.
Earthscan Publishing, London.
• Robertson, M. 2014. Sustainability Principles and Practice. Earthscan, Publishing, London.
• Rogers, P., Jalal, K. and Boyde, J. 2007. An Introduction to Sustainable Development. Earthscan
Publishing, London.
• Wheeler, S. and Beatley, T. (eds) 2014. The Sustainable Urban Development Reader, 3rd Edition.
Routledge, Oxon, UK.
• Wright, R. and Boorse, D. 2014. Environmental Science: toward a sustainable future, 12th Edition.
Benjamin Cummings.

Recommended:
• Albrow, M. and King, E. (eds). 1990. Globalization, Knowledge and Society. Sage Publishing, London.
• Bigg, T. 2004. Survival for a Small Planet. Earthscan Publishing, London.
• Calder, N. 1991. Spaceship Earth. Viking Penguin, New York.
• Capra, F. 1996. The Web of Life. Harper and Collins, London. Carlson, R. 1962. Silent Spring. Houghton
Mifflin, New York.
• Daly, H. 1996. Beyond Growth: the economics of sustainable development. Beacon Press, Boston.
• Diesendorf, M. 2014. Sustainable Energy Solutions for Climate Change. CSIRO Publishing, Australia.
• Douthwaite, R. 1999. The Growth Illusion: how economic growth has enriched the few, impoverished
the many and endangered the planet. Green Books.
• Ehrlich, P. 1968. The Population Bomb. Ballantine, New York.
• Gilpin, A. 1996. Dictionary of Environment and Sustainable Development. John Wiley & Sons, England.
• Jones, C. 2002. Introduction to Economic Growth, 2nd Edition. Norton and Co, New York.
• Leopold, A. 1949. A Sand Country Almanac. Oxford University Press.
• Lovelock, J. 1979. Gaia: A new look at life on Earth. Oxford University Press.
• Putnam, R. 2000. Bowling alone. The collapse and revival of American community. Simon and Schuster,
New York.

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• Robbins, P., Hintz, J. and Moore, S. 2010. Environment and Society. Wiley-Blackwell Publishing,
England.
• Schumacher, E. F. 1973. Small is Beautiful: a study of economics as if people mattered. Vintage
Publishing, London.
• Shiva, V. 2000. Stolen Harvest. South End Press.
• Shiva, V. 2005. Earth Democracy: justice, sustainability and peace. Zed Books, London.
• Stibbe, A. 2009. The Handbook of Sustainability Literacy: Skills for a changing world. Green Books.
England.
• Tudge, C. 2003. So Shall We Reap. Penguin, England.
• Turner, K., Pearce, D. and Batemen, I. 1994. Environmental Economics: an elementary introduction.
Harvester Wheatsheaf, New York.
• Ward, B. 1966. Spaceship Earth. University of Columbia Press, New York.
• Woods, M. 2005. Rural Geography: processes, responses and experiences in rural restructuring. Sage
Publications, London

Journals:
• Environment, Development and Sustainability
• Sustainable Development
• Journal of Sustainable Development
• International Journal of Environment and Sustainable Development
• The Journal of Environment and Development
• Sustainability (open access on-line journal)
• Sustainability Science

Libguide resources:
For students new to sustainability, JCU’s School of Education has also developed an excellent Libguide
resource which may found at: http://libguides.jcu.edu.au/sustainability

Referencing in all assessments is to be in APA style (7th edition). Please note this is an updated version
that was implemented late in 2019 so may be different to version that of your previous studies.
(https://libguides.jcu.edu.au/apa). JCU Library offers referencing help and advice to students, but as
reference lists are assessable, they cannot correct students’ references for them. Students can request
valuable feedback and guidance from the Library & Services Information team but not for proofreading
and correction.

1.7 Generative AI Usage

This subject does not require or permit the use of Generative AI tools for the completion of learning
activities or assessment.

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2 Assessment details
2.1 Key dates

Key dates Date

Census date and Last date to withdraw without financial See 2024 JCUS Study Period and Census Dates
penalty

Last date to withdraw without academic penalty See 2024 JCUS Study Period and Census Dates

Assessment item 1: Performance/Practice/Product - 4 x Refer to Subject Calendar

Practical Report (20%)

Assessment item 2: Written - Research report - Due 27 Oct 2024, 1159pm @ LearnJCU
Sustainability Strategy report (25%)
Assessment item 3: Multi method - Fieldtrip Report (25%)
Due 24 Nov 2024, 1159pm @ LearnJCU
Oral Presentation (10%) (35%)
Due 27 Nov 2024, 0500pm to 0700pm, in-class

Assessment item 4: Written - Test/Quiz 1 - 24-hour test Starts 28 Nov 2024, 0700pm, due 29 Nov 2024, 0700pm @
(20%) LearnJCU

2.2 Requirements for successful completion of this subject

In order to pass this subject, you must:
• demonstrate a reasonable attempt on all assessment items. Note: in order to be eligible to pass this
subject students must complete and submit at least 80% of the assessable assignments. A
‘reasonable attempt’ does not have to achieve a passing mark but must show signs of attempting
to successfully address the item criteria.
• obtain > 40% for Assessment item 4
• achieve an overall percentage of 50% or more
Final results for this subject will be graded as described in the Student Results Policy.

Supplementary examinations/supplementary assessments are not available for this subject.

2.2.1 How do I track my progress in this subject?

Students will receive written feedback on Assessment tasks within two weeks of submission. Students
may ask for a review of any piece of assessable work within two weeks of receiving their assessment from
being marked. Such a review may involve a re-mark of the piece of work; however, any re-mark may also
result in downgrading of the assessable work. Students who wish to appeal against an assessment should
first consult the subject coordinator. If the matter is not resolved, further appeal may be made to the
Dean of the College.

Page 7 of 22
2.3 AccessAbility Services and Support
Reasonable adjustments may be made to assist you to manage additional circumstances impacting on
your studies provided these do not change the academic integrity of a course. Reasonable adjustments
do not alter the need to be able to demonstrate the inherent requirements of the course.
If you believe you will experience challenges completing your subject or course because of a disability,
health condition or other reason, you should fill up the Accessibility Intake form (click Forms for
Prospective Students to locate this) and submit to the relevant Student Ambassador at JCUS who will be
in touch with you.

Your course inherent requirements can be found here. Inherent requirements are now located in the
Course and Subject Handbook, see the respective Course Information tab.

2.4 Assessment items

ASSESSMENT ITEM 1: 4 X PRACTICAL REPORT
• retrieve, analyse, synthesise and evaluate information from a range of sources
• organise, analyse and interpret sustainability data using mathematical, statistical,
technological and/or interpretivist skills
Aligned subject learning
• demonstrate a broad understanding of problem-oriented sustainability approaches,
outcomes
including stakeholder analysis, values clarification, interdisciplinary collaboration, and
systems and futures thinking oriented sustainability approaches, including stakeholder
analysis, values clarification, interdisciplinary collaboration, and systems and futures
thinking

Group or individual Individual assessment item

Weighting and due date 4 Practical reports x 5% = 20%, Refer to Subject Calendar

Requirements for
successful completion of You must achieve a minimum of 50% in order to pass this assessment item.
this assessment item

Generative AI tools cannot be used in this assessment task

Generative AI use In this assessment, you must not use Generative Artificial Intelligence (GenAI) for any
elements of the assessment task including the generation of any materials or content in
relation to the assessment item.

ASSESSMENT ITEM 1: DESCRIPTION

Sustainability is very much an applied subject, i.e. it must be practised in order that it is meaningful and
useful. The tutorial/practical classes and activities for this subject have been developed to provide
students with ‘hands-on’ experiences with sustainability. A variety of engagement techniques will be used
including: open discussions, small group work, student presentations, numeric and/or written exercises
and computer work. Some of this work will be assessed and go towards the overall mark you obtain for
Assessment Item 1. However, many of the activities associated with the tutorial/practicals either directly
or indirectly contributes to other assessment items. There will be other activities that are not directly
linked with assessment items and while these activities may not even require submission of formal work,
they are still important in terms of meeting the subject’s learning outcomes.

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Assessment will be based on in-class activities and by providing correct answers to questions and items
where appropriate. You are required to submit a short summary of your observations from the work
activity, which you must submit by the due date after the activity was undertaken.

ASSESSMENT ITEM 1: CRITERIA SHEET (OR RUBRIC)

The tutor’s assessment of your engagement with the tutorial/practical/workshops will be based on
subjective assessment of both your preparation and activity during the class itself. It should be
immediately apparent that non-attendance is automatically considered unsatisfactory.

Up to four ‘marked’ practical assignments will be scheduled. If calculations are involved, solutions will be
scored on the basis of whether an appropriate method has been used and whether the result is correct.

ASSESSMENT ITEM 2: SUSTAINABILITY STRATEGY REPORT

• critically appraise the role and relevance of sustainability and sustainable development in
local, regional and global society
• retrieve, analyse, synthesise and evaluate information from a range of sources
• plan and conduct reliable, evidence-based desktop and fieldwork sustainability
investigations, by selecting and applying methods, techniques and tools as appropriate to
one or more disciplines

Aligned subject learning • organise, analyse and interpret sustainability data using mathematical, statistical,
outcomes technological and/or interpretivist skills
• convey ideas, arguments and conclusions clearly and coherently through well-developed
written and oral communication skills and a variety of media
• demonstrate a broad understanding of problem-oriented sustainability approaches,
including stakeholder analysis, values clarification, interdisciplinary collaboration, and
systems and futures thinking oriented sustainability approaches, including stakeholder
analysis, values clarification, interdisciplinary collaboration, and systems and futures
thinking

Group or individual Individual assessment item

Weighting and due date 25%, due 27 Oct 2024, 1159pm @ LearnJCU

Requirements for
successful completion of You must achieve a minimum of 50% in order to pass this assessment item.
this assessment item

Generative AI tools cannot be used in this assessment task

Generative AI use In this assessment, you must not use Generative Artificial Intelligence (GenAI) for any
elements of the assessment task including the generation of any materials or content in
relation to the assessment item.

ASSESSMENT ITEM 2: DESCRIPTION

As a student of sustainability, it is important that you can critically evaluate sustainability initiatives and
strategies. Singapore is undertaking a number of initiatives that support sustainability. The purpose of this
small research project report is to provide you with basic research skills in the area of sustainability and
provide the opportunity for you to critique either Singapore’s approach to supporting sustainability. The
technique for carrying out your review will revolve around a ‘gap analysis’, which essentially involves
comparing and contrasting the Singapore’s approach to encouraging sustainability with other examples
in the world.

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As you conduct your research, you will discover that there are many cities/regions in the world that have
developed or are developing sustainability or sustainable development strategies and it is reasonable to
suggest that some of these are more (or are more likely to be) effective than others. The methods you
will employ in this research will be qualitative. This will be explained further during class but in simple
terms the tasks involved are:
1. identify two good examples of local/regional sustainability strategies;
2. identify the main thematic areas addressed by these;
3. identify the approaches adopted to support sustainability in these thematic areas;
4. use the examples to critique what Singapore is doing across each of these themes (what is Singapore
doing well, what is not doing so well); and finally,
5. offer suggestions and recommendations about what Singapore could do to improve its sustainability
policies, strategies and performance.

Note: You will need to obtain secondary data that describe Singapore and its trends e.g. time series ABS
data, natural resources, economic activities etc.

A report is a particular, very structured style of writing and by the time you get to this stage in the subject
you should be very familiar with what is expected. The report should clearly articulate the aim in the
introduction, flow logically through the section headings and lead to a conclusion. You are not being asked
to produce a long report (quality is preferred to quantity); above all, the style used in the report should
be clear and concise. The report should be between 1,500 and 1,800 words.

Parts of the report:

It is strongly suggested that the italicised headings below be used as the basis for headings within your
report.

• Abstract
This is a summary of the report and it should be less than 200 words (additional to the 1,500 to 1,800
allocated to the main report). It should include the background, aims and main findings as well as the
conclusion. It should be self-contained so that a reader can get a clear idea of what the report contains.
Writing an abstract is a good test of the clarity and logic of your report.

• Table of contents (with a list of figures, tables etc.)

• Introduction
The introduction outlines the background to the subject and it clearly states the aims of your report. This
is where you define the problem and/or question you are researching. You will need to include a short
literature review in this section – to set the wider academic context of your research e.g. any relevant
theory. The introduction also clarifies the boundaries of your research. For example, if your research is
not collecting primary data (as in this case) you should clarify this in the introduction. After reading the
introduction the reader should be very clear what the report is about and why it has been prepared.

• Methods
The methods section will indicate the sources of evidence used e.g. government reports etc. and how
they were analysed. (Note: for your case study the sources of data will be secondary sources i.e. you will
not be collecting any primary data.)

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• Findings
This section is where you outline the results of your research. It may have several sub-headings e.g.
themes that are common to city or regional sustainability strategies.

• Discussion
This should contain the main discussion and analysis of your case study and compare your findings with
other work. What did you infer from your research? Could you make any generalizations? Are there any
reasons why the Singapore example might differ from others? The discussion should link back to your
review of theory and/or literature in the introduction.

• Conclusions
The conclusion should not introduce any new material but should draw all the evidence and analysis
together and state the significance of the findings. What was the significance of your research? You may
also have a section or a sub-section on Recommendations i.e. what could be done to improve Council’s
approach to sustainability, what action should be taken etc.?

• References
Lists all references using correct referencing conventions (APA style).

• Appendices
The appendices should contain data and other information that you think the reader needs to refer to but
does not belong in the main report. In a report such as this appendices are almost mandatory so there is
a small allocation of marks allocated for this section (see table below). Appendices are not counted in the
word-count of the report.

ASSESSMENT ITEM 2: CRITERIA SHEET (OR RUBRIC)

Page 11 of 22
Page 12 of 22
ASSESSMENT ITEM 3: FIELDTRIP REPORT & ORAL PRESENTATION
• critically appraise the role and relevance of sustainability and sustainable development in
local, regional and global society
• retrieve, analyse, synthesise and evaluate information from a range of sources
• plan and conduct reliable, evidence-based desktop and fieldwork sustainability
investigations, by selecting and applying methods, techniques and tools as appropriate to
one or more disciplines

Aligned subject learning • organise, analyse and interpret sustainability data using mathematical, statistical,
outcomes technological and/or interpretivist skills
• convey ideas, arguments and conclusions clearly and coherently through well-developed
written and oral communication skills and a variety of media
• demonstrate a broad understanding of problem-oriented sustainability approaches,
including stakeholder analysis, values clarification, interdisciplinary collaboration, and
systems and futures thinking oriented sustainability approaches, including stakeholder
analysis, values clarification, interdisciplinary collaboration, and systems and futures
thinking

Fieldtrip Report: Individual assessment item

Group or individual
Oral presentation: Group assessment item
Fieldtrip Report (25%), due 24 Nov 2024, 1159pm @ LearnJCU
Weighting and due date
Oral Presentation (10%), due 27 Nov 2024, 0500pm to 0700pm, in-class

Requirements for
successful completion of You must achieve a minimum of 50% in order to pass this assessment item.
this assessment item

Generative AI tools cannot be used in this assessment task

Generative AI use In this assessment, you must not use Generative Artificial Intelligence (GenAI) for any
elements of the assessment task including the generation of any materials or content in
relation to the assessment item.

ASSESSMENT ITEM 3: DESCRIPTION

The field trip exposes students to sustainability projects that are implemented in Singapore and
supplement their data collection skills for sustainability report. Students will work in pairs during their
field trip.

Field trip Report

The Field Trip Report is a product of two data collection processes: (a) secondary data obtained from on-
line sources, and (b) the field trip itself which will involve primary collection of data from the site visited.

Field work and report preparation suggestions:

• Remember, you are interested in the sustainability implications. When making observations try to
consider the environmental, social and economic issues and circumstances.
• The report is not a major thesis but it should demonstrate that you have been able to observe some
of the major facets of sustainability and understand their relevance in terms of sustainable
development.
• Group work is fine (indeed, this is necessary in the field and in reporting findings), but the discussion
(interpretation of results) should be your own words.

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You are required to submit a field trip report (1,500 – 1,800 words) for evaluation. Your report will include
responses to assigned questions but you are encouraged to include photographs and other relevant
images, as well as any other relevant background information you discover in the preparation of your
report.

The italicised headings below should be used as the basis for headings in your Field Trip Report.

• Introduction
The introduction outlines the background to the field trip and it clearly states the aims of your report.
After reading the introduction the reader should be very clear what the report is about.

• Methods
A short explanation of the methods used to collect and analyse data ( less than half (½) a page), e.g. ,you
will be referring to field notes and photographic evidence, but also other related secondary data that will
be obtained during related classroom practicals.

• Findings
This section is where you outline the results of your field activities. It should present and summarise (but
not discuss) the results that emerged from the methods described above. It may be useful to provide
annotated maps of the sites you visit to point out locations of notable features and data sources. It is
acceptable to point out important and interesting data in this section, and even emphasise apparent
trends, but you should avoid discussing their relevance or implications in this section.

• Discussion
This is the section where you interpret the results in the context of your stated aim/s. Throughout this
section you should refer to the data you collected but try not to just point out qualitative trends, e.g.
‘there was evidence of continuing land degradation’ or ‘it is clear there is declining economic activity in
the locality’. Such statements may well be true but you need to use your data to indicate by how much;
for example, use quotes from those you consulted in the field – especially if they offer quantitative
evidence.

• Conclusions
A brief concluding statement where you sum up what you discovered on the field trip, and how this relates
to the aim/s, and why what you found out is, or is not, important.

• References
It is important to supplement and illuminate your fieldwork by referring to other sources of information
– even if this only offers background information about the sites visited. You will need to reference this
data appropriately.

• Appendices
The appendices will contain data and other information that you think the reader may need to refer to
but does not belong in the main report. (Note: appendices will not be counted in the word-count of the
report.)

Oral Presentation

Students will work with their field trip partner to prepare a 8-minute oral presentation of the findings
from their field trip and related work supported with power point slides (max: 8 slides). Students will be

Page 14 of 22
responsible for the design, production and participation in the oral presentation. All pairs of students will
give their oral presentation in-class during the class.

ASSESSMENT ITEM 3: CRITERIA SHEET (OR RUBRIC)

Fieldtrip Report

Page 15 of 22
Oral Presentation

ASSESSMENT ITEM 4: 24-HOUR TEST

• convey ideas, arguments and conclusions clearly and coherently through well-developed
written and oral communication skills and a variety of media

Aligned subject learning • demonstrate a broad understanding of problem-oriented sustainability approaches,

outcomes including stakeholder analysis, values clarification, interdisciplinary collaboration, and
systems and futures thinking oriented sustainability approaches, including stakeholder
analysis, values clarification, interdisciplinary collaboration, and systems and futures
thinking

Group or individual Individual assessment item

Weighting and due date 20%, Starts 28 Nov 2024 @0700pm, due on 29 Nov 2024 @0700pm in LearnJCU

Requirements for
successful completion of You must obtain >40% for this assessment item in order to pass this subject .
this assessment item

Generative AI tools cannot be used in this assessment task

Generative AI use In this assessment, you must not use Generative Artificial Intelligence (GenAI) for any
elements of the assessment task including the generation of any materials or content in
relation to the assessment item.

ASSESSMENT ITEM 4: DESCRIPTION

The 24-hour Test is completed at home under 'open book' circumstances. The Test is an individual
assessment item so you must complete the test entirely on your own; any evidence demonstrating
collision between students will be strictly dealt with by following the University’s Academic Misconduct
Procedures (see: https://www.jcu.edu.au/policy/procedures/student-services-procedures/student-
academic-misconduct-procedure).You may dedicate as much time as you wish to answering the questions
as long as you submit your answer paper before the 24-hour period ends.

Instructions and requirements for completing the 24-hour Test:

There will be two parts to the Test paper (100%).

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• Part A (20%): Answer ALL five (5) short compulsory questions. Each answer should contain
approximately 150 words.
• Part B (80%): Answer four (4) out of seven (7) short essay questions. Each essay answer should contain
approximately 500-600 words.

All answers should be presented in one Word document. Indicate the question number and the
appropriate heading accordingly and clearly in the document.

The Test is ‘open book’ so you may draw upon whatever lecture slides/notes, readings or web sources
you wish in your answers. However, academic standards regarding plagiarism apply; unless you are
quoting a particular author, do not copy and paste from any written sources – use your own words to
convey ideas/concepts. Diagrams may be copied but sources must be acknowledged.

A significant portion of the mark awarded to answers will be based on how well you research each answer
and reference your sources. For each answer you are required to provide all relevant citations along with
a ref list using the APA citation/reference style (see LibGuide on this if you are unsure about this).

Finally, write clearly and unambiguously; marks cannot be awarded for answers that cannot be
interpreted or understood.

The Test question paper will be made available via LearnJCU at 0700pm on Thursday 28 November 2024.
You must submit your answers in a Word doc to the dedicated dropbox in LearnJCU, before the 24-hour
period is up (i.e., due on 0700pm Friday 29 November 2024). Note that the submission dropbox will not
be available after the stipulated timing on the next day and there will not be any alternative submission
time/day granted.

ASSESSMENT ITEM 4: CRITERIA SHEET (OR RUBRIC)

Assessment of answers to the questions in the Test will be based on two main criteria: correctness – is
the answer provided the most correct answer that a student of EV2011 could be expected to provide;
completeness – does the response provided deal with the question completely, within the context of
information provided during the study of EV2011?

Feedback on answer papers cannot be provided to students but students may request an online meeting
with the lecturer to discuss their mark after the end of trimester.

3 Submission and return of assessment

3.1 Submission of assessment
All assignments for on-campus students must be submitted electronically via LearnJCU by 1159 pm on
the due date, or as directed by the Lecturer. The assignment drop boxes are labelled per assessment item
and will be available for a designated period of time to allow submission. Please note: generally only a
single upload is permitted. If you upload the wrong version of the document, you will have to contact the
Lecturer to remove the submission. Students should always retain a copy of all assignments submitted.
Assessment items will be graded online via LearnJCU. Students may not email assessment items.

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3.2 Late submissions
The Learning, Teaching and Assessment Procedure (3.1.8d) outlines a uniform formula of penalties
imposed for submission of an assessment item after the due date. This formula is 5% of the total possible
marks for the assessment item per day including part-days, weekends, and public holidays. If submitted
after 20 days, the assessment item thus would be awarded 0 marks (i.e. 5% x 20 = 100% of total possible
marks in penalties). For assessment items weighted 0%, and submitted after 10 days a DNS (Did Not
Submit) grade is awarded.

3.3 Special Consideration (including deferrals and extensions)

You are encouraged to access equity measures if you are affected by extenuating circumstances while
undertaking the subject. JCU’s Learning, Teaching and Assessment Procedure 3.1 requires that you must
make yourself available for assessments and examinations at the scheduled times and extensions or
deferrals for an assessment item due to previously scheduled commitments such as weddings or holidays,
will not be granted.

All Special Consideration requests can be applied for through the Special Consideration application
form. The form is linked to the Special Consideration Procedure and also available on the Student
Forms webpage.

3.4 Academic Integrity

As outlined in the Coursework Academic Integrity Policy and Procedure, you are required to complete the
Coursework Academic Integrity Modules available in your LearnJCU site. Penalties for non-completion
may be applied.

All non-examination items of assessment are required to be submitted with the Assessment Declaration
available through LearnJCU. The Assessment Declaration contains statements relating to academic
integrity under the Coursework Academic Integrity Policy and Procedures. All instances of academic
misconduct are treated very seriously by the University and students may be severely penalised for
committing any form of academic misconduct.

For more information regarding academic integrity, see https://www.jcu.edu.sg/current-

students/student-support-services/learning-support/academic-integrity-at-james-cook-university-
singapore

3.5 Return of assessment

The requirements for an assessment’s return date, time and manner will be determined by the Subject
Coordinator in line with the JCU Learning, Teaching and Assessment Procedures.

Feedback will be given, as per clause 3.5 of the Learning, Teaching and Assessment Procedures. You will
be informed of your grade for every component of assessment as per clause 3.5.1 and 3.5.2 of
the Learning, Teaching and Assessment Procedures. You can also request written or verbal feedback from
the marker (see Learning, Teaching and Assessment Procedures 3.5).

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3.6 Review of assessment
Assessment items and final grades will be reviewed through moderation processes (Learning, Teaching
and Assessment Procedures, 3.6). It is important to be aware that assessment results “must always
undergo final ratification for each study period. No single grade or mark represents a final result in a
subject” (Learning, Teaching and Assessment Procedures, 3.7.4.).

Students can seek a review of individual assessment pieces through the process identified in clause 3.8 of
the Learning, Teaching and Assessment Procedures.

Students can seek a review of the final subject result through the process contained in the Review and
Appeal of a Final Subject Result Procedure.

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4 Learning and teaching in this subject
4.1 Subject calendar
Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen circumstances. Please monitor
announcements made via LearnJCU.
Week/Module Lecture (Tuesdays 1600 to 1800) Tutorial (Wednesdays 1700 to 1900) Readings/Preparation
SUBJECT INTRODUCTION
P1 Singapore sustainability case study &
L1 Qualitative case study research –why do it and Read Subject Outline
1 17; 18 Sep Planning your Field trip/ Sustainability Strategy
what is involved? Read Urban Sustainanbility Profile materials
report
L2 Managing diffuse pollution – in agriculture
L3 Nutrient budgeting for sustainable catchment
management: case study
L4 Sustainability profiling I: theoretical Submission for P2 Report
2 24; 25 Sep P2 Nutrient budgeting (5%)
considerations Due 30 Sep, 1159pm @ LearnJCU
L5 Sustainability profiling II: practical
considerations
L6 Market-based instruments I: introduction and
background
Submission for P3 Report
3 1; 2 Oct L7 Market-based instruments II: price- based P3 Re-localising economies through LETS (5%)
Due 7 Oct, 1159pm @ LearnJCU
approaches; rights-based approaches; market
friction approaches
4 8; 9 Oct Field trip Refer to Field trip Instructions @ LearnJCU
L8 Sustainable technologies I: building and
construction; water and sanitation; energy
generation and use
L9 Sustainable technologies II: agriculture and food;
5 15; 16 Oct P4 Working on your Fieldtrip data
transport; information technology
L10 Manufacturing sustainability:examples from
industrial ecology,life-cycle analysis, biomimicry

Submission for Sustainability Strategy Report

22-23 Oct Study Break Week 1
Due 27 Oct, 1159pm @ LearnJCU
L11 Community owned renewable energy Submission for P5 Report
6 29; 30 Oct L12 Community approaches I: Australian natural P5 Planning community engagement (5%)
Due 4 Nov, 1159pm @ LearnJCU
resource management programs

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Week/Module Lecture (Tuesdays 1600 to 1800) Tutorial (Wednesdays 1700 to 1900) Readings/Preparation
L13 Community approaches II: the influence of
scale; effective groups
L14 Sustainable cities – for health and wellbeing
P6 Relocalising food production through community
7 5; 6 Nov L15 Urban food production: the case for
garden
permaculture
L16 Towards corporate sustainability – the rise of
12; 13 CSR Submission for P7 Report
8 P7 CSL & TBL Reporting (5%)
Nov L17 Introduction to Corporate Social Responsibility Due 18 Nov, 1159pm @ LearnJCU
(CSR) in practice
L18 Transition Towns I: from theory and principles
19; 20 to practice Submission for Fieldtrip Report
9 P8 Guest Lecture
Nov L19 Transition Towns II: the example of Totnes and Due 25 Nov, 1159pm @ LearnJCU
other transition initiatives
L20 Sustainable consumption and ecological
24-hour test
26; 27 citizenship – the case of local food networks
10 P9 Oral Presentation Starts 28 Nov 0700pm, due 29 Nov 0700pm
Nov L21 JCU’s approach to developing a sustainable
@ LearnJCU
university

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4.2 Learning and teaching activities/expectations
Field report
A field report consists of a description of what has been seen or observed in the field and an analysis of
the observations in light of theoretical frameworks or principles.
(in science) A field report may present the purpose of field experiments, their location, methodologies,
results, interpretations and conclusions.
(in social sciences) A field report may present observations of people, places and/or events and analyses
of that observation data, in order to identify and categorize common themes, in relation to the research
problem or question.

Presentation – in-class
An in-class presentation is the delivery of a formal address to an audience of peers. A Pecha Kucha
(Japanese for ‘sound of conversation/chit-chat/chatter’) is a presentation style in which 20 slides are
shown for 20 seconds each (6 minutes and 40 seconds in total). The images advance automatically while
the student presents to the audience. This format keeps presentations concise and fast-paced.

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