11183 Ecology

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Design, Architecture and Building: Architecture
Credit points: 6 cp

Subject level: Undergraduate

Result type: Grade and marks

Requisite(s): ( 11177 Botany OR ((11173 Landscape Architecture Studio 2 OR 11197 Landscape Architecture Studio 2) AND 11171 Landscape Architecture Studio 1: Forming))
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

This subject introduces landscape architecture students to ecological thinking, including methods for viewing, experiencing and understanding nature and natural systems.

Throughout the semester the geology, soil, and vegetation types of greater Sydney is presented via in-person lectures and several field excursions.

Students are exposed to ecology as a scientific enterprise and body of knowledge (as well as the related fields of geology & botany). Other methods for engaging with nature may be included, such as Aboriginal understandings of Country. Consideration is given to how these differing cultural perspectives shape our relationship to nature.

Threats to natural systems are outlined, as well as various management strategies may be discussed, including the use of landscape architecture as a vehicle for custodianship of the non-human world.

Teaching combines on-campus lectures and tutorials with several field excursions. These trips enable students to experience, observe and analyse ecological communities to begin to understand biotic and abiotic associations and relationships that occur in nature.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1.	Use text and visual media to describe and analyse ecological phenomena.
2.	Utilise appropriate field methods to assess, identify and document biophysical field conditions.
3.	Demonstrate knowledge of the interrelated ecological and human systems of the Sydney region, identifying ecological patterns, processes and interrelationships through engagement with class readings, field trips, discussions and assessment tasks.
4.	Be capable of utilising ecological knowledge to produce well-informed, interesting, responsible and site-appropriate work.

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

Formulate an ethical position and develop approaches to advocate for equitable and just landscapes that deliver positive impacts. (C.1)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

The subject is structured around a combination lectures, tutorials and site visits to achieve the course objectives. Two assessments will be used to ascertain student learning and competency. Students are expected to attend all sessions and to be prepared to actively participate in assigned activities.

COLLABORATIVE LEARNING

UTS staff believe that collaborative peer learning enhances learning. You will be asked to work in clusters for some activities, to present your own research findings to peers, and discuss the work of others.

FEEDBACK

The subject provides a range of feedback strategies.

1. All assessments will be graded in ReView. ReView will be used as a formative feedback mechanism in Assessments 1 & 2.

2. The subject is designed around two assessments that will be undertaken sequentially. Each weekly session will progressively assist you to develop your project. It is therefore vital you complete the work required each week to receive useful in-class feedback.

Content (topics)

Key Topics:

Landscape ecology: understanding pattern and processes and building a 'landscape literacy'.
The ecology, botany & geology of the Sydney region.
Fundamental ecological concepts. Current areas of ecological research and debate.
Field methods and place-based recording skills to document explorations of the site and the collation of environmental information
Environmental stewardship, cultural awareness, environmental ethics and the potential role(s) of the landscape architect.

Assessment

Assessment task 1: FIELD & RESEARCH REPORTS

Intent:

READINGS & FIELD REPORTS

Refer to assessment brief for outline and specifications.

Objective(s):

This task addresses the following subject learning objectives:

1, 3 and 4

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

.1, .2 and .2

Type:

Report

Groupwork:

Individual

Weight:

50%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Comprehension of information/concepts/perspectives presented within the field excursion/material	40	4	.2
Evidence of analysis of the site/material	20	3	.1
Quality of visual and textual communication	40	1	.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: FIELD & RESEARCH REPORTS

Intent:

READINGS & FIELD REPORTS

Refer to assessment brief for outline and specifications.

Objective(s):

This task addresses the following subject learning objectives:

1, 2 and 3

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

.1, .2 and C.1

Type:

Report

Groupwork:

Individual

Weight:

50%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Comprehension of information/concepts/perspectives presented within the field excursion/material	40	2	.1
Evidence of analysis of the site/material	20	3	C.1
Quality of visual and textual communication	40	1	.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Please note full attendence at field trips is a requirement of this subject. NOTE: One field trip will be on a Saturday in March or April

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.

Recommended texts

Other resources

Atlas of Living Australia | http://www.ala.org.au/

PlantNet – The plant information Network System of The Royal Botanic Gardens NSW |

http://plantnet.rbgsyd.nsw.gov.au/

SEED – The Central Resource for Sharing and Enabling Environmental Data in NSW. NSW Government