Bachelor of Environment
ENVI18V1
| Minimum number of credit points for the degree | 69 |
| Of your 69 credit points, complete a maximum of 30 credit points at 100 level | |
| Minimum number of credit points at 200 level or above | 39 |
| Minimum number of credit points at 300 level or above | 18 |
| Completion of a Qualifying Major for the Bachelor of Environment | |
| Completion of a designated People unit | |
| Completion of a designated Planet unit | |
| Completion of a designated PACE unit | |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
100 level
or
200 level
300 level
Qualifying Majors
| AQF Level | Level 7 Bachelor Degree |
| CRICOS Code | 067858G |
| Overview and Aims of the Program | The Bachelor of Environment explores relationships between humans and their environments, and patterns of distribution and consumption of resources that influence sustainable futures. With special knowledge of the spatial and temporal patterns in the human and natural environment, environmental managers can play a major role in resource and environmental management. No environmental issue exists outside a social or political framework or without turning on scientific evidence of impact or process. For these reasons, students develop breadth in both areas. The dictates of the workplace also require graduates to be expert in their area while also presenting a very great range of possible career pathways. Therefore, students are required to gain depth in one area (a major) from a range of majors. Students must complete a number of specified units in environmental management and natural sciences, particularly in their first and second years of study. Students must also complete one of six qualifying majors: • Environmental Management • Biology • Climate Science • Environmental Earth Science • Spatial Information Science. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: KNOWLEDGE AND UNDERSTANDING 1. evaluate the interdependence of humans and the environment in the context of historical and current human impacts on the environment, and the role of humans in managing environmental issues (K, A, C, E, S) 2. describe how environmental issues and approaches to environmental management change over time and with geographical location, and explain how collaborative research and open perspectives on environment and society lead to adaptation in environmental management(K, A, P, I, C, E, S) 3. apply an appropriate depth and breadth of knowledge of environmental management and major environmental issues using principles of sustainability, connectivity, conservation and other core concepts in environmental management (K, A) 4. identify global environmental processes and evaluate the interactions between geomorphological, geological, biological, chemical and climatological processes within earth surface environments and the interconnectedness between different environments (K) 5. exhibit an understanding of the magnitude and significance of human impacts on environmental processes (K, T, E, A) 6. evaluate temporal and spatial frameworks and environmental concepts and define their relevance to environmental enquiry (K, T, J). SKILLS AND CAPABILITIES 7. demonstrate the ability to examine, analyze, interpret and integrate scientific information from various primary and secondary sources (K, A, P) 8. apply the skills of critical thinking, data analysis, evaluation and interpretation to environmental issues and environmental management problems (K, A, P, I, C) 9. identify the need to address environmental issues by ethical means and by applying appropriate interdisciplinary, collaborative, integrated and adaptive research approaches to environmental management (K, A, P, E, S, J) 10. communicate to specialist and non-specialist target audiences in a range of formats, including through text, visual and oral mediums (K, I, C, S) 11. apply principles of independent and team-based learning and inquiry, including the ability to match environmental management approaches to appropriate problems and settings (K, A, P, I, J). Refer also to individual majors. |
| Learning and Teaching Methods | The degree of Bachelor of Environment develops students’ abilities and skills, in addition to building knowledge, in the broad range of disciplines comprising environmental practice and enquiry. Graduates are able to contribute their knowledge, research skills and real-world experience to a broad range of career paths. Graduates are equipped to gather and analyse data, critically analyse information and report their findings in a professional manner. The degree is conceived to meet the reality of all environmental issues: the interwoven aspects of natural science and social science. No environmental issue exists outside a social or political framework or without turning on scientific evidence of impact or process. This is the rationalization for requiring students to acquire breadth across a number of required units in a range of disciplines. Graduates should also be expert in their area to ensure professional capacity. This has determined the requirement for students to gain depth in one area (a major), and also the offering of a range of majors. See the entries for each of the eligible majors. Required units in this degree link background concepts and knowledge with practical experience acquired in the classroom, the laboratory or in the field. Most units use a combination of lectures, tutorials, practical classes, fieldwork and online activities. Practical components involve laboratory-based sessions, deriving, analyzing and modeling data, and problem-solving in tutorial sessions. Key units also develop student’s skills in presenting information in written and oral formats appropriate to the field. A feature of many units is working in small or large groups, where students can develop the capacity to work with others in a team to achieve a goal. Many of our units take advantage of a diversity of media for their delivery (e.g. videos, lectures, readings, activities). Our philosophy is that students learn by doing and we endeavour to make our units as hands-on as possible. Several units are offered in external as well as internal mode. This means that, instead of attending weekly lectures and practical classes, students can opt to cover these in blocks over several weekends. Note that the external offering is designed to maximize flexibility, but does not eliminate the face-to-face component. A key final year unit within the Bachelor of Environment is designated a Professional and Community Engagement (PACE) unit where students can apply their skills in the real world in projects with partners outside the University. |
| Assessment | Our assessments are designed not only to test students’ discipline-specific knowledge and skills but also their ability to integrate and analyse information to solve real-world problems. Assessments are spread throughout semester to enable students to gain feedback as they learn. Assessment tasks are also scaffolded from first year to final year to build skills and confidence. Refer also to the entries for each of the eligible majors. The program incorporates both formative and summative feedback. Formative feedback is that which is received whilst students are working on a task, often during "hands on" practical sessions or fieldwork. Summative feedback is that received once students have completed a task. Both forms of feedback are extremely important and provide students with information and guidance on their development and progress. Feedback may be provided in written form or simply in discussion with peers and teachers. In recognition that students learn and communicate in different ways, assessment methods are diverse, with at least three different types of assessment in every unit. Assessment methods include, but are not limited to, exams and quizzes, written assessments (such as scientific reports, professional portfolios, field research project reports, critiques of the scientific and popular literature), and oral presentations. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Domestic Students International Students |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | All our 300-level units (and particularly our PACE and capstone units) are informed to some extent by trends in graduate opportunities and the needs of industry and agencies charged with the responsibility of understanding environmental management. Our graduates enter a range of professional bodies as part of best environmental practice. Career options: • environmental and resource management • environmental consultancy • environmental field and laboratory-based research and monitoring roles • community-based resource management • environmental education • environmental planning • environmental policy • heritage administration. Major employers: • environmental/engineering consultancies • Aboriginal land councils • environmental and government natural resources organizations such as Geoscience Australia and Bureau of Meteorology • activist organisations • environment protection authorities • community environment groups • community relations sector of business and industry • departments of land and water conservation • foreign aid projects • heritage bodies • local councils • mining and other resource industries • national parks and wildlife services • primary industries – agriculture, fishing, forests, mineral resources • research organisations such as CSIRO • water corporations (Sydney Water, Hunter Water etc). |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements