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Faculty of Science

TEACHING & LEARNING COMMITTEE

Members

Deputy Dean (Chair) Professor Brendan Waddell General Manager Ms Christine Richardson Associate Dean Associate Professor Peter Hammond Manager, Education (Executive Officer) Ms Fiona Birt Schools Agricultural & Resource Economics Associate Professor Steven Schilizzi Anatomy, Physiology & Human Biology Dr Anthony Bakker Animal Biology Professor Jonathan Evans Chemistry & Biochemistry Associate Professor Martha Ludwig Earth & Environment Assistant Professor Julian Clifton Physics Associate Professor Paul C. Abbott Plant Biology Associate Professor Patrick Finnegan Psychology Associate Professor Troy Visser Sport Science, Exercise & Health Mr Martin Anderson Representative of the Science Student Office Science Student Office – Curriculum Ms Kay Horn (Science Student Office) Student Representation

Up to 2 representatives of undergraduate students Mr Alex Tsaknis Ms Molly Ireland

Up to 2 representatives of postgraduate students Ms Mercedes Belica By Invitation Science Library Ms Merrilee Albatis (Science Library) Senior Adviser, Student Experience Dr Megan Ellyard Albany Centre Ms Jennifer O’Neil Centre of Excellence – Natural Resource Management Barbara Cook Professor Geoffrey Meyer Ms Kelly Elliott (for minutes)

The next meeting of the Teaching & Learning Committee will be held on Thursday, 26th March 2015 commencing at 3:00 pm in the Science Board Room, Ground Floor, Central Agriculture Building. Ms Fiona Birt Executive Officer

AGENDA

1. WELCOME

The Chair welcomes Members to the meeting.

2. APOLOGIES

Only those apologies received before or at the meeting will be recorded as such.

Prof Brendan Waddell

3. DECLARATIONS OF POTENTIAL OR PERCEIVED CONFLICTS OF INTEREST - REF: F45712

Members are asked to indicate any potential or perceived conflicts of interest.

4. MINUTES (FEBRUARY 2015) – REF: F45712

Members are asked to confirm the Minutes of the meeting of the Teaching and Learning Committee of Thursday 26th February 2015 as a true and correct record of that meeting. The Minutes and relevant attachments to the Agenda (Attachment A) refer.

5. ACTIONS IN PROGRESS

ITEM DUE DATE / RESPONSIBILITY

STATUS

Turnitin

Deputy Dean The central T&L Committee has approved a ‘Best Practice Guide’ for the use of text-matching software, including Turnitin. A Faculty-specific policy around the expected use of Turnitin is required as a supplement to this guide and will be included as a future agenda item. Note: The Pro Vice-Chancellor (Education Innovation) is aware of concerns with the Turnitin license and is investigating. It has been confirmed that this is a strong version of Turnitin which is fully compatible with Blackboard. The University policy will be presented to this Committee when released which will guide the development of a Faculty policy.

Inbound Study Abroad Short Term Research Training

SAO Curriculum In progress – discussions continuing with the Study Abroad Office. Any suggestions / ideas on ways to promote research to study abroad students should be sent to Senior Administrative Officer, Curriculum (a request will be sent to schools prompting this).

E-Spot Questionnaires SURF and SPOT surveys

Associate Dean T&L With the disestablishment of the Centre for the Advancement of Teaching and Learning, SPOT is still administered by the Administrative Officer in the Institutional Research Unit (IRU). Heads of School were sent the instructions for ordering SPOT this semester on 9 March, for circulation to teaching staff. A reminder and the instructions will be sent to school managers, for circulation to all teaching staff in the week beginning 23 March 2105. IRU is aiming to conduct SPOT entirely online in Semester 2

PART I: ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC

6. BLACKBOARD FACULTY DAY

The information received from Schools regarding their use of Moodle has been submitted to the Project Black Swan Transition Team. Staff in some schools have received feedback regarding CLOZE style quizzes. The following was reported at the Associate Deans meeting on 20 March 2015:

i. 95% of all content, activities and quizzes will transition

ii. The remaining 5% allocated analysts and technical staff to work through and consult on manual transitions and/or alternative solution – this work ongoing.

There will be a Faculty Training Day for Blackboard on Wednesday 23rd April 8:45am-3:45pm (Registration required): see http://www.education-futures.uwa.edu.au/black-swan-faculty-days.

For noting

Faculty of Science – Science Teaching & Learning Committee Agenda 26th March 2015

7. SCIE4401 DATA USE IN THE NATURAL SCIENCES

The number of students enrolled in SCIE4401 in semester 1 2015 is significantly less than in previous years. The School of Agricultural Resource Economics has expressed concern that for a number of students, not taking SCIE4401 will disadvantage them when they attempt to take SCIE4402 Data Management and Analysis in the Natural Sciences. It was envisaged in 2014 that this unit would be selected as a conversion unit for students without an adequate background in statistics. Attachment B to the agenda refers.

For noting

PART II: ITEMS FOR DECISION TO BE DEALT WITH EN BLOC

None

PART III: ITEMS FOR DISCUSSION AND DECISION

8. UWA TEACHING FELLOWSHIP REPORT

Professor Geoff Meyer has been invited to report on his experience as a recipient of a UWA Teaching Fellowship.

The purpose of this Teaching Fellowship is to demonstrate a paradigm shift to incorporate innovative online learning pedagogies in laboratory practical classes at undergraduate (cycle 1) and postgraduate (cycle 2) levels. Specifically to:

− disseminate awareness of the innovative learning tools created for delivering our School’s histology courses (including laboratory practical classes) completely online - in particular, demonstrate how learning content for other image intensive disciplines and use of microscopy, can be migrated to the learning platform.

− create comprehensive instructional videos and online manuals, and present scheduled workshops, that instruct academic staff on how to load content and use these innovations in their own teaching areas.

− facilitate web developments/creations that could customize the delivery of learning content specific for individual teaching units.

− facilitate staff to rethink and redesign their teaching space/classrooms to more effectively promote online learning and student engagement.

For discussion

9. THE OFFICE FOR LEARNING AND TEACHING

Academic Director of the Centre for Education Futures, Sally Sandover, has been invited to provide an overview of teaching and learning at the University; and to discuss interaction with the Office for Learning and Teaching particularly at faculty level. This follows discussion around Teaching and Learning Awards at the last meeting of this Committee.

In 2011, the Australian Government announced the establishment of the Office for Learning and Teaching (OLT). The OLT has funding of $57.1 million over four financial years (2014–15 to 2017–18) through the Promotion of Excellence in Learning and Teaching in Higher Education programme. The OLT promotes and supports change in higher education institutions for the enhancement of learning and teaching.

For discussion

10. PROPOSED CHANGES TO THE RULES FOR SCOM1101 INTRODUCTION TO SCIENTIFIC PRACTICES AND SCIE1103 SCIENCE SOCIETY AND COMMUNICATION

The Science Student Office (SSO) has submitted a block rule waiver request to Academic Policy Services (APS) requesting that students are able to count SCOM1101 Introduction to Scientific Practices for SCIE1103 Science Society and Communication and vice versa (Attachment C to the agenda refers). There


is overlap between the two units and currently SCOM1101 is incompatible with SCIE1103 but not the other way round. Unit outlines for SCOM1101 and SCIE1103 are provided at Attachments D and E to the agenda.

Rule waivers are currently requested where

• A student has commenced a degree specific major which required SCOM1101 as a complementary unit and then changed to another degree specific major that requires SCIE1103 as a complimentary unit or vice versa.

• A student is studying Science Communication as a second major (SCOM1101 is a core unit) and they are completing a degree specific major that requires SCIE1103 as a complementary unit.

The Chair of the Academic Board has granted a block waiver for 2015 only, on the understanding that a review take place to seek an alternative solution in time for approval and implementation for 2016. The School of Animal Biology have proposed that students taking the Zoology major are able to select either SCOM1101 or SCIE1103 (refer agenda item 15). The SSO proposes that in the majors where SCIE1103 or SCOM1101 are complementary units, students are able to select one or the other of these units and that consideration is given to the development of a single level one communication unit, incorporating aspects of both units, to be offered in both semesters in place of SCIE1103 and SCOM1101. Currently SCIE1103 and SCOM1101 are both offered in semester 1.

For approval and recommendation to the Science Executive Committee

11. PROPOSED CHANGES TO THE ASSESSMENT MECHANISM FOR PSYC3301 PSYCHOLOGICAL RESEARCH METHODS; DESIGN AND ANALYSIS

The School of Psychology is proposing amendments to the assessment mechanism for PSYC3301 Psychological Research Methods; Design and Analysis replacing assignments and in class assessment with a single an end of semester examination. There will be multiple occasions in which the students are assessed in this unit, however, only the final exam will count toward their mark. At the beginning of the semester, students will be given 500+ questions and answers that may appear on the final exam. Typically, there will be two practice exams during the semester: mid-semester and last week of semester. These practice exams will take place in-class (i.e., during the lecture). A random selection of the questions will be selected for inclusion in the practice exams. Marking and feedback of the practice exams will take place immediately after the practice exams have been administered. This assessment strategy will facilitate high quality and timely feedback to students on their performance throughout the semester.

Refer Attachment F to the agenda or CAIDI ID 5501


12. PHASE 1 PROPOSAL FOR NEW ONLINE POSTGRADUATE COURSE AGRICULTURAL ECONOMICS

The School of Agricultural Resource Economics proposes a new online degree in agricultural economics. The course covers all key elements of agricultural economics, with the overall course emphasis on the application of theory to real world circumstances. The core themes of the course are: applied economic analysis, policy analysis, and agribusiness management and analysis. The academic staff teaching the course have extensive real world experience in the agribusiness and government sector, and graduates are well suited to employment in both government and industry positions.

Globally, there continues to be strong demand for agricultural economists with technical analysis skills. The proposed degree, which is a professionally degree based around coursework, aims to provide students with skills that are a good match to the market demand. UWA currently has strongest agricultural and environmental economics group in Australia. By growing the total load in agricultural economics this degree contributes to ensuring the financial sustainability of this research group. The degree will also include as compulsory units the two units the School has offered as part of the recently introduced Master Economic Development course.

The School has also recently adopted a policy of encouraging PhD students to formally enrol in a number of units offered by the School in the first year of their studies. The switch to an online mode of delivery for these units, and the potential for flexible start and finish dates for these units will be a benefit for


http://www.caidi.uwa.edu.au/

these students.

Refer Attachment G to the agenda or CAIDI ID 440


13. PROPOSED CHANGES TO THE GENETICS UNDERGRADUATE MAJOR

The School of Chemistry and Biochemistry proposes changes to the sequence of level three units in the major in Genetics. Currently students take GENE3340 Molecular Genetics II, GENE3360 Evolutionary Genetics and GENE3370 Genomics and select one from GENE3350 Evolution and Development and PATH3305 Medical Genetics. The proposed change is for students to take GENE3340 Molecular Genetics ll, GENE3370 Genomics and GENE3350 Evolution and Development and to take one from PATH3305 Medical Genetics and ANIM3362 Evolutionary Processes (which differs from GENE3360 Evolutionary Genetics in the tutorial and practical components). The rationale for this recommendation is a greater breadth and exposure to more genetic fields in the core units while offering some specialisation (either human or non-human) in the optional units. The recent working party review considered the scope and types of assessment tasks, as well as communication and research skills in the current Genetics Major progression versus the proposed progression, and determined there would be no loss of diversity or genetic skills. Representatives from all schools involved in teaching into the Genetics major were on the working party.

Refer Attachment H to the agenda or CAIDi ID 808


14. PROPOSED CHANGES TO THE MARINE SCIENCE UNDERGRADUATE MAJOR

The School of Earth and Environment have proposed two changes to the major in Marine Science. ENVT2221 Global Climate Change and Biodiversity currently a core unit will become a complementary unit, replacing BIOL2261 Conservation Biology. A new unit BIOL2204 Marine Biology will become the second core unit replacing ENVT2221. The net effect is that BIOL2261 will no longer be part of the major. Currently the Marine Science major contains very little biology and few units at levels one and two that are focussed on marine studies. Specifically, nowhere in the major are students introduced to the diversity of marine life and to the way marine organisms function. The introduction of BIOL2204 will mean that four out of the eight core units will specifically deal with Marine topics. A new learning outcome has been added to the Marine Science major outcomes to reflect learning outcomes in BIOL2204.

Refer Attachment I to the agenda or CAIDi ID 1242


15. PROPOSED CHANGES TO THE ZOOLOGY UNDERGRADUATE MAJOR

The School of Animal Biology proposes two changes to the major in Zoology. Students taking Zoology as a degree specific major are required to take the complementary unit SCIE1103 Science Society and Communication. The proposal is to allow students to take either SCOM1101 Introduction to Scientific Practices or SCIE1103 Science Society and Communication so that students who are required to take SCOM1101 as a part of their major are not required to take both units. The rationale for this proposal is that these two units cover the same skill set albeit from a different perspective. The second proposed change introduces a new unit AMIM2209 Field Studies in Zoology as an additional level 2 complementary unit so that students choose two from three whereas the are currently required to take both GENE2250 Principles of Inheritance and ANIM2208 Animal Ethics and Welfare. Fieldwork is an essential part of being a zoologist and the addition of this unit giving students the experience of working with animals in a field situation will enhance their ability to gain employment with government agencies and environmental consultants.

Refer Attachment J to the agenda or CAIDi ID 1230






16. PROPOSED CHANGES TO THE MAJOR IN ANATOMY AND HUMAN BIOLOGY

The School of Anatomy, Physiology and Human Biology proposes the addition of ANHB3322 Human/Primate Social Organisation as a core option (students select three from four) unit in the major in Anatomy and Human Biology. The proposal is to offer ANHB3322 every second year and in the alternate year students may take ANHB3315 Human Evolutionary Ecology. ANHB3322 and ANHB3315 are not incompatible and students may choose to take both units if their course plan permits. The learning outcomes for these two units are the same, therefore making them interchangeable will not have any impact on the outcomes for the major.

Refer Attachment K to the agenda or CAIDi ID 1343


17. PROPOSED CHANGES TO THE BIOMEDICAL SCIENCE DOUBLE MAJOR

The School of Anatomy, Physiology and Human Biology proposes the addition of ANHB3322 Human/Primate Social Organisation as a core option (students select three from four) unit in the major in Anatomy and Human Biology. The proposal is to offer ANHB3322 every second year and in the alternate year students may take ANHB3315 Human Evolutionary Ecology. ANHB3322 and ANHB3315 are not incompatible and students may choose to take both units if their course plan permits. The learning outcomes for these two units are the same, therefore making them interchangeable will not have any impact on the outcomes for the major. The faculty of Medicine have been notified about the proposed change however they have not commented on the proposal.

Refer Attachment L to the agenda or CAIDI ID 1578

For discussion and decision

18. PROPOSED CHANGES TO THE PHYSICS UNDERGRADUATE MAJOR

The School of Physics proposes the removal of complementary unit CITS2401 from the Physics major. CITS2401 does not appropriately meet the Australian Institute of Physics Accreditation guidelines for the development of computational skills: Aspects of computation that are either required in laboratory work prior to students commencing CITS2401 (Data Analysis in PHYS2001) or subsequent computational work in PHYS3001, are already embedded in units in the Physics major. Students have indicated that CITS2401 does not address three essential computational skills: algorithm development, high level data processing, and algebraic computing.

The impact of removing CITS2401 as a complementary unit will be addressed by embedding a measured development of computational skills from Level 1 through to Level 3 units. The detailed aspects of this will be finalised when the capabilities of the new Learning Management System, Blackboard, can be explored. This will improve the computational capabilities of students at Level 1, where currently their exposure to computation is minimal.

Refer Attachment M to the agenda or CAIDi ID 1585


19. NEW UNIT PROPOSAL EART3351 MINERAL RESOURCES

The School of Earth and Environment proposes a new unit EART3351 Mineral Resources, an unattached elective intended for Geology students. The content of this unit will be the same as MINE4405 Mineral Resources which is jointly taught between the School of Civil, Environmental & Mining Engineering and School of Earth & Environment (Geoscience), lectures and practical classes will be the same and students will be taught along with MINE4405 students. EART3351 provides an opportunity for students in the Geology major to take an elective in Mineral Resources that is currently unavailable to them in New Courses. It is important to note that the geological component of MINE4405/EART3351 is appropriate for level 3 geology students and level 4 engineering students because they have undertaken very different prior study in their bachelors degrees with no common units at all unless they are engineering/geology





double majors. This means that the geological component of EART3351 is most appropriate for level 3 geology students and not level 4 geology students. In New Courses, geology students do not study focused resources units until level 4 (e.g. GEOS4411 Mineralising Systems). This has drawn some criticism from employers in the resources industries. The Faculty of Science Undergraduate Major Review of the Geology major identified this unit as providing students who elect to graduate after three years (rather than completing Honours or Masters) some very practical knowledge and skills for minerals industry employment. In particular the geology-engineering overlap gives the graduates some breadth in the geotechnical aspects of mining.

Refer Attachment N to the agenda or CAIDI 5517


20. NEW UNIT PROPOSAL BIOL2204 MARINE BIOLOGY

The School of Animal Biology proposes a new unit BIOL2204 Marine Biology for inclusion in the major in Marine Science as a core unit. BIOL2204 has been designed to address the imbalance between biology and physical processes in the marine science major. Students currently have no knowledge of the diversity of marine organisms and their different life styles and requirements. This impacts their ability to undertake marine surveys and understand the considerations necessary for impact assessment and management decisions in the marine environment.

Refer Attachment O to the agenda or CAIDI 5501


21. NEW UNIT PROPOSAL ANIM2209 FIELD STUDIES IN ZOOLOGY

The School of Animal Biology proposes a new unit ANIM2209 Field Studies in Zoology for inclusion in the major in Zoology. This eight-day field-based (residential in Exmouth) unit will be available to students nominating Zoology as their first major. The unit will be divided into two components. The first will comprise a series of field-based exercises that will run over five consecutive days (each exercise led by a different Animal Biology academic). While individual projects will change from year to year, the unifying aim of these exercises will be to equip students with field based skills and experiences, and an understanding of the regulatory systems that underpin these activities (e.g. PAWES accreditation, permits etc.). The second component will comprise a single research project run over three days. In this latter component, students will work collaboratively in groups to collect and compile data for subsequent organisation, analysis and dissemination by each student (students will later write an individual paper and present an oral presentation to the whole class).

Refer Attachment P to the agenda or CAIDI ID 5494


22. NEW UNIT PROPOSAL ANHB3322 HUMAN/PRIMATE SOCIAL ORGANISATION

The School of Anatomy Physiology and Human Biology proposes a new unit ANHB3322 Human/Primate Social Organisation for inclusion in the major in Anatomy and Human Biology as a level three core unit to be offered every second year. ANHB3322 was developed to reflect Associate Professor Cyril C. Grueter's specific expertise in primatology and biological anthropology and its relationship to human biology. There is limited material taught in primatology and biological anthropology within the Bachelor of Science and the unit is expected to appeal strongly to students from a variety of backgrounds. Associate Professor Cyril C. Grueter joined the staff at APHB only recently.

Refer Attachment Q to the agenda or CAIDI ID 5501







23. NEW UNIT PROPOSALS: PHYS3043 OVERSEAS RESEARCH PLACEMENT (A), PHYS3044 OVERSEAS RESAERCH PLACEMENT (B), PHYS3045 RESEARCH PLACEMENT (A) AND PHYS3046 RESRACH PALCEMENT (B)

The School of Physics proposes four new unattached electives as follows:

• PHYS3043 Overseas Research Placement (A) - 0 points

• PHYS3044 Overseas Research Placement (B)– 6 points

• PHYS3045 Research Placement (A) – 0 points

• PHYS3046 Research Placement (B) – 6 points (i.e. replacement for PHYS3341/2)

In previous years a research placement unit (for credit) has been available to Old Courses students through the units PHYS3341 Physics Vacation Project I and PHYS3342 Physics Vacation Project II.

Additionally in recent years, the School of Physics has also offered the possibility to students to undertake an overseas research placement (funded by Australian Government schemes such as Asia Bound, Short Term Mobility Programme, and the New Colombo Plan).

The proposed units allow students to undertake a research placement in a research group either Overseas or at UWA (in both not-for-credit and for-credit forms). As a not-for-credit unit the work & experience of a student in a research placement can be explicitly recognised on the academic record of the student while not impacting the New Course structure - students who are taking two majors with a full suite of complementary units do not have room for a unit-for-credit in the New Course structure, but nevertheless should not be denied the opportunity for a research placement. All of the units are to be of the ungraded pass/fail form, judged via a combination of a reflective research essay and a research report.

Refer Attachments R, S, T, U to the agenda or CAIDI ID 5536, 5540, 5541, 5542


24. ANY OTHER BUSINESS

25. NEXT MEETING

The next meeting of this Committee is scheduled for Thursday, 30th April 2015 commencing at 3:00 pm in the Faculty of Science Board Room, Ground Floor, Central Agriculture Building.



Faculty of Science- Science Teaching and Learning Agenda 26th February 2015

Faculty of Science

TEACHING & LEARNING COMMITTEE

MINUTES OF THE MEETING HELD 26 FEBRUARY 2015 PRESENT Professor Brendan Waddell, Associate Professor Peter Hammond, Ms Fiona Birt, Assistant Professor James Fogarty, Professor Jonathan Evans, Assistant Professor Ryan Vogwill, Associate Professor, Peter Arthur, Associate Professor Patrick Finnegan, Associate Professor Troy Visser, Professor Bob Grove, Ms Kay Horn (Science Student Office), Ms Amelia Dacre, Dr Megan Ellyard, Ms Katie Mills (Science Library), Ms Michelle Bailey (for minutes)

1. WELCOME

The Chair welcomed all those present and asked the student reps to introduce themselves to the Committee.

2. APOLOGIES

Ms Christine Richardson, Ms Merrilee Albatis (Science Library), Barbara Cook (CENRM)

3. DECLARATIONS OF POTENTIAL OR PERCEIVED CONFLICTS OF INTEREST - REF: F45712

Members were asked to indicate any potential or perceived conflicts of interest – nil.

4. MINUTES (NOVEMBER) – REF: F45712

It was

RESOLVED 01 / 2015

to confirm the Minutes of the meeting of the Teaching and Learning Committee of Thursday, 27th November 2014 as a true and correct record of that meeting.

5. ACTIONS IN PROGRESS

ITEM DUE DATE / RESPONSIBILITY

STATUS

Turnitin

Deputy Dean The central T&L Committee had approved a ‘Best Practice Guide’ for the use of text-matching software, including Turnitin. A Faculty-specific policy around the expected use of Turnitin was required as a supplement to this guide and would be included as a future agenda item. Note: G Salmon is aware of concerns with the Turnitin license and is investigating. It has been confirmed that this is a strong version of Turnitin and fully compatible with Blackboard. The University policy would be presented to the Committee when released which would guide the development of a Faculty policy.

E-Spot Questionnaires SURF and SPOT surveys

Associate Dean T&L The responsibility for SPOT has been transferred from CATL to the Institutional Research Unit (Greg Marie). The Faculty has offered to provide viewpoints on the SPOT process and format. SPOT may become electronic. Peter Hammond will continue discussions with Greg Marie.

Attachment A

Faculty of Science- Science Teaching and Learning Agenda 26th February 2015 Page 2

Inbound Study Abroad Short Term Research Training

SAO Curriculum In progress – discussions continuing with the Study Abroad Office. Any suggestions / ideas on ways to promote research to study abroad students should be sent to Kay Horn. Kay will send a request to schools.

6. DEPUTY DEAN’S REPORT

• Update to the Review of Undergraduate Majors: Draft reports had been received from less than half the working parties. A sub-group had read through those that have been provided and feedback and suggestions would be provided to Chairs. Working Parties were asked to provide an Executive Summary to include recommendations. The reports had been stored on an internal webpage and Professor Hammond would email the link to Members. It was reiterated that the timing of reports had been aimed at getting responses in time for any required changes to be submitted through the Annual Change process for 2016.

• The Dean would like to re-establish a Faculty Curriculum Committee which would allow a sub-group of staff in the Faculty to focus primarily on curriculum development.

• There had been a poor response to the use of the template schools were now required to use when submitting unit marks to the Board of Examiners. Committee members were asked to remind schools to use this template.

• There is an initiative from the Institute of Advanced Studies to change STEM to STEAM (to include Arts). There is a view that science graduates are more useful if their studies branch out to include Arts units. The Faculty has been asked to look at ways to develop and promote this through broadening options. It was noted that the majority of science students tended to pick up another science major as their second major.

7. FACULTY OF SCIENCE STRATEGIC PLANNING: KEY TEACHING & LEARNING OBJECTIVES

The Faculty Executive Committee held a two-day strategic planning workshop in early February. Most discussion centred around the Faculty-wide Integrated Planning Exercise (IPE) that was currently being finalized for presentation to the University Executive in early March. Within the IPE, ‘Education and the Student Experience’ was one of four key focus areas (the other three being Research, Business Development and Resources). Within the Education and Student Experience area, it was agreed that the Faculty of Science give priority to the following objectives for 2015:

• LMS transition (Moodle to Blackboard) It was noted that 90% of units are transferrable however the remaining 10% will be more difficult to transfer. The University Executive has recognised that it is extremely important to make the transition work, and this will be resourced. The Faculty has also committed to providing support where more assistance is required. It has been identified that online quizzes cannot easily be transferred.

• Review of assessment practices It is the opinion of the Vice-Chancellor that UWA assesses students more than it needs to and that academic hours spent on assessment does not necessarily translate to a good student experience. A working party will be established to undertake an assessment project in 2015 and this will be included as an agenda item at an upcoming meeting.

• Peer observation and feedback for T&L activities A ‘Colleague Review of Teaching (CRT)’ initiative was implemented by Peter Whipp 3 years ago which had led to a major project by Dawn Freshwater in 2015 around ‘People, Potential and Performance’ (PPP). The University was working to raise the profile of teaching and aimed to formalise ways of acknowledging quality teaching. The PPP would set standards for Teaching and Learning and participation in a peer feedback process would be encouraged and recognised.

Attachment A


• Promotion of research-led T&L activities The Chair noted that The University needed to find ways to better communicate the value of the strong teaching/research nexus, as the message regarding the benefits of research informed teaching was not reaching the market. Feedback indicated that UWA was seen to be only interested in research and didn’t care about teaching. The University’s focus on ARWU as a preferred ranking indicator helped perpetuate this myth. It was suggested that the University needed to look at other ranking methodologies, such as the Times Higher Education which was more education focused. One member noted that the Office of Learning and Teaching (OLT) interacted more closely with other universities and that UWA was not actively involved in that office and missed out on opportunities for awards and grants as a result. It was suggested that Sally Sandover should be invited to the next meeting to update the Committee on how the Faculty could interact better with the OLT and outline the interaction of the University’s Teaching and Learning awards and OLT nominations.

• Promotion of more cross-disciplinary learning within Science The Chair noted that The Faculty of Science currently enrolled approximately 40% of undergraduate students and was very diverse in its range of disciplines. There was a strong argument that students should be able to satisfy broadening units within the Faculty particularly where those in life and physical science majors wanted to pick up some natural and agricultural broadening units and vice versa. Further, there was strong support that mathematics should be considered broadening to Science students in the same was as taking language units was considered broadening for Arts students. The Faculty would be building a case to permit science students to pick up broadening units within Science as students were missing out on opportunities to broaden their experiences within the scientific arena. It was noted that students undertaking a study abroad program were permitted to take science units at their host institution and use these to satisfy meet broadening requirements within the same discipline.

8. APPLICATION PROCESS FOR CYCLE 2 DEGREES

Application for admission to Cycle 2 degrees was currently a drawn out process of assessment, with approvals undertaken at a number of levels. The turnaround time for this process could take anywhere from one to four weeks, with the majority taking far longer than the industry median, which anecdotal evidence from the University’s overseas representatives suggested resulted in the loss of very good students to competitors who issued offers in a much more timely manner. The current sector leader was University of Adelaide, with 95% of their admissions managed centrally (outsourced to SATAC), as opposed to 15% at UWA.

In an effort to create a more efficient admissions process by streamlining operations and improving application turnaround times dramatically, with an intended outcome of increasing the number of international students commencing our Cycle 2 degrees, the Pro Vice-Chancellor (International) had lobbied all Deans across the University to seek agreement for the International Centre to be given delegated offer authority. This had been agreed by all Deans as a high-priority project with expected implementation across the University within the next two months.

The first stage of the process required Schools to review their current admission rules against all their Cycle 2 degrees in terms of their clarity and transparency. Heads of Schools would be asked to work with course coordinators to clearly identify and articulate the academic background required for admission to the two-year (96 point) degrees, noting that the more astute assessment of cognate background for admission to a 72 point asters can be undertaken once a student accepted their offer or if consideration of advanced standing was a requirement of acceptance.

As part of this process, it was anticipated that there may be implications for change to admission rules along with a revision of current structures and / or units within degrees. Members were asked to identify any changes that may need to be made and progress these through the annual change process for 2016.

Committee members were asked to encourage their Schools to be engaged in the project, as the result would be a more streamlined admission process with the added benefit of reducing academic input and

Attachment A


time. It was recognised that some courses, such as quota restricted courses, would not be able to be centralised.

9. RECORD OF ASSESSMENT MECHANISM

At the November 2014 meeting of the Teaching and Learning Committee the SSO proposed that unit co-ordinators be required to maintain up to date information about the assessment mechanism in UIMS. The Committee was reluctant to support the proposal and reiterated a preference of recording the information in LMS. Access to information about the assessment mechanism by students and academics was an ongoing issue; an example was quoted from the Conservation Biology review document about the challenges for both academics and students regarding the timing of the submission of assessment and the use of an accessible information source to determine workloads, and ‘where possible refer to UIMS to cross-reference the due dates of assessments for core units within each Level’.

Concerns had also been raised that assessment dates were not being provided to students via unit outlines as unit coordinators felt that dates may need to be modified in light of other deadlines students were facing. It was noted that providing clear and transparent information to students would be identified as a positive outcome in the Review of Assessment project.

As there was currently no consensus mandating the use of UIMS to record the assessment mechanism, the Faculty proposed that schools provide a list to the SSO by the end of week three of semester confirming which units had been updated in UIMS, along with pdf copies of unit outlines containing details of the assessment mechanism where this information was not made available in UIMS.

10. CHANGE IN LEARNING MANAGEMENT SYSTEM - MOODLE TO BLACKBOARD LEARN

UWA was moving ahead with implementing the Education Futures vision (http://www.education-futures.uwa.edu.au/). As part of this vision the University had decided to change the LMS from Moodle to Blackboard Learn, a transition that was being managed by the Project Black Swan Transition Team. A series of one day meetings had been organised to inform about the transition to Blackboard Learn. Newsletters were also being published on this site.

The Faculties & Disciplines Stream in Project Black Swan (PBS) had been created to provide all Faculties with a key liaison person to help facilitate transition to the new Learning Management System (LMS). There were two aspects to this role: 1) liaising with the Deans of Learning and Teaching to identify units where particular assistance may be needed, and 2) developing the content and programs for the Faculty Days. The Faculty Days would run adjacent to the main university-wide PBS conferences in April and June. The days would include speakers and opportunities for hands-on experience with the new LMS.

The Associate Dean (Teaching and Learning) advised that a number of staff in the Schools had expressed concern about the transfer of their teaching material from Moodle to Blackboard Learn. There was a commitment from the University and the Project Black Swan Transition Team to ensure a high level of transition support, and it would therefore be helpful as a Faculty to identify the level of support that would be needed.

Members were advised that the Associate Dean (T&L) would meet informally with representatives on a School by School basis to discuss concerns about the transfer and to work with Schools in interactions with the Project Black Swan Transition Team. Members were asked to discuss with their schools and find out what types of materials needed to be transitioned and identify the key issues they were experiencing. Immediate focus should be placed on Semester 2 units. It was noted that units using Moodle CLOZE and online quizzes were likely to face transition challenges. Based on School feedback, a report would be drafted and sent to the transition team outlining the issues.

11. PROSPECT

PROSPECT was a re-development of the undergraduate orientation experience. It was a 2-day program where student teams engaged in a series of task-oriented learning activities located around the UWA

Attachment A


campus. The content of PROSPECT aimed to facilitate the transition into university life by preparing students to become independent learners and to expose them to different learning styles and teaching modes practiced at the University. For Semester One, 2015 two faculties participated in PROSPECT with commencing students from the Faculty of Science and UWA Business School selected to take part in the pilot.

Dr Megan Ellyard advised members that the prototype for the Science PROSPECT orientation held on Wednesday 18th and Thursday 19th February was overall a success. It was estimated that 900 out of 1200 students attended. Immediate verbal feedback from participants, UniMentors and facilitators (academic staff and student associations) had been very positive. Formal feedback would soon be sought via online surveys. De-briefing sessions would be held to access the expertise of teaching staff to enhance the orientation activities, ensuring the content remained valuable and relevant to science students.

Dr Ellyard formally thanked the schools involved for their contributions, reiterating that the ongoing success of PROSPECT was reliant on input from both academic staff and students. Debriefing sessions would be held with facilitators shortly. Science Union representatives would also be seeking informal feedback.

12. MASTER OF CLINICAL EXERCISE PHYSIOLOGY (COURSEWORK) PHASE 1 PROPOSAL

The School of Sport Science Exercise and Health (SSEH) has proposed a new, nationally-accredited degree, the Master of Clinical Exercise Physiology (coursework). The national accrediting body in Exercise and Sport Science was Exercise and Sport Science Australia (ESSA). SSEH currently offered a nationally-accredited Graduate Diploma course for the training of (Clinical) Exercise Physiologists; however this program was only suitable for graduates of ESSA-approved undergraduate bachelors programs for Exercise Science. International students in the Graduate Diploma program have struggled to gain ESSA accreditation and this issue would be overcome with the creation of the Master of Clinical Exercise Physiology. The Master of Clinical Exercise Physiology (coursework) would also attract graduates from non-accredited bachelor programs within Australia and New Zealand. The Committee RESOLVED 02/2015 to support this proposal and recommend it to the Science Executive Committee.

13. NEW UNIT TROPICAL MARINE FIELDWORK

The School of Earth and Environment has proposed a new, level three unattached elective unit with intensive practical experience of marine and coastal scientific data collection techniques in tropical coral reef, mangrove and seagrass environments. The unit activities would be located in a well-established field school in the Wakatobi National Park which is a marine protected area in south-east Sulawesi, Indonesia. In the first week, students would learn key diving skills to the Professional Association of Dive Instructors (PADI) Open Water diving level and the option of further training to PADI Coral Reef Research Diver level. In weeks 2 and 3, students would be trained in a range of underwater species and ecosystem monitoring techniques used in tropical marine ecosystems as well as organising, analysing and presenting their results. Non-diving participants would be able to develop similar skills using snorkelling techniques and alternative terrestrial-based monitoring procedures. Alongside regular practical sessions each day, lectures, workshops and excursions would take place. These would introduce many of the in-water and practical skills whilst also providing broader contextual information regarding tropical marine resource management and conservation, thereby maximising student learning opportunities and experiences. The Committee was advised the excursion would be held over a 3 week period in late January to early February. It would be run through a company who had been offering this learning experience for the past 20 years and had well-established procedures and practices in place. There would be a maximum quota of 25 students and 2 members of staff. There would also be limitations on students with physical

Attachment A


disabilities. The overall cost would equate to approximately $2200. The Science Student Office expressed disquiet about offering this as an elective unit as students taking two majors in science would normally not have capacity within the degree structure to participate. The School responded that it could not be offered as a core unit because of the nature of the unit and the strict quota attached. It was RESOLVED 03/2015 to approve this proposal and recommend it to the Science Executive Committee

14. DOUBLE MAJOR IN PSYCHOLOGY PHASE 1 PROPOSAL

The School of Psychology has proposed a new major in Psychology to be offered through either the Bachelor of Science or the Bachelor of Arts degree: • The professionally accredited sequence would be introduced as a double major in Psychology

comprising 13 units (2 + 3 + 8). • Majors in Psychology in Society and Psychological Science would be made less restrictive by

increasing choice of option units, particularly at second-year level. • The option that a psychology unit could be offered as a broadening unit to students studying a

major in psychology in the other faculty would be removed.

The Phase One proposal was tabled at the meeting. Attachment E It was highlighted that there were no new units in this proposal but that this was a reshuffle of existing offerings packaged in a different way, which would provide a much clearer professional pathway and help students who found the current set-up to be confusing. The Committee RESOLVED 04/2015 To endorse this proposal and recommend it to the Science Executive Committee.

15. ANNUAL CHANGE PROCESS UPDATE

The Senior Administrative Office Curriculum highlighted a couple of issues arising from the annual change process regarding mapping outcomes, in particular outcomes for honours’ sequences as they have not previously been noted and the submission of mapping documents to track changes in learning outcomes for units and any impact on the learning outcomes for the degree or major. At a recent meeting with the Faculty, The Dean of Coursework Studies advised that any changes to majors or degrees were to be reflected in mapping documents that will be accessible to members of the Curriculum Committee. The Senior Administrative Office Curriculum also noted that there was general agreement about allocating discipline specific codes for dissertation units honours courses currently using SCIE4402- SCIE4503 and that this change will need to be made in CAIDi and is likely to prompt a request for outcomes for these honours programmes

16. ANY OTHER BUSINESS

A subcommittee would be formed to consider the current round of Teaching and Learning Awards; cases were due 1st March and would require reviewing and judging. Invitations would be sent out by email shortly.

17. NEXT MEETING

Attachment A


2015 meeting dates

• Thursday, 26th March

• Thursday, 23rd April

• Thursday, 28th May

• Thursday, 25th June

• Thursday, 23rd July

• Thursday, 27th August

• Thursday, 24th September

• Thursday, 22nd October

• Thursday, 26th November

All meetings would commence at 3:00 pm and take place in the Faculty of Science Board Room, Ground Floor, Agriculture Central Building.

Attachment A

SCIE4401 Data Use in the Natural Sciences- Background

It is common for international students enrolling in Agriculture and Natural Science Master degree programs to have relatively weak computer skills and data analysis training prior to arriving at UWA. In 2012, when the former FNAS schools introduced new Master courses, the course rules did not allow use of an undergraduate statistics unit as part of the degree program. The need to bring international Master students up to an acceptable level in data analysis without using undergraduate units lead to the creation of the unit SCIE4401. The unit takes students through basic statistics and regression analysis as applied in the Natural Sciences and Agriculture, and introduces students to R, the software platform used in the more advanced data analysis unit SCIE4402.

Over the period 2012-14 the unit SCIE4401 was offered in both semesters, with an enrolment of between 20 and 50 students each semester. A significant proportion of these students struggled with the material. For many students the unit was the first time they had written in the IMRD format. Following completion of SCIE4401 students then enrol in SCIE4402, a more advanced unit that focuses on the techniques that students typically use in research projects. SCIE4402 is a unit that covers a lot of material very quickly, using a self-study format, and we have found that even after completing SCIE4401 many international students still struggle with SCIE4402. In a typical SCIE4402 computer lab session the vast majority of demonstrator time is spent with international students.

The requirement to have only 96 point degrees meant that each semester there were possibly one or two local students enrolled in SCIE4401 that could have gone straight into SCIE4402. However, almost all of the students in the unit genuinely needed the SCIE4401 unit to get them up to speed in core skills. If we make the not unreasonable assumption that the cohort that enrolled in 2015 is similar to the cohort that enrolled over the period 2012-14, then there still should be a substantial enrolment in the unit. However, the enrolment in SCIE4401 for Semester 1 this year has turned out to be only two students.

An immediate consequence of this is that there are now some very ill prepared students who have gone straight into SCIE4402. In the first SCIE4402 lab of 2015 a number of students indicated to one of the lab demonstrators that they did not have a solid statistics background and asked if the lab demonstrator could provide information on how to hire a private tutor. The reality is that many international students will muddle through SCIE4402 to a pass mark without actually being able to understand a great deal. This is a very poor outcome for students, and will present supervisors of international Master degree students with a real challenge when it comes to research analysis.

Across the staff that have taught SCIE4401 and SCIE4402, it is a strongly held view that at least 90% of the students enrolled in SCIE4401 genuinely need to take a unit such as SCIE4401 to get them up to speed in core data analysis skills and that these students are ill prepared for SCIE4402.

At the time the changes to the compulsory unit requirements for Master degrees came to Faculty T&L, the Agricultural and Resource Economics representative on T&L explicitly asked about

1 of 21 of 21 of 2 Attachment B

B1 of 2

the implications of the change for SCIE4401. Recollections of the discussion following the question are that it was indicated that international students would generally be enrolled in a 96-point program and so would still be expected to take SCIE4401. It would only be the small number of domestic students that would get credit for units and so be exempt from SCIE4401. This seemed like a genuinely good change. The small number of students with the background needed to go straight into SCIE4402 would now be able to do so, but most international students would still take the unit.

Recommendation The default position for all international students in the various streams of the Master of Agriculture should be that they enrol in SCIE4401. Only those students that can demonstrate clear competence in statistics should be exempt from this requirement.

Note that with the relaxing of rules around the use of undergraduate units in Master degrees consideration could also be given to the use of an undergraduate unit as a replacement for SCIE4401. Unfortunately, the pre-2012 undergraduate statistics unit that would have been appropriate for these students -- Biometrics 2 -- was discontinued in 2012. Further, given the use of ten week terms at Master level rather than 13 week semesters it seems an advantage to use a unit built around a ten week structure rather than a 13 week structure.

2 of 22 of 22 of 2 Attachment B

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MEMORANDUM To: Kabilan Krishnasamy, Academic Secretary Cc: Faculty of Science, Teaching and Learning Committee

Re: BLOC RULE WAIVER REQUEST – SUBSTITUTION OF UNITS – SCIE1103/ SCOM1101

____________________________________________________________________________________

Tuesday, 17 March 2015

We are writing to you to request Block Rule Waiver to approve substitution of SCOM1101 in place of SCIE1103 or vice versa in various degree specific majors. SCIE1103/ SCOM1101 are 6 point units. These units are part of several Science majors as per the table below:

GROUP A GROUP B

SCOM1101 REQUIRED AS A COMPLIMENTARY UNIT:

• BIOMEDICAL SCIENCE

• CHEMISTRY

• MATHEMATICS AND STATISTICS

• MICROBIOLOGY AND IMMUNOLOGY

• NEUROSCIENCE

SCOM1101 REQUIRED AS A CORE UNIT:

• SCIENCE COMMUNICATION

SCIE1103 REQUIRED AS A COMPLIMENTARY UNIT:

• AGRICULTURAL SCIENCE

• BOTANY

• CONSERVATION BIOLOGY

• ENVIRONMENTAL SCIENCE

• GEOGRAPHY

• GEOLOGY

• MARINE SCIENCE

• NATURAL RESOURCE MANAGEMENT

• ZOOLOGY

Recently in 2015, rule waivers to request substitution of units were approved for following students:

1. 21713702 - SCOM1101 approved in place of SCIE1103 in Zoology major 2. 20754093 - SCOM1101 approved in place of SCIE1103 in Marine Science major 3. 21714208 - SCOM1101 approved in place of SCIE1103 in Environmental Science major 4. 21304375 - SCOM1101 approved in place of SCIE1103 in Agricultural Science major 5. 21500942 - SCOM1101 approved in place of SCIE1103 in Zoology major 6. 21298718 - SCOM1101 approved in place of SCIE1103 in Agricultural Science major 7. 21117429 - SCOM1101 approved in place of SCIE1103 in Geology major

SCOM1101 unit outline indicates incompatibility with SCIE1103 but not the other way round. There is a significant overlap of outcomes between the two units as highlighted on the attached unit outlines of SCOM1101 and SCIE1103.

Mrs. Shailee Desai Dr. Barbara Goodwin Science Student Office Faculty of Science M083, 35 Stirling Highway, Crawley WA 6009 T 08 6488 7333 F 08 6488 1058 E [email protected]; [email protected] www.science.uwa.edu.au CRICOS Provider Code: 00126G

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Student Rule 10 states:

(1) Unless the relevant faculty or board decides that there are sound academic reasons for a student to do so, the student must not enrol in a unit with the same content, or substantially the same content, as the content of a unit that they have previously passed or had credited towards their course.

(2) If a student is permitted to repeat a unit, the unit is credited only once towards their course.

Hence, these substitution requests were/ or may be necessitated primarily due to incompatibility of SCOM1101 with SCIE1103 and one of the following factors:

A) Change of Direction by students who change their degree specific majors a. Student may have commenced a degree Specific major (Group A) which required

SCOM1101 and then change major to another that requires SCIE1103 (Group B) as a complimentary unit. If the student has already completed SCOM1101, it is recommended for SCOM1101 to count as a replacement for SCIE1103. OR

b. Student may have commenced a degree Specific major which required SCIE1103 (Group B) and then change major to another that requires SCOM1101 (Group A) as a complimentary unit. If the student has already completed SCIE1103, it is recommended for SCIE1103 to count as a replacement for SCOM1101.

OR

B) Student may be completing a degree specific major that requires SCIE1103 (Group B) as a complimentary unit and additionally, the student may be studying Science Communication as a second major which requires SCOM1101 as a core unit. In such cases it is advised that students complete SCOM1101 and recommendation is to count SCOM1101 to count as a replacement for SCIE1103 in the degree specific major. However if the student has already completed SCIE1103 (and not SCOM1101), then SCIE1103 is recommended to count as a replacement for core unit SCOM1101.

Due to the interdisciplinary nature of NC2012 courses and the principle of offering more flexibility to students, the Faculty of Science anticipates many more of such requests in future increasing the SSO/ APS workload. Therefore, the SSO requests this Block rule waiver and permission to apply it, where required, so as not to disadvantage the students, on following educational grounds:

• Students in NC2012 courses have flexibility to change direction (within reason)

• Students should not complete two units with substantial overlap of content.

• Additionally, if this rule waiver of substitution is permitted, it will avail the opportunity of completing more relevant electives to the students, instead of completing two very similar units.

Additionally, to resolve this issue for future, the SSO recommends the following for consideration of the Faculty’s Teaching and Learning Committee:

• Content of SCIE1103 and SCOM1101 be reviewed to address the incompatibility and overlap of outcomes.

• Both SCIE1103 and SCOM1101 be allowed as complimentary options in majors in both Group A and Group B.

Attachment C

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Attachment D

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Attachment D

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Attachment E

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Attachment E

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Active unit as at 01-01-2016

PSYC3301 Psychological Research Methods: Design andAnalysis

TRIM: F31634ID: 546

Showing drafted annual changes for 2016

Unit information

Code PSYC3301

Title Psychological Research Methods: Design and Analysis

Level 3

Unit type Undergraduate unit in major(s)

Undergraduatedegree

BSc

Faculty Science

ResponsibleOrganisationalEntity

Psychology

Unit coordinator Associate Professor Gilles Gignac

Approved date unknown

First year of offer 2012

Credit points 6 points

Contact hours lectures: 2 x 1 hr per week (for 13 weeks); labs: 1 x 2 hrs per week (for 12 weeks)

Broadeningcategory

Broadening Category B

Academic information

Content This unit provides an overview of the main techniques of psychology including the design of research studies, themeasurement of variables and the logic of hypothesis testing and the statistical analysis of data in behavioural sciences.The emphasis for the unit is a mix of theory and practice, and the expectation is that students successfully completing theunit are able to appropriately design research and select, perform and interpret statistical analyses. The methods ofinstruction for the unit are a combination of lectures and laboratories. Lectures address the sense, logic and some foibles ofa range of statistical techniques. In addition, lectures survey methods of designing experiments, the logic underlying thesedesigns, and the statistical techniques which are appropriate for each design. Laboratory sessions focus on the practicalapplication of the ideas covered in lectures and generally involve students developing research questions and hypotheses,discussing suitable data collection techniques, analysing sets of data using the statistical software program (SPSS), writingreports of analyses in a form suitable for publication, and evaluating research designs.

Outcomes Students are able to (1) gain a detailed knowledge of various designs and analyses that accommodate more than oneindependent variable; (2) identify which designs and statistical analyses are appropriate to test particular hypotheses; (3)interpret and report the results of statistical analyses; (4) acquire working knowledge of a popular statistical softwareprogram (SPSS); and (5) present research results in a written report following a specified style.

Rationale and impactassessment for change

to Outcomes

Outcomes remain the same, change made to reflect the change in assessment items.

How outcomes willbe assessed

# Outcome How outcome will be assessed

1 gain a detailed knowledge of various designs and analyses that accommodate more than oneindependent variable

assignment, in-class assessment, exam

2 identify which designs and statistical analyses are appropriate to test particular hypotheses assignment, in-class assessment, exam

3 interpret and report the results of statistical analyses assignment, in-class assessment, exam

4 acquire working knowledge of a popular statistical software program (SPSS) assignment, in-class assessment, exam

5 present research results in a written report following a specified style assignmentexam


to How outcomes willbe assessed

Outcomes remain the same, change made to reflect the change in assessment items.

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Assessment items Typically this unit is assessed in the following way(s): (1) assignments; (2) in-class assessment; and (3) exam. Furtherinformation is available in the unit outline. Typically this unit is assessed in the following way(s): (1) examination. Furtherinformation is available in the unit outline.

# Assessment

1 assignments

2 in-class assessment

3 examexamination


to Assessment items

At the beginning of the semester, students are given 500+ questions and answers that may appear on the final exam. Typically, there willbe two practice exams during the semester: mid-semester and last week of semester. These practice exams will take place in-class (i.e.,during the lecture). A random selection of the questions will be selected for inclusion in the practice exams. Marking and feedback of thepractice exams will take place immediately after the practice exams have been administered. This ensures that timely feedback isprovided to students on their performance throughout the semester. The final exam will be administered during the formal exam periodand will consist of 100% of a student's mark in this unit. Approximately 100 questions will be selected from the exam question pool forinclusion on the final exam.

Why only one kindof assessment

There are technically multiple occasions in which the students are assessed in this unit. However, only the final exam iscounted toward their mark. This assessment strategy was implemented in order to facilitate high quality and timelyfeedback to students on their performance throughout the semester.

Supplementaryassessmentstatement

Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who hasobtained a mark of 45 to 49 and is currently enrolled in this unit, and it is the only remaining unit that the student must passin order to complete their course.

Teachingresponsibilities

Teaching organisation Notes %

00140 Psychology 100%

Unit rules

Prerequisites PSYC1101 Psychology: Mind and Brain and PSYC1102 Psychology: Behaviour in Context and PSYC2203 PsychologicalResearch Methods

Corequisites Nil.

Incompatibilities Nil.

Advisable priorstudy

Students are responsible for ensuring that they understand the basic concepts of statistics. It is recommended that studentsrefresh their knowledge by reading Field (the recommended text) chapters 1, 2 and 3, prior to the commencement of thecourse. There are refresher lectures available at the start of semester.

Unit offered/shared in courses

Course Course type Status in course Role

MJD-PSYSC Psychological Science Major Active Core

Availabilities

Teaching period Location Mode Details

Semester 1, 2016 Crawley Face to face

Handbook fields

Textbooks Current textbook information is available in the School of Psychology textbooks list.

History of endorsements/approvals for changes

Event Date Outcome Notes

Faculty Not yet endorsed

Dean of Coursework Studies Not yet approved

Comparing current approved data to the data as it will be on 01/01/2016 if changes are approved. Report generated 24/03/15 10:03.

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http://www.caidi.uwa.edu.au/summary.php?type=Major&id=426

http://www.psychology.uwa.edu.au/students/textbooks

Drafted postgraduate course concept plan as at 25-03-2015

{"Code" blank} Master of Agricultural Economics(coursework)

TRIM: {"TRIM" blank}ID: 440

The concept plan for this postgraduate course has not yet been submitted.

Administrative details

Faculty Science


Agricultural and Resource Economics

Course coordinator Winthrop Professor David Pannell

Details

Course code {"Code" blank}

Title Master of Agricultural Economics

Abbreviation ofaward

MAgrEcon or MAgEc

Type of degreecourse

Master's by Coursework

Structure type Named

About this course The course covers all key elements of agricultural economics, with the overall course emphasis on the application of theoryto real world circumstances. The core themes of the course are: applied economic analysis, policy analysis, and agribusinessmanagement and analysis. The academic staff teaching the course have extensive real world experience in the agribusinessand government sector, and graduates are well suited to employment in both government and industry positions.

Created 11/03/2015


Volume of learning

Maximum volume oflearning

96 points

Minimum volume oflearning

72 points

Does minimumvolume of learningcorrespond tostandard admissionrequirements?

Yes

Admission requirements

Admissionrequirements:categories

Bachelor`s pass degree (cognate)Bachelor`s pass degree (non-cognate study area)

Articulation

Articulated? Master`s degree;

1

Attachment G

G1 of 3

Why offer the proposed course

Rationale foroffering course

Globally, there continues to be strong demand for agricultural economists with technical analysis skills. The proposeddegree, which is a professionally degree based around coursework, aims to provide students with skills that are a goodmatch to the market demand. UWA currently has strongest agricultural and environmental economics group in Australia. Bygrowing the total load in agricultural economics this degree contributes to ensuring the financial sustainability of thisresearch group. The degree will also include as compulsory units the two units the School has offered as part of the recentlyintroduced Master Economic Development course.

The School has also recently adopted a policy of encouraging PhD students to formally enrol in a number of units offered bythe School in the first year of their studies. The switch to an online mode of delivery for these units, and the potential forflexible start and finish dates for these units will be a benefit for these students.

Strategic andOperationalPriorities

By providing education in Agriculture and Environment to a wider student base the development of the online Master degreein Agricultural Economics contributes to the Faculty of Science's strategic priorities of ‘Feeding the World' and ‘RestoringBalance in the Natural Environment'. The Master degree in Agricultural Economics is also consistent with UWA's EducationFutures plan, and at least two of UWA's defining characteristics: (1) be technologically-innovative, to maintain our currencyand maximise our flexibility; and (2) be engaged, to respond to the needs of the community, our students and ourgraduates.

Proposal is outcomeof review?

In 2014 the School of Agricultural and Resource Economics undertook a substantial review of all activities to identifyinitiatives that could assist with the financial sustainability of the School. The development of the online Master degree wasan option identified, and a working party was subsequently established to further research and develop the program.

Market Research and Analysis

Target market and size

Target markets forcourse

As the course will be offered online, we have a global market. The local market includes ass government departments andagencies with an applied economics focus, including ABARES, Treasury departments, Regional Development organisations,DAFWA, water utilities etc.

Target markets:delivery of teaching

All teaching will be either dual format or online only.

Target markets:demonstrate viabledemand

Globally we have a limited number of comparison points.

Kansas State, which is an online only course and possibly the market leader in this specific space has an annual enrollmentof over 100.

For a similar program that is on campus only, the enrollment at UBC has settled at around 25, and at UC Davis theenrollment has increased to 40.

The research profile and reputation of academics in the School is sufficient for the School to be competitive in the market.As an online course we will be competing with locations Kansas State and SOAS.

Projected enrolmentfor domestic andinternationalstudents

Steady state enrollment estimate: Australia 8-10, International 15-25

Graduate employment prospects

Employmentprospects

The main online recruitment websites for the profession have many positions available for agricultural economists.

Distinctiveemploymentprospects forgraduates

The emphasis on the thee areas of applied economic analysis, policy analysis, and agribusiness management and analysiswill make graduates from the program different from straight agribusiness/ agricultural economics programs

Courseprofessionallyaccredited?

Economics does not have an accreditation body.

Competitor analysis

There are no online options for a master program offered in Australia. New England offer a program up to graduate certificate only.

SOAS and Kansas State offerings are the two leading online offerings and price will be a key issue.

The SOAS course, which includes a substantial research component is approximately $19,000.

The Kansas State course, which has an agribusiness focus is approximately $34,000.

The New England grad cert cost is approximately $18,000 for local students and approx $19,000 for international students.

2

Attachment G

G2 of 3

The emphasis on the thee areas of applied economic analysis, policy analysis, and agribusiness management is what sets the proposed offering apartfrom the K-State offering. The coursework focus sets the program apart from the SOAS offering.

Marketing strategydeveloped?

No

Course availability for students

Course offered tostudent categories

Domestic fee-paying; International students (student visa holders); International students (non-student visa holders);

Course enablesinternational/crossinstitutionalstudents?

Yes

Course enables UWAstudents foroverseas credit?

No.

Risk management

Risk managementfor course

All teaching associated with the course will be covered from existing resources.

Benchmarking teaching loads across schools in the faculty suggests that a small increase in the teaching load in the school,as implied by offering the program, would not result in an average school level teaching loads that are different to otherschools in the Faculty.

The core risk is that if enrollment numbers are lower than expected the opportunity cost of staff time, measured in terms ofthe foregone revenue generated for the school from research, is higher than the revenue generated through offering theprogram.

As a School of applied economists the School is well equipped to monitor and evaluate the financial performance of theprogram. Should the program fail to deliver the expected financial return the program can be discontinued.

Additional Information

Additionalinformation fromproposer

There are no other Western Australian Universities offering similar courses.

The discussion with the Economics group in the Business School have been very preliminary, but are continuing. Economicsand ARE have a series of units that students enrolled in either course can take, and we have a long history of workingtogether on unit offering supervision of students holding joint seminars etc.

In February the School held a workshop on program structure and content with Professors in Agricultural Economics from UCDavis and University of British Columbia. The workshop was made possible by financial support from the AustralianAgricultural Economics Society.

Professor Pannell has developed and delivered a successful high quality MOOC. For details see:http://www.are.uwa.edu.au/courses/online

History and committee endorsements/approvals

Phase Event Date Outcome Notes

1 Faculty Not yet endorsed

Displaying data as it is on 25/03/2015. Report generated 25/03/15 08:03.

3

Attachment G

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Active major as at 01-01-2016

MJD-GENET GeneticsTRIM: F29687

ID: 808


Major information

Code MJD-GENET

Title Genetics

Undergraduatedegree

BSc

Faculty Science


Chemistry and Biochemistry

Coordinator Associate Professor Martha Ludwig



Structure 2+2+4

Major type

MajorType Single

Degree-specificmajor?

1

Second major? 1

Graduate EntryDiploma?

1

Corequisites assecond major

Nil.

Major has end-onhonours?

0

Details

Objectives Genetics is the study of biologically inherited traits as diverse as those that cause human disease, allow a rare plant to livein a single, isolated location, or result in a desirable characteristic found in a domestic animal used in agriculture. Yourstudies in genetics will involve the analysis of DNA and the many ways in which it is expressed. The knowledge you acquireby studying the Genetics major will be important for study in all biological sciences including agriculture, biochemistry,botany, conservation biology, ecology, medicine, microbiology, molecular biology and zoology. This major will deliver abroad overview of the universal principles, potentials and problems associated with DNA-based life, and will provide youwith the essential skills of a geneticist.

Outcomes Students are able to (1) appreciate that as genetics is the study of inheritance, it is a cornerstone of the biological sciences;(2) demonstrate knowledge of how traits are inherited and the molecular nature of these patterns, how genetic processescontrol development and disease and are affected by the environment and evolution, and how and why genomes arestudied; (3) demonstrate oral and written communication skills; (4) practise technologies used in various fields of genetics;and (5) demonstrate skills in critical thinking, experimental design, data analysis and interpretation, and teamwork.

Rules

Prerequisites Nil.

Corequisites Nil.


Requirements forGraduate EntryDiploma

Nil.

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Unit sequence

Rationale and impactassessment forchange to Unit

sequence

A Review of the Genetics Major was undertaken in Dec 2014 / Jan 2015. The working party (WP) considering the review was composed ofrepresentatives from all the Schools teaching into the Genetics Major (CB, Ab, PB, PaLM). One of the recommendations of the WP was tomake GENE3350 a core unit within the major (NC2012 had it as an option), and ANIM3362 Evolutionary Processes an option (NC2012 hadthe parallel unit GENE3360 Evolutionary Genetics, which differs from ANIM3362 in the tutorial and practical components, as a core). Therationale for this recommendation is a greater breadth and exposure to more genetic fields in the core units while offering somespecialisation (either human or non-human) in the optional units. The WP considered the scope and types of assessment tasks, as well ascommunication and research skills in the NC2012 Genetics Major progression versus the proposed progression, and determined therewould be no loss of diversity, or generic or discipline-specific skills.

Introduced units:+ ANIM3362 Evolutionary Processes [Active]

Removed units:- GENE3360 Evolutionary Genetics

Current unchanged sequence

Level 1

Take all units (6 points):

SCIE1106 Molecular Biology of the Cell 6 points Active

Take unit(s) to the value of 6 points:

ANHB1101 Human Biology I: Becoming Human 6 points Active

BIOL1130 Frontiers in Biology 6 points Active

Students with WACE Chemistry, take all complementary units (12 points):

CHEM1001 Chemistry—Properties and Energetics 6 points Active

STAT1400 Statistics for Science 6 points Active

Students without WACE Chemistry, take all complementary units (12 points):

CHEM1003 Introductory Chemistry 6 points Active


Level 2


GENE2230 Molecular Genetics I 6 points Active

GENE2250 Principles of Inheritance 6 points Active

Level 3

Note: Students take core units GENE3370 Genomics and GENE3340 Molecular Genetics II and either GENE3350 Evolution and Development and GENE3360Evolutionary Genetics for the specialisation in Genetics Evolution and Diversity or GENE3380 Genetic Origins of Health and Disease or PATH3305 MedicalGenetics for the specialisation in Human Genetics

Students are encouraged to take all six Level 3 genetics units to appreciate the diversity of the discipline and its application in all areas of biologicalsciences, and to acquire the broadest knowledge and the skills for future study and / or employment.


GENE3340 Molecular Genetics II 6 points Active

GENE3360 Evolutionary Genetics 6 points Active

GENE3370 Genomics 6 points Active

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GENE3350 Evolution and Development 6 points Active

PATH3305 Medical Genetics 6 points Active

Proposed changed sequence

Level 1






Students with WACE Chemistry, take all complementary units (12 points):

CHEM1001 Chemistry—Properties and Energetics 6 points Active


Students without WACE Chemistry, take all complementary units (12 points):

CHEM1003 Introductory Chemistry 6 points Active


Level 2


GENE2230 Molecular Genetics I 6 points Active


Level 3

Note: Students are encouraged to take all six Level 3 genetics units to appreciate the diversity of the discipline and its application in all areas of biologicalsciences, and to acquire the broadest knowledge and the skills for future study and / or employment.


GENE3340 Molecular Genetics II 6 points Active

GENE3350 Evolution and Development 6 points Active

GENE3370 Genomics 6 points Active


ANIM3362 Evolutionary Processes 6 points Active Addition

to sequence


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MJD-MARSC Marine ScienceTRIM: F29724

ID: 1242


Major information

Code MJD-MARSC

Title Marine Science

Undergraduatedegree

BSc

Faculty Science


Earth and Environment

Coordinator Assistant Professor Julian Clifton



Structure 2+2+4

Major type

MajorType Single


1

Second major? 1


1


Nil.


0

Details

Objectives If you are fascinated by our amazing marine and coastal environments then Marine Science is the major for you. WesternAustralia’s marine environment is a biodiversity hotspot with up to 80 per cent of fish, invertebrates and other organismsfound nowhere else in the world, making WA an ideal living laboratory for your studies. This major includes marine biologyand ecology, marine and coastal management, and oceanography. It combines knowledge of marine aquatic life with a solidunderstanding of the physical environment. Through experimental design and research you will learn to appreciate thecomplex interactions that occur in marine ecosystems. It is envisaged that there will be up to three overnight field trips (costof food and accommodation of up to $500 for around 10 nights to be borne by the student).

Outcomes Students are able to (1) appreciate the complex interactions between the physical and biotic components of marineecosystems; (2) understand the range of scales at which these interactions can occur; (3) demonstrate a knowledge of thediversity, life history strategies and functional traits of marine biota; (4) appreciate how the interactions between thephysical and biotic components can influence decisions about sustainable management; and (45) conduct quantitativemarine research in a safe and professional manner.


to Outcomes

The addition of a new outcome 'demonstrate a knowledge of the diversity, life history strategies and functional traits of marine biota'reflects the introduction of the new unit BIOL2204 Marine Biology.

Rules

Prerequisites Nil.

Corequisites Nil.



Nil.

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The current structure of the Marine Science major contains very little biology. The major also contains very few units that are specificallyor even at all marine focussed. Specifically, nowhere in the major are students introduced to the diversity of marine life and to the waymarine organisms function. The introduction of a unit in marine biology addresses this imbalance and will mean that four of the eight coreunits now specifically deal with marine topics. Students will have a working knowledge of local marine species, where they are found andhow they function within the marine environment.

Introduced units:+ BIOL2204 Marine Biology [Drafted]

Removed units:- BIOL2261 Conservation Biology


Level 1


BIOL1131 Plant and Animal Biology 6 points Active

EART1105 The Dynamic Planet 6 points Active

Take all complementary units (12 points):

SCIE1103 Science, Society and Communication 6 points Active

SCIE1104 Science, Society and Data Analysis 6 points Active

Level 2


ENVT2221 Global Climate Change and Biodiversity 6 points Active

SCIE2204 Marine Systems 6 points Active


BIOL2261 Conservation Biology 6 points Active

EART2201 Geographic Information Systems 6 points Active

Level 3


ENVT3306 Coastal Conservation and Management 6 points Active

ENVT3307 Oceanography 6 points Active

ENVT3363 Ecological Processes 6 points Active

SCIE3304 Field Techniques in Marine Science 6 points Active


Level 1



EART1105 The Dynamic Planet 6 points Active

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Level 2


BIOL2204 Marine Biology 6 points Drafted Addition

to sequence

SCIE2204 Marine Systems 6 points Active


EART2201 Geographic Information Systems 6 points Active

ENVT2221 Global Climate Change and Biodiversity 6 points Active

Level 3


ENVT3306 Coastal Conservation and Management 6 points Active

ENVT3307 Oceanography 6 points Active

ENVT3363 Ecological Processes 6 points Active

SCIE3304 Field Techniques in Marine Science 6 points Active






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MJD-ZOOLY ZoologyTRIM: F29712

ID: 1230


Major information

Code MJD-ZOOLY

Title Zoology

Undergraduatedegree

BSc

Faculty Science


Animal Biology

Coordinator Dr Jane Prince



Structure 2+2+4

Major type

MajorType Single


1

Second major? 1


1


Nil.


0

Details

Objectives The Zoology major will provide you with the opportunity to study animals and their habitats including Western Australia’sunique fauna. These habitats are diverse, and range from deserts through to temporary wetlands and rainforests. Zoologistsdiscover the solutions to the problems presented by these habitats. This major will provide you with a sound knowledge andunderstanding of animal structure and function and the evolutionary processes that have engendered animal diversity.Zoologists also study physiology, reproduction, behaviour, community ecology and molecular genetics. Zoology underpinssociety’s interest in conservation and marine science including major contributions to current research in fisheries andecosystem management. It is envisaged that there will be up to two overnight field trips (cost of food and accommodation ofup to $200 for around four nights to be borne by the student).

Outcomes Students are able to (1) demonstrate basic knowledge of the development, structure and functioning of animals, ecologicalprocesses, and animal diversity in a phylogenetic context; (2) demonstrate awareness of the local importance of animals ina conservation context; (3) demonstrate awareness of the ethics of working with animals; (4) understand methods ofworking with animals under laboratory conditions; (5) demonstrate knowledge of sampling and handling animals under fieldconditions; (6) demonstrate knowledge of quantification of animal laboratory and field studies; and (7) understand howresearch advances knowledge.

Rules

Prerequisites Nil.

Corequisites Nil.



Nil.

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SCOM1101 covers the same skill set as SCIE1103, albeit from a different perspective. Allowing Zoology majors to count SCOM1101 ascomplementary to the major will mean that students pairing Zoology with majors that require SCOM1101 will not have to take bothSCOM1101 and SCIE1103. Fieldwork is an essential part of being a zoologist. In the past, the Zoology major included fieldwork as part ofits core business and students were attracted to the major knowing that they would gain experience in working with animals in a fieldsituation; experience that would help them get employment in government agencies such as DPaW and DoF and in the environmentalconsulting industry. In recent years, we have not been able to offer students this opportunity until Level 4. This is in contrast to othersimilar majors, for example, Conservation Biology, Marine Science and Botany, all of which have field units at Level 3. The introduction ofa dedicated field unit in zoology redresses the balance between practical experience and theory within the major and will become ourflagship unit.

Introduced units:+ SCOM1101 Introduction to Scientific Practices [Active]+ ANIM2209 Field Studies in Zoology [Drafted]

Removed units:- ANIM3365 Behavioural Ecology


Level 1







Level 2


ANIM2207 Animal Function and Structure 6 points Active

ENVT2250 Ecology 6 points Active


ANIM2208 Animal Ethics and Welfare 6 points Active


Level 3


ANIM3361 Animal Populations 6 points Active

ANIM3362 Evolutionary Processes 6 points Active

ANIM3363 Environmental Physiology 6 points Active

ANIM3365 Behavioural Ecology 6 points Active


Level 1




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Take either SCIE1103 or SCOM1101, plus SCIE1104:



SCOM1101 Introduction to Scientific Practices 6 points Active Addition

to sequence

Level 2


ANIM2207 Animal Function and Structure 6 points Active

ENVT2250 Ecology 6 points Active

Take any two of these three units:

ANIM2208 Animal Ethics and Welfare 6 points Active

ANIM2209 Field Studies in Zoology 6 points Drafted Addition

to sequence


Level 3


ANIM3361 Animal Populations 6 points Active

ANIM3362 Evolutionary Processes 6 points Active

ANIM3363 Environmental Physiology 6 points Active






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MJD-ANHBY Anatomy and Human BiologyTRIM: F30506

ID: 1343


Major information

Code MJD-ANHBY

Title Anatomy and Human Biology

Undergraduatedegree

BSc

Faculty Science


Anatomy, Physiology and Human Biology

Coordinator Professor Geoff Meyer



Structure 2+2+4

Major type

MajorType Single


1

Second major? 1


1


Nil.


0

Details

Objectives What is it that makes us human? The Anatomy and Human Biology major will allow you to explore the fascinating concept ofwhat it means to be human in an integrative way, combining studies of the education, behaviour and biology of humanbeings with current social and ethical issues. The units offered within this major cover topics as diverse as human functionalanatomy; genetics, variation and evolution; reproduction, embryology and growth; microscopic structures of cells andtissues; structure and function of the nervous system; ecology, behaviour and biosocial interactions. You will explore all ofthese from the molecular to the population level and beyond.

Outcomes Students are able to (1) understand the structural, functional and genetic biology of humans to be able to (a) proceed tofurther studies in postgraduate professional biomedical courses (e.g. medicine, dentistry, sleep science); (b) makemeaningful comparisons with other species; and (c) think about evolutionary processes in concrete, testable terms; (2)demonstrate familiarity with the current state of knowledge in a range of areas of human biology including genetics,functional morphology, histology and cell biology, evolutioniary ecology, biological anthropology, embryology, reproductivebiology and neurobiology; (3) appreciate the relationships between human biology and other areas of science; (4) engage inthe type of holistic, joined-up thinking required of human biologists; (5) demonstrate the possession of the generic scientificskills of library research, critical scientific reading, clear written and verbal communication, and effective data collection,analysis and interpretation; (6) demonstrate comfort in the use of electronic media; (7) demonstrate familiarity with thebasic techniques and tools of both social and structural aspects of investigations in human biology; (8) engage in rigorousand critical approaches to experimental design and the validation, manipulation and interpretation of data; (9) communicatescientific ideas clearly and engagingly to a range of audiences; (10) work effectively as part of a team; (11) demonstratefaith in the experimental approach to furthering knowledge; (12) demonstrate an open and imaginative approach toproblem solving; (13) appreciate the need to communicate openly and to share skills and knowledge; (14) appreciate thevalue of creative criticism, both offered and received; and (15) appreciate the value of human diversity for its own sake andfor the way in which it informs the discipline of human biology.

Rules

Prerequisites Nil.

Corequisites Nil.

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Unit sequence


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The new ANHB332x is complimentary to ANHB3315. ANHB332X will be taught in even years while ANHB3315 will be taught in odd years.

Introduced units:+ ANHB3322 Human/Primate Social Organisation [Drafted]


Level 1



ANHB1102 Human Biology II: Being Human 6 points Active

Take all complementary units (6 points) only for students who do not have WACE Mathematics 2C/2D or equivalent or higher:

MATH1720 Mathematics Fundamentals 6 points Active

Level 2

Group A: Take unit(s) to the value of 6 points:

ANHB2215 Biological Anthropology: Human Adaptation and Variation 6 points Active

ANHB2216 Human Reproductive Biology 6 points Active

Group B: Take unit(s) to the value of 6 points:

ANHB2212 Human Structure and Development 6 points Active

ANHB2214 Human Organs and Systems 6 points Active

Level 3

Group C: Take unit(s) to the value of 18 points:

ANHB3315 Human Evolutionary Ecology 6 points Active

ANHB3316 Human Reproduction 6 points Active

ANHB3321 Biological Anthropology: Genes and Society 6 points Active

ANHB3324 Human Structure and Function 6 points Active

Group D: Take unit(s) to the value of 6 points:

ANHB3310 Human Biology: Applications and Investigations I 6 points Active

ANHB3320 Human Biology: Applications and Investigations II 6 points Active


Level 1




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Take all complementary units (6 points) only for students who do not have WACE Mathematics 2C/2D or equivalent or higher:

MATH1720 Mathematics Fundamentals 6 points Active

Level 2

Group A: Take unit(s) to the value of 6 points:

ANHB2215 Biological Anthropology: Human Adaptation and Variation 6 points Active

ANHB2216 Human Reproductive Biology 6 points Active

Group B: Take unit(s) to the value of 6 points:


ANHB2214 Human Organs and Systems 6 points Active

Level 3

Group C: Take unit(s) to the value of 18 points:




ANHB3322 Human/Primate Social Organisation 6 points Drafted Addition

to sequence


Group D: Take unit(s) to the value of 6 points:








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MJD-BIOMS Biomedical ScienceTRIM: F30505

ID: 1578


Major information

Code MJD-BIOMS

Title Biomedical Science

Undergraduatedegree

BSc

Faculty Science



Coordinator Winthrop Professor Brendan Waddell and Professor Peter Henry



Structure 2+4+8

Major type

MajorType Double


1

Second major? 0


0


Nil.


0

Details

Objectives Are you interested in finding out how diseases can be controlled, cured or prevented? Studying Biomedical Science willenable you to understand how the human body functions in health and disease, which is essential for the development ofnew treatments. You will gain an understanding of the anatomy and physiology of the human body, the microbes that causedisease and the molecular and pathological processes of disease and how these diseases are treated. To study biomedicalsciences, you must take a double major. The first component comprises a set of core units (giving you a broad perspectiveof the field). The second component provides a deeper understanding in your chosen area of specialisation. Areas ofspecialisation are Anatomy and Human Biology, Physiology, Biochemistry and Molecular Biology, Microbiology andImmunology, Pathology and Laboratory Medicine, or Pharmacology.

Outcomes Students are able to (1) understand the basic sciences necessary for an understanding of biomedical science including thechemistry, human biology, molecular biology and physiology of the cells; (2) describe the major chemical and biochemicalconstituents of the human body, how the human body functions at the cellular and molecular level and the geneticmechanisms involved in inheritance; (3) understand these processes further and describe the basic cellular biochemical andmolecular biological processes involved in maintaining human life, and the anatomy and physiology of the human bodysystems including the cardiovascular, respiratory, renal, gastrointestinal, neurological, skeletal and muscular, immunesystem; (4) describe the basic principles of the paraclinical sciences of microbiology, pathology and laboratory medicine andpharmacology; (5) demonstrate an integrated understanding of the paraclinical sciences through the choice of specifiedcombinations of units; (6) describe the anatomy, biochemistry and physiology of the human body, how these may beinfluenced by environmental and genetic factors to produce disease per se, the major disease producing biologicalprocesses such as acute and chronic inflammation, the major disease producing bacteria, viruses, fungi and parasites, andhow the diseases may be treated using both pharmaceutical and immunological interventions; (7) demonstrate deepunderstanding of an area of specialisation; (8) demonstrate a range of laboratory skills while undertaking both majorsincluding the manipulation of commonly used instrumentation in the biomedical sciences; (9) demonstrate competency inthe laboratory; (10) demonstrate written and oral communication skills including the abilities to write a scientific report andpresent an oral communication to their peers; and (11) develop an awareness of the ethical requirements necessary forundertaking studies involving human subjects.

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Prerequisites Nil.

Corequisites Nil.



Nil.

Unit sequence


sequence

Changes match those made to the ANHB major, that is similar to the ANHB specialisation. It should have no impact on students ability tocomplete the sequence

Introduced units:+ ANHB3322 Human/Primate Social Organisation [Drafted]

Removed units:- ANHB3323 Cells, Tissues and Development


Anatomy and Human Biology specialisationLevel 3


BIOC3004 Biochemistry in Health and Disease 6 points Active

MICR3350 Advanced Infectious Diseases 6 points Active

PATH3304 Drugs and Disease B 6 points Active

PHAR3303 Drugs and Disease A 6 points Active








ANHB3323 Cells, Tissues and Development 6 points Active


Biochemistry and Molecular Biology specialisationLevel 3

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ANHB3328 Communication Systems in the Human Body 6 points Active

BIOC3001 Molecular Biology 6 points Active

BIOC3002 Structural and Functional Biochemistry 6 points Active

BIOC3003 Omics—Global Approaches to Cell Function 6 points Active

BIOC3005 Cellular Biochemistry 6 points Active



PHYL3305 Human Growth, Development and Ageing 6 points Active

Microbiology and Immunology specialisationLevel 3



MICR3310 Applied and Environmental Microbiology 6 points Active

MICR3320 Viruses and Viral Disease 6 points Active

MICR3330 Bacteria and Bacterial Disease 6 points Active

MICR3340 Immunity and Infection 6 points Active




Pathology and Laboratory Medicine specialisationLevel 3






PATH3307 Pathology and Laboratory Medicine I 6 points Active

PATH3308 Pathology and Laboratory Medicine II 6 points Active

PATH3309 Cancer Pathology 6 points Active


Pharmacology specialisationLevel 3

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PHAR3310 Molecular Pharmacology 6 points Active

PHAR3311 Molecular Pharmacology Methods 6 points Active

PHAR3320 Systems Pharmacology 6 points Active

PHAR3321 Systems Pharmacology Methods 6 points Active


Physiology specialisationLevel 3






PHYL3001 Physiology of Membranes, Muscles and Signalling 6 points Active

PHYL3002 Physiology of Cardiovascular and Respiratory Systems 6 points Active

PHYL3003 Physiology of Nutrition and Metabolism 6 points Active

PHYL3004 Physiology of Integrated Organ Function 6 points Active

Level 1







CHEM1004 Biological Chemistry 6 points Active

SCOM1101 Introduction to Scientific Practices 6 points Active

Level 2



BIOC2001 Biochemistry and Molecular Biology of the Cell 6 points Active

MICR2209 Introduction to Infectious Diseases and Immunology 6 points Active

PHAR2210 Foundations of Pharmacology 6 points Active

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PATH2220 Introduction to Human Disease 6 points Active

PHYL2001 Physiology of Human Body Systems 6 points Active


Anatomy and Human Biology specialisationLevel 3













ANHB3322 Human/Primate Social Organisation 6 points Drafted Addition

to sequence


Biochemistry and Molecular Biology specialisationLevel 3



BIOC3001 Molecular Biology 6 points Active

BIOC3002 Structural and Functional Biochemistry 6 points Active

BIOC3003 Omics—Global Approaches to Cell Function 6 points Active

BIOC3005 Cellular Biochemistry 6 points Active




Microbiology and Immunology specialisationLevel 3

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MICR3310 Applied and Environmental Microbiology 6 points Active

MICR3320 Viruses and Viral Disease 6 points Active

MICR3330 Bacteria and Bacterial Disease 6 points Active

MICR3340 Immunity and Infection 6 points Active




Pathology and Laboratory Medicine specialisationLevel 3






PATH3307 Pathology and Laboratory Medicine I 6 points Active

PATH3308 Pathology and Laboratory Medicine II 6 points Active

PATH3309 Cancer Pathology 6 points Active


Pharmacology specialisationLevel 3





PHAR3310 Molecular Pharmacology 6 points Active

PHAR3311 Molecular Pharmacology Methods 6 points Active

PHAR3320 Systems Pharmacology 6 points Active

PHAR3321 Systems Pharmacology Methods 6 points Active


Physiology specialisationLevel 3

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PHYL3001 Physiology of Membranes, Muscles and Signalling 6 points Active

PHYL3002 Physiology of Cardiovascular and Respiratory Systems 6 points Active

PHYL3003 Physiology of Nutrition and Metabolism 6 points Active

PHYL3004 Physiology of Integrated Organ Function 6 points Active

Level 1







CHEM1004 Biological Chemistry 6 points Active

SCOM1101 Introduction to Scientific Practices 6 points Active

Level 2



BIOC2001 Biochemistry and Molecular Biology of the Cell 6 points Active

MICR2209 Introduction to Infectious Diseases and Immunology 6 points Active

PHAR2210 Foundations of Pharmacology 6 points Active


PATH2220 Introduction to Human Disease 6 points Active

PHYL2001 Physiology of Human Body Systems 6 points Active






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MJD-PHYSC PhysicsTRIM: F29639

ID: 1585


Major information

Code MJD-PHYSC

Title Physics

Undergraduatedegree

BSc

Faculty Science


Physics

Coordinator Associate Professor Peter Hammond



Structure 2+2+4

Major type

MajorType Single


1

Second major? 1


0


Nil.


0

Details

Objectives Physics examines the world around us at the most fundamental level, from the origin and fate of the universe, to thebehaviour of matter on subatomic length scales—and everything else in between. The overarching objective of the Physicsmajor at UWA is to provide students with access to the frontiers of modern physics via an emphasis on essentialmathematical skills. Students will apply the key pillars of relativity and quantum physics to atomic, molecular, nuclear andparticle physics, condensed matter physics, photonics and astrophysics. Students will understand the role of physics as thedriving force behind many advanced technologies, from radar to lasers, from GPS to quantum computers and MRI and PETscanners. The choice of Western Australia as the site for part of the Square Kilometer Array makes the Physics major anexciting prospect.

Outcomes Students are able to (1) develop increasing levels of conceptual understanding of the physical principles which underpin awide range of applications; (2) develop and apply increasing levels of critical thinking skills in a range of physical situations;(3) develop and apply problem identification, exploration and solution skills in physical situations that range from simple tocomplex; (4) apply increasing levels of appropriate mathematical sophistication in the expression and communication ofphysical concepts; (5) develop in-depth understanding of the physical principles of measurement, experimental technique,quantitative analysis and data analysis; and (6) develop and demonstrate skills relevant to the communication of physicsconcepts including writing, oral presentations, critical information literacy skills and interpersonal skills.

Rules

Prerequisites Nil.

Corequisites Nil.



Nil.

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The School of Physics takes the view that CITS2401 does not meet the needs of Physics major students. In particular it does notappropriately meet the Australian Institute of Physics Accreditation guidelines for the development of computational skills: "Degreeprograms must include a clear development sequence of physics computation skills either studied as discrete subject(s)/unit(s) orembedded within physics subjects/units. Computational skill development should cover more than one area of physics computation, e.g.algorithm development, high level data processing, and algebraic computing." We currently embed within units of the Physics Majoraspects of computation that are either required in laboratory work prior to students commencing CITS2401 (Data Analysis in PHYS2001)or subsequent computational work in PHYS3001, for which students have commented CITS2401 does not appropriately prepare them anddoes not address three computational we need: algorithm development, high level data processing, and algebraic computing. In additionstudents who take Physics as a second major are not required to take CITS2401 and so fail to satisfy the Institute of Physics guidelines.The impact of removing CITS2401 as a complementary unit will be addressed by embedding a measured development of computationalskills from Level 1 through to Level 3 units. The detailed aspects of this will be finalised when the capabilities of the new LearningManagement System, Blackboard, can be explored. This will improve the computational capabilities of students at Level 1, wherecurrently their exposure to computation is minimal. For Physics Major students who are also not studying an Engineering Science major,they will gain an elective unit space in the major sequence.

Removed units:- CITS2401 Computer Analysis and Visualisation


Level 1


PHYS1001 Physics for Scientists and Engineers 6 points Active

PHYS1002 Modern Physics 6 points Active


MATH1001 Mathematical Methods 1 6 points Active


Level 2


PHYS2001 Quantum Mechanics 1 and Electromagnetism 6 points Active

PHYS2002 The Physics of Particles 6 points Active


CITS2401 Computer Analysis and Visualisation 6 points Active


Level 3


PHYS3002 Classical Mechanics and Electrodynamics 6 points Active

PHYS3011 Mathematical Physics 6 points Active

PHYS3012 Frontiers in Modern Physics 6 points Active


PHYS3001 Quantum Mechanics 2 and Atomic Physics 6 points Active

PHYS3003 Astrophysics and Space Science 6 points Active


Level 1

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PHYS1001 Physics for Scientists and Engineers 6 points Active

PHYS1002 Modern Physics 6 points Active




Level 2


PHYS2001 Quantum Mechanics 1 and Electromagnetism 6 points Active

PHYS2002 The Physics of Particles 6 points Active



Level 3


PHYS3002 Classical Mechanics and Electrodynamics 6 points Active

PHYS3011 Mathematical Physics 6 points Active

PHYS3012 Frontiers in Modern Physics 6 points Active


PHYS3001 Quantum Mechanics 2 and Atomic Physics 6 points Active

PHYS3003 Astrophysics and Space Science 6 points Active






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Drafted unit as at 24-03-2015

EART3351 Mineral ResourcesTRIM: {"TRIM" blank}

ID: 5517

This unit has not yet been submitted.

Unit information

Code EART3351

Title Mineral Resources

Level 3


Undergraduatedegree

BSc

Faculty Science


Earth and Environment

Unit coordinator Professor Steffen Hagemann

Created 13/03/2015



Contact hours Lectures: 4 hrs per week; Laboratories: 2 hrs per week.

Broadeningcategory



Content This unit aims to introduce students to the fundamentals of mineral resources. It examines the distribution, origins andcharacteristics of mineral systems (gold, base metals, iron ore, alumina, mineral sands and coal), methods of exploration forthese resources, and issues related to mining and extraction. The unit also covers topics in mineral resource modellingincludng geostatistics (variograms and kriging), wireframe modelling, block modelling, grade estimation and the JORCreporting code.

Outcomes Students are able to (1) locate and critically evaluate sources of information; (2) demonstrate knowledge of the geologicalsetting of the world's main mineral resources and characteristics of the mineral systems; (3) apply statistical andgeostatistical methods to assess various aspects of mineral resources; and (4) demonstrate understanding of the basictechniques in mineral resource modelling..



1 locate and critically evaluate sources of information written assignments

2 demonstrate knowledge of the geological setting of the world's main mineral resources and characteristics ofthe mineral systems

written assignments, exam

3 apply statistical and geostatistical methods to assess various aspects of mineral resources written assignments

4 demonstrate understanding of the basic techniques in mineral resource modelling. written assignments, exam

Assessment items Typically this unit is assessed in the following way(s): (1) written assignments during semester; and (2) final theoryexamination. Further information is available in the unit outline.

# Assessment Likely weighting

1 written assignments during semester 50%

2 final theory examination 50%





00762 Earth and Environment Coordination and teaching 50%

00609 ECM Teaching 50%

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Unit rules

Prerequisites EART2231 Earth Materials

Corequisites Nil

Incompatibilities MINE4405 Mineral Resources


Intended courses Geology major [already approved]

Intended courses: Geology major [already approved]

Availabilities



Content duplication

Description ofcontent duplication

The taught content of this unit will be the same as MINE4405 Mineral Resources which is jointly taught between the Schoolof Civil, Environmental & Mining Engineering and School of Earth & Environment (Geoscience) in that the lectures andpractical classes will be the same and students will be taught along with MINE4405 students. Changes to degree rules withthe introduction of New Courses has precluded Geology majors in BP004 from taking this unit - which has been co-taught byEngineering and Geology for many years - as an elective. The differences will be in the assessments which will be differentbecause the outcomes have been reduced compared to MINE4405 and final exam content will be different. Hence the majordifference is in non-contact learning in EART3351.

Disciplines affectedby contentduplication

GeologyMining Engineering

Justification forcontent duplication

EART3351 provides an opportunity for Geology majors to take an elective in mineral resources that is currently unavailableto them in New Courses. It is important to note that the geological component of MINE4405/EART3351 is appropriate forlevel 3 geology students and level 4 engineering students because they have undertaken very different prior study in theirbachelors degrees with no common units at all unless they are engineering/geology double majors. This means that thegeological component of EART3351 is most appropriate for level 3 geology students and not level 4 geology students. InNew Courses, geology students do not study focused resources units until level 4 (e.g. GEOS4411 Mineralising Systems).This has drawn some criticism from employers in the resources industries. The Faculty of Science Undergraduate MajorReview of the Geology major identified this unit as providing students who elect to graduate after three years (rather thancompleting Honours or Masters) some very practical knowledge and skills for minerals industry employment particularlybecause of its geology-engineering overlap which gives the graduates some breadth in the geotechnical aspects of mining.These are aspects that are certainly not covered elsewhere in the undergraduate Geology major. This is a uniqueopportunity that we would like made available to a particular cohort of students undertaking the major.

Proportion ofcontent duplication

60

Consultations madeabout contentduplication

Re-instatement of EART3351 Mineral Resources is being undertaken with the full knowledge and support of Prof. RichardDurham who coordinates MINE4405.



Faculty Not yet approved


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BIOL2204 Marine BiologyTRIM: {"TRIM" blank}

ID: 5501


Unit information

Code BIOL2204

Title Marine Biology

Level 2


Undergraduatedegree

BSc

Faculty Science


Animal Biology

Unit coordinator Dr Jane Prince and Professor Gary Kendrick

Created 06/03/2015



Contact hours workshop: up to 4 hours per week for 13 weeks

Broadeningcategory

Not broadening

Why not broadening This unit is intended specifically for Marine Science majors.


Content This unit will introduce students to the diversity of algae, seagrasses and animals that inhabit our oceans. Students willattain a broad general knowledge of the biology and life histories of marine species plus specific knowledge of certain focusgroups. They will learn identification skills that will enable them to identify common species in the field and work withcollections in the laboratory. There will be an emphasis on local species. Contact hours (nominally called workshops) willconsist of tutorial style discussions, occasional guest lectures, practical exercises, field excursions and computerlaboratories. Background information will be provided on-line. Attendance at workshops will be compulsory.

Outcomes Students are able to (1) demonstrate a knowledge of the diversity of marine organisms; (2) identify common species bysight and less common species using keys and/or pictorial guides.; (3) demonstrate an understanding of the biologicalrequirements of marine species and the way these are met in the marine environment.; and (4) demonstrate a knowledge ofthe form and function of marine organisms, and the consequences of uniquely marine lifestyles..



1 demonstrate a knowledge of the diversity of marine organisms final exam, regular quizzes

2 identify common species by sight and less common species using keys and/or pictorial guides. final exam, regular quizzes

3 demonstrate an understanding of the biological requirements of marine species and the way theseare met in the marine environment.

final exam, regular quizzes, essay or report

4 demonstrate a knowledge of the form and function of marine organisms, and the consequences ofuniquely marine lifestyles.

final exam, regular quizzes, essay or report

Assessment items Typically this unit is assessed in the following way(s): (1) Final exams (theory and practical); (2) Regular quizzes; and (3)Essay and/or scientific report. Further information is available in the unit outline.


1 Final exams (theory and practical) 50%

2 Regular quizzes 20%

3 Essay and/or scientific report 30%

Unit has a failedcomponent?

Unit has component(s) that, if failed, would lead to a Failed Component grade.

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Assessments that iffailed, would giverise to a failedcomponent (FC)grade

{"Assessments that if failed, would give rise to a failed component (FC) grade" blank}





00761 Animal Biology ROE 60%

00763 Plant Biology 40%

Unit rules

Prerequisites SCIE2204 Marine Systems

Corequisites Nil

Incompatibilities Nil


BIOL1131 Plant and Animal Biology


Intended courses B.Sc. major in Marine Science


Availabilities



Semester 2, 2016 Albany Face to face

Additional information

Incidental feesapply to this unit

Yes, incidental fees will be proposed to apply to this unit.





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ANIM2209 Field Studies in ZoologyTRIM: {"TRIM" blank}

ID: 5494


Unit information

Code ANIM2209

Title Field Studies in Zoology

Level 2


Undergraduatedegree

BSc

Faculty Science


Animal Biology

Unit coordinator Dr Jason Kennington

Created 04/03/2015



Contact hours 6 hours of lectures/practicals in animal ethics and animal handling (PAWES course), 60 contact hours of fieldwork (5 x 1-dayprojects, 3-day small group project)74 hours of other work - some face-to face on campus (e.g.oral presentations), database entry, and preparation of a majorreport based on a group project.

Broadeningcategory

Not broadening

Why not broadening This unit would be attractive as a broadening unit, but is specifically designed to be the centrepiece of the Zoology major. Assuch it can only be offered to students who select Zoology as their first major. The unit would also be very challenging to runwith high student enrollments. We expect that it would be viable to run with about 100 students.


Content This eight-day field-based (residential) unit will be available to students nominating Zoology as their first major. The unit willbe divided into two components. The first will comprise a series of field-based exercises that will run over five consecutivedays (each exercise led by a different Animal Biology academic). While individual projects will change from year to year, theunifying aim of these exercises will be to equip students with field based skills and experiences, and an understanding of theregulatory systems that underpin these activities (e.g. PAWES accreditation, permits etc.). The second component willcomprise a single research project run over three days. In this latter component, students will work collaboratively in groupsto collect and compile data for subsequent organisation, analysis and dissemination by each student (students will laterwrite an individual paper and present an oral presentation to the whole class).

Outcomes Students are able to (1) work responsibly, ethically and competently in the field demonstrating appropriate use oftechniques and equipment.; (2) enter field data into databases and produce exploratory graphical plots.; (3) produce ascientific article or report based on a 3-day group project on an aspect of animal biology that has been studied in the field.;and (4) communicate the rationale and results of their group project via a team presentation.



1 work responsibly, ethically and competently in the fielddemonstrating appropriate use of techniques and equipment.

Student performance will be evaluated by a supervising academic, using awell-designed and detailed marking rubric

2 enter field data into databases and produce exploratory graphicalplots.

Academic will visually assess the entered data and will score this outcomeas a pass/fail

3 produce a scientific article or report based on a 3-day group projecton an aspect of animal biology that has been studied in the field.

Scientific article, assessed via a marking rubric. Note that students will haveprior experience with writing scientific articles via the Journal Project inBIOL1131 (Plant and Animal Biology)

4 communicate the rationale and results of their group project via ateam presentation

Team presentation (marked by teaching staff and peers)

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Assessment items Typically this unit is assessed in the following way(s): (1) Assessment of individual performance across 5 separate fieldworkmodules, including data entry; (2) Completion of data entry requirements for a 1-day fieldwork module; (3) Write anindividual report based on a 3-day group project; and (4) Deliver an oral presentation on the same group project study, aspart of a small team.. Further information is available in the unit outline.


1 Assessment of individual performance across 5 separate fieldwork modules, including data entry 25%

2 Completion of data entry requirements for a 1-day fieldwork module 5%

3 Write an individual report based on a 3-day group project 60%

4 Deliver an oral presentation on the same group project study, as part of a small team. 10%

Unit has a failedcomponent?

Unit has component(s) that, if failed, would lead to a Failed Component grade.

Assessments that iffailed, would giverise to a failedcomponent (FC)grade

To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve a mark of50 per cent or higher for the Assessment of individual performance across 5 separate fieldwork modules, including dataentry component(s) of the unit.





00761 Animal Biology ROE 100%

Unit rules

Prerequisites BIOL1130 Frontiers in BiologyBIOL1131 Plant and Animal Biology

Corequisites Nil



Intended courses BSc Zoology Major

Note that this unit will ONLY be available to students who select Zoology as their first major.


Availabilities


Non-standard, 2016 Exmouth Face to face Description: Attendance of a one-day 'Program in Animal Welfare, Ethics and Science' (PAWES)course at UWA's animal care facility at Shenton Park in July. Attendance of 8-day field course in theExmouth region in July, excluding travel time.Satisfaction of academic standards: Students will be required to complete the equivalentworkload to a standard 6pt unit (i.e. 150 hours).

Handbook fields

Textbooks Nil.


Incidental feesapply to this unit

Yes, incidental fees will be proposed to apply to this unit.

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ANHB3322 Human/Primate Social OrganisationTRIM: {"TRIM" blank}

ID: 5525


Unit information

Code ANHB3322

Title Human/Primate Social Organisation

Level 3


Undergraduatedegree

BSc

Faculty Science



Unit coordinator Associate Professor Cyril C. Grueter

Created 17/03/2015



Contact hours lectures: 3 hrs per week for 8 weeks; tutorials: 1 hr 45 minutes per week for 13 weeks

Broadeningcategory



Content This unit runs in even years only and complements ANHB3315 Human Evolutionary Ecology, which runs in odd years only.Emphasis is placed on applying evolutionary thinking to human/primate social organisation and its underlying individualstrategies as well as the cognitive and cultural underpinnings of sociality. Topics to be covered include mate choicestrategies, cooperation and conflict within and between groups, social learning and culture as well as cultural cognition.

Outcomes Students are able to (1) Understand clearly define questions and problems in human/primate socioecology; (2) Acquiretechniques for seeking out information or designing observations or experiments to answer such questions; (3) Criticallyassimilate, analyse and discuss information acquired; (4) Present findings in written and oral form; (5) Develop anawareness of how the principles of human/primate socioecology can inform the study of human biology; and (6) Developnew scientific questions based on theory and literature, and methods to test such questions.



1 Understand clearly define questions and problems inhuman/primate socioecology

Midterm exam, tutorial participation and leadership, semester paper (literaturereview), and its oral presentation to the class

2 Acquire techniques for seeking out information or designingobservations or experiments to answer such questions

Tutorial leadership, semester paper (literature review) and its oralpresentation to the class

3 Critically assimilate, analyse and discuss information acquired Midterm exam, tutorial participation and leadership, semester paper (literaturereview) and its oral presentation to the class

4 Present findings in written and oral form Tutorial leadership, semester paper (literature review) and its oralpresentation to the class

5 Develop an awareness of how the principles of human/primatesocioecology can inform the study of human biology

Midterm exam, tutorial participation, tutorial leadership, semester paper(literature review) and its oral presentation to the class

6 Develop new scientific questions based on theory and literature,and methods to test such questions

Tutorial leadership, semester paper (literature review) and its oralpresentation to the class

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Assessment items Typically this unit is assessed in the following way(s): (1) Tutorial participation; (2) Mid-semester theory examination; (3) 10-to 15-page semester paper (literature review); and (4) Oral presentation. Further information is available in the unit outline.


1 Tutorial participation 15%

2 Mid-semester theory examination 25%

3 10- to 15-page semester paper (literature review) 50%

4 Oral presentation 10%





00910 Anatomy, Physiology and Human Biology ROE 100%

Unit rules

Prerequisites At least 66 points of credit in Bachelor Degree

Corequisites Nil



At least 12 points of Level 2 or 3 biological, behavioural or social science units; especially ANHB2215 BiologicalAnthropology: Human Adaptation and Variation


Intended courses MJD-ANHBY Anatomy and Human Biology (approved)MJS-ANHBY Anatomy and Human Biology (approved)MJS-BIOMS Biomedical Science (Anatomy and Human Biology specialisation) (approved)


Availabilities



Handbook fields

Textbooks The Evolution of Primate Societies (Mitani JC, Call J, Kappeler PM, Palombit RA, Silk JB, eds), 2012, Chicago University Press






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PHYS3043 Overseas Research Placement (A)TRIM: {"TRIM" blank}

ID: 5536


Unit information

Code PHYS3043

Title Overseas Research Placement (A)

Level 3

Unit type Undergraduate unattached elective

Undergraduatedegree

BSc

Faculty Science


Physics

Unit coordinator Associate Professor Paul C. Abbott

Created 20/03/2015



Why not 6 creditpoints

In recent years, the School of Physics has offered the possibility to students to undertake an overseas research placement(funded by Australian Government schemes such as Asia Bound, Short Term Mobility Programme, and the New ColomboPlan). This research placement was assessed in-lieu of a laboratory experimental project as part of either PHYS3002 orPHYS3012. Because of the timing of the research placement in December/January this had the consequence of their marksfor these units being unavailable until their project reports had been marked resulting in significant administrativeoverhead.

As a not-for-credit unit the work & experience of a student on the existing system of overseas research placements can beexplicitly recognised on the academic record of the student while not impacting the New Course structure - students whoare taking two majors with a full suite of complementary units do not have room for a unit-for-credit in the New Coursestructure, but nevertheless should not be denied the opportunity for an overseas research placement.

Contact hours This is a research experience unit with no set contact hours, but with an expectation of 150 hours study. Normally this wouldbe achieved in a four-week research placement with 37.5 hours per week working on a research project in an overseasresearch group.

Broadeningcategory



Content Students undertake the research project under the close supervision of an overseas researcher who mentors the student inall aspects of research practice and report writing. It therefore reflects the ethos of New Courses in which researchexperience and overseas study are key pillars.

In UWA Old Courses the summer units PHYS3341 Physics Vacation Project I and PHYS3342 Physics Vacation Project IIenabled students to undertake a research project within a UWA Physics Research Group. These units provided the studentwith a full-time embedded experience of work, projects and activities in a research group. The proposed unit reflects therecognition of an overseas research placement, of similar format to the PHYS3341/42 units, for explicit recognition on theacademic record of a student.

The School of Physics currently seeks and obtains external funding [e.g. Asia Bound, Short Term Mobility Programme, NewColombo plan] to provide the possibility for students to undertake an overseas research placement (e.g. China and Japan inDecember 2014) and this would continue to be the expected funding arrangement.

Outcomes Students are able to (1) Appreciation of the universality of research approaches in Physics research; (2) Critically evaluateresearch literature applicable to the research project undertaken; (3) Understanding the key physics concepts andapproaches enabling the research project; and (4) Appreciation of cultural differences in the approach to study and life.



1 Appreciation of the universality of research approaches in Physics research Overseas study reflective essay

2 Critically evaluate research literature applicable to the research project undertaken Overseas research report

3 Understanding the key physics concepts and approaches enabling the research project Overseas research report

4 Appreciation of cultural differences in the approach to study and life Overseas study reflective essay

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Assessment items Typically this unit is assessed in the following way(s): (1) Overseas study reflective essay; and (2) Overseas research report.Further information is available in the unit outline.


1 Overseas study reflective essay 30%

2 Overseas research report 70%


Not applicable.

Justification foradditionalsupplementaryassessment

This unit is ungraded pass/fail

Ungraded pass/failexemption category

Exemption Category A: where the involvement of external assessors makes it difficult to compare students' performance inan equitable manner and provide appropriately graded results for the units



00560 Physics ROE 100%

Unit rules

Prerequisites ((PHYS3001 Quantum Mechanics 2 and Atomic Physics or PHYS3003 Astrophysics and Space Science ) and PHYS3011Mathematical Physics ) or ( PHYS3002 Classical Mechanics and Electrodynamics and PHYS3012 Frontiers in Modern Physics )

Corequisites Nil

Incompatibilities all PHYS Research Placement units


Intended courses This unit is not, nor is it intended to be, part of any undergraduate major sequence or postgraduate course. The unit allows astudent gain an overseas educational experience via an overseas research placement without needing to take a fullsemester on exchange.

Unattached elective in BSc

Availabilities


Summer, 2016 Crawley Face to face Satisfaction of academic standards: Personal research supervision in an overseas research groupEstimated enrolments: 1Examinations: NoneHR not consulted.Not available for self service enrolment





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PHYS3044 Overseas Research Placement (B)TRIM: {"TRIM" blank}

ID: 5540


Unit information

Code PHYS3044

Title Overseas Research Placement (B)

Level 3


Undergraduatedegree

BSc

Faculty Science


Physics


Created 23/03/2015



Contact hours This is a research experience unit with no set contact hours, but with an expectation of 150 hours study. Normally this wouldbe achieved in a four-week research placement with 37.5 hours per week working on a research project in an overseasresearch group.

Broadeningcategory



Content Students undertake the research project under the close supervision of an overseas researcher who mentors the student inall aspects of research practice and report writing. It therefore reflects the ethos of New Courses in which researchexperience and overseas study are key pillars.

In UWA Old Courses the summer units PHYS3341 Physics Vacation Project I and PHYS3342 Physics Vacation Project IIenabled students to undertake a research project within a UWA Physics Research Group. These units provided the studentwith a full-time embedded experience of work, projects and activities in a research group. The proposed unit reflects therecognition of an overseas research placement, of similar format to the PHYS3341/42 units, for explicit recognition on theacademic record of a student.

The School of Physics currently seeks and obtains external funding [e.g. Asia Bound, Short Term Mobility Programme, NewColombo plan] to provide the possibility for students to undertake an overseas research placement (e.g. China and Japan inDecember 2014) and this would continue to be the expected funding arrangement.

Outcomes Students are able to (1) Appreciation of the universality of research approaches in Physics research; (2) Critically evaluateresearch literature applicable to the research project undertaken; (3) Understanding the key physics concepts andapproaches enabling the research project; and (4) Appreciation of cultural differences in the approach to study and life.



1 Appreciation of the universality of research approaches in Physics research Overseas study reflective essay

2 Critically evaluate research literature applicable to the research project undertaken Overseas research report

3 Understanding the key physics concepts and approaches enabling the research project Overseas research report

4 Appreciation of cultural differences in the approach to study and life Overseas study reflective essay

Assessment items Typically this unit is assessed in the following way(s): (1) Overseas study reflective essay; and (2) Overseas research report.Further information is available in the unit outline.


1 Overseas study reflective essay 30%

2 Overseas research report 70%

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Not applicable








Unit rules

Prerequisites ((PHYS3001 Quantum Mechanics 2 and Atomic Physics or PHYS3003 Astrophysics and Space Science ) and PHYS3011Mathematical Physics ) or (PHYS3002 Classical Mechanics and Electrodynamics and PHYS3012 Frontiers in Modern Physics )

Corequisites Nil



Intended courses This unit is not, nor is it intended to be, part of any undergraduate major sequence or postgraduate course. The unit allows astudent gain an overseas educational experience via an overseas research placement without needing to take a fullsemester on exchange.


Availabilities


Summer, 2016 Crawley Face to face Satisfaction of academic standards: Personal research supervision in an overseas research groupEstimated enrolments: 1Examinations: NoneHR not consulted.Not available for self service enrolment




Curriculum Committee Not yet endorsed

Academic Council Not yet approved


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PHYS3045 Research Placement (A)TRIM: {"TRIM" blank}

ID: 5541


Unit information

Code PHYS3045

Title Research Placement (A)

Level 3


Undergraduatedegree

BA

Faculty Science


Physics


Created 23/03/2015



Why not 6 creditpoints

In previous years this research opportunity has been available to Old Courses students through the units PHYS3341 PhysicsVacation Project I and PHYS3342 Physics Vacation Project II.

In recent years, the School of Physics has also offered the possibility to students to undertake an overseas researchplacement (funded by Australian Government schemes such as Asia Bound, Short Term Mobility Programme, and the NewColombo Plan).

This proposed unit allows students to gain a research experience in a UWA research group. It is intended for students whowere either unsuccessful in obtaining a place in an Overseas Research Placement unit or who are unable to take up anoverseas opportunity.

As a not-for-credit unit the work & experience of a student in a research placement can be explicitly recognised on theacademic record of the student while not impacting the New Course structure - students who are taking two majors with afull suite of complementary units do not have room for a unit-for-credit in the New Course structure, but nevertheless shouldnot be denied the opportunity for a research placement.

Contact hours This is a research experience unit with no set contact hours, but with an expectation of 150 hours study. Normally this wouldbe achieved in a four-week research placement with 37.5 hours per week working on a research project in a UWA researchgroup.

Broadeningcategory



Content Students undertake the research project under the close supervision of a UWA researcher who mentors the student in allaspects of research practice and report writing. It therefore reflects the ethos of New Courses in which research experienceis a key pillar.

In UWA Old Courses the summer units PHYS3341 Physics Vacation Project I and PHYS3342 Physics Vacation Project IIenabled students to undertake a research project within a UWA Physics Research Group. These units provided the studentwith a full-time embedded experience of work, projects and activities in a research group.

Outcomes Students are able to (1) Appreciation of the research culture in Physics research; (2) Critically evaluate research literatureapplicable to the research project undertaken; and (3) Understanding the key physics concepts and approaches enabling theresearch project.



1 Appreciation of the research culture in Physics research Research reflective essay

2 Critically evaluate research literature applicable to the research project undertaken Research report

3 Understanding the key physics concepts and approaches enabling the research project Research report

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Assessment items Typically this unit is assessed in the following way(s): (1) Research reflective essay; and (2) Research report. Furtherinformation is available in the unit outline.


1 Research reflective essay 15%

2 Research report 85%


Not applicable


The unit is ungraded pass/fail






Unit rules


Corequisites nil



Intended courses This unit is not, nor is it intended to be, part of any undergraduate major sequence or postgraduate course. The unit allows astudent gain an in depth research experience working in a UWA research group.

Unattached elective in BA

Availabilities


Summer, 2016 Crawley Face to face Satisfaction of academic standards: Personal research supervision in a UWA research groupEstimated enrolments: 1Examinations: NoneHR not consulted.Not available for self service enrolment







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PHYS3046 Research Placement (B)TRIM: {"TRIM" blank}

ID: 5542


Unit information

Code PHYS3046

Title Research Placement (B)

Level 3


Undergraduatedegree

BSc

Faculty Science


Physics


Created 23/03/2015



Contact hours This is a research experience unit with no set contact hours, but with an expectation of 150 hours study. Normally this wouldbe achieved in a four-week research placement with 37.5 hours per week working on a research project in a UWA researchgroup.

Broadeningcategory



Content Students undertake the research project under the close supervision of a UWA researcher who mentors the student in allaspects of research practice and report writing. It therefore reflects the ethos of New Courses in which research experienceis a key pillar.

In UWA Old Courses the summer units PHYS3341 Physics Vacation Project I and PHYS3342 Physics Vacation Project IIenabled students to undertake a research project within a UWA Physics Research Group. These units provided the studentwith a full-time embedded experience of work, projects and activities in a research group.

Outcomes Students are able to (1) Appreciation of the research culture in Physics research; (2) Critically evaluate research literatureapplicable to the research project undertaken; and (3) Understanding the key physics concepts and approaches enabling theresearch project.



1 Appreciation of the research culture in Physics research Research reflective essay

2 Critically evaluate research literature applicable to the research project undertaken Research report

3 Understanding the key physics concepts and approaches enabling the research project Research report

Assessment items Typically this unit is assessed in the following way(s): (1) Research reflective essay; and (2) Research report. Furtherinformation is available in the unit outline.


1 Research reflective essay 15%

2 Research report 85%


Not appicable



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Unit rules


Corequisites nil



Intended courses This unit is not, nor is it intended to be, part of any undergraduate major sequence or postgraduate course. The unit allows astudent gain an in depth research experience working in a UWA research group.


Availabilities


Summer, 2016 Crawley Face to face Satisfaction of academic standards: Personal research supervision in a UWA research groupEstimated enrolments: 1Examinations: NoneHR not consulted.Not available for self service enrolment







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