Bachelor of Biodiversity and Conservation
BICO19V1
| 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 |
| Minimum number of credit points designated as Science | 42 |
| 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
200 level
300 level
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 7 Bachelor Degree |
| CRICOS Code | 067848J |
| Overview and Aims of the Program | This multidisciplinary degree provides knowledge and skills in the broad range of disciplines that provide the foundation for biodiversity and conservation management, particularly in the Australian context. It combines fundamental units of plant and animal sciences, genetics, evolution and ecology with environmental and conservation management in a unique combination of subjects. Students undertaking this degree will develop a broad understanding of environmental processes and will develop research and professional skills for application in the management and conservation of biological resources. The degree program draws on Macquarie’s exceptional research strength in ecology and environment, and our commitment to high-quality teaching. Key features of the degree: • an emphasis on laboratory and field-based practical components • focus on providing solutions to environmental problems • links to industry and natural resource managers are facilitated through specific programs, such as the Professional and Community Engagement program • flexibility for distance education. |
| 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: 1. explain the principles underlying the interactions between organisms and their environment (K) 2. describe current patterns of biodiversity and explain the biological and ecological processes that generate these patterns (K) 3. identify threats to biodiversity at local to global scales and explain their consequences for ecosystem function (K, T, P, I) 4. demonstrate an understanding of the interaction of ecology with human society, including policy and legal frameworks for management of biological resources (K, A, E, I) 5. use principles of conservation biology to identify and evaluate conservation management options for biodiversity conservation in specific real-world cases (K,T,P, I, E, J) 6. use scientific methods to research questions in biodiversity and conservation (K,T, P, I, L) 7. apply scientific rigour to critically evaluate and synthesise diverse information sources on a broad range of environmental and conservation issues (T, P,J, L) 8. communicate risks and strategies related to conservation issues to a variety of audiences, including lay, professional and scientific audiences (C, E, A) 9. demonstrate scientific and professional responsibilities including an awareness of workplace safety and ethics (E, A, J). |
| Learning and Teaching Methods | The Bachelor of Biodiversity and Conservation aims to develop flexible, knowledgeable graduates with the skills to research, evaluate and communicate issues in Biodiversity and Conservation. Our units are therefore strongly student-centered, and focus on developing students’ abilities and skills, not just instilling knowledge. Most units combine theoretical and practical aspects. Theoretical elements are taught using a combination of lectures, tutorials, workshops and online activities. Practical components involve laboratory-based sessions, field trips to locations on and around campus, in the Sydney Basin, and further afield, as well as role-play scenarios and problem-solving in tutorial sessions. 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. In recognition that students learn via different means (i.e. visual, auditory, tactile), 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. The Biodiversity & Conservation degree is offered in external as well as internal mode. This means that for many units, instead of attending weekly practicals, students can opt to cover these in blocks over several weekends. Furthermore, many of the theoretical aspects can be completed on-line in lieu of lecture attendance. Note that the external offering is designed to maximize flexibility, but does not eliminate the face-to-face component. The structure of the Bachelor of Biodiversity and Conservation allows students the opportunity to include a Participation and Community Engagement [PACE] unit where they 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 build confidence and gain feedback as they learn. 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, grant proposals, case studies, critiques of the scientific and popular literature), oral assessments (such as presentations, debates and discussions), and multi-media presentations (posters, videos, blogs). In addition to formal assessments, students are provided with regular informal feedback on their progress. This is done through activities that involve self- and peer-evaluation, as well as through our strong student support system of tutors and academic advisors. |
| 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. Information can be found at: https://mq.edu.au/rpl |
| 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 | Graduates of this degree will develop a broad range of problem-solving skills that will enable them to follow careers in a variety of fields. These include: • natural resource management, including National Parks and catchment management • environmental consulting • plant conservation • wildlife management • conservation policy (local, state, Commonwealth government) • scientific or project officer in industry and government research • research scientist • scientific education Graduates of this degree work are typically employed in: • environmental consulting companies (e.g. environmental monitoring and assessment, mine site rehabilitation) • local, state and Commonwealth government (e.g. zoos, botanic gardens, national parks, forestry, Department of the Environment, Department of Primary Industry, catchment management agencies, local councils) • non-government organisations (e.g. conservation foundations, environment groups) • universities and research institutes • ecotourism companies The capstone unit of the degree provides opportunities for professional experience and engagement with natural resource managers and researchers, both within Australia and internationally. |
| 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