17906 Environmental and Social Impact Assessments

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Subject handbook information prior to 2024 is available in the Archives.

UTS: Design, Architecture and Building: School of the Built Environment
Credit points: 6 cp
Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

Environmental Impact Assessment (EIA) and Social Impact Assessment (SIA) are integral tools for managing and supporting effective urban and regional planning and development decisions, policy-making and services delivery. This subject introduces the concepts, issues, principles, methods and practices of both EIA and SIA in NSW and Australia’s planning process from theoretical and professional perspectives. Critical discussions and analyses using examples of contemporary national and international EIA and SIA case studies demonstrate real-world problems, methodologies in applications, legislative and policy requirements, systematic stages of EIA and SIA processes and their potential and limitations. It teaches how to conduct integrated appraisals considering social, environmental and economic implications, ecologically sustainable development principles, qualitative and quantitative research data, local knowledge, and community engagement.

Subject learning objectives (SLOs)

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

1.	Demonstrate critical understanding of environmental and social factors
2.	Develop effective communication strategies
3.	Critically evaluate evidence and conclusions based on evidence
4.	Identify and apply effective methods and appropriate analytic tools in research analysis
5.	Understand the environmental risks posed by patterns of development, and the strategies available to manage risk and adapt urban development patterns to mitigate risk

Course intended learning outcomes (CILOs)

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

Communicate with people with a wide variety of cultural, social, economic, and political perspectives and interests using verbal, written, and visual media (C.2)
Apply a wide array of analytic tools (which may include spreadsheets, geographic information software, three-dimensional simulations, or negotiation tools) to determine constraints and opportunities (P.3)
Prepare and critique plans and design solutions based on a broad understanding of urban and regional and environmental dynamics, and analyse (and develop) alternatives (P.4)
Determine risk assessment principles and apply them to simulating future courses of action (R.1)
Interpret spatial relationships and evaluate the spatial and physical impacts of proposals (R.3)

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

This subject is taught fully online. Each week is self-paced through the learning management system. You are expected to complete a range of different learning activities throughout the week. Activities provide opportunities to learn, apply, and discuss the knowledge gained in a practical manner. Feedback is provided from both peers and teaching staff throughout the activities. You are encouraged to actively provide feedback and interact with staff and students in the exercises and on the discussions board(s). Online Zoom sessions will be held regularly throughout the subject to allow you to interact with staff and students, ask questions and receive clarification and formative feedback on your assigments.

Content (topics)

1. What are environmental and social Impact assessments

2. Environmental impact identification

3. Environmental impact prediction and evaluation

4. Social impact identification

5. Social impact prediction and evaluation

6. Ethical implications for planners

Assessment

Assessment task 1: Assessment of EIA and SIA legislation in Australian states

Intent:

The legislation to guide and enforce environmental and social impacts assessment in planning processes is different across Australia. Demonstrating understanding of the legislative context behind EIA/SIA is essential for planning practice. Recently, the Planning Institute of Australia (PIA) and an independent review panel for the EPBC Act 1999 have identified scope for reform to ensure that environmental and social safeguards are effectively implemented in Australia. Students are asked to evaluate the legislation regulating EIA/SIA process in an Australian state of choice using the matrix provided, and provide one paragraph (maximum 400 words) reflecting on the evaluation.

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.):

C.2, P.3 and P.4

Type:

Reflection

Groupwork:

Individual

Weight:

15%

Length:

400 words (+/- 10%)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Demonstrates understanding of how EIA and SIA processes are implemented in an Australian state using the evaluation matrix	30	1	P.3
Composes a critical, clear and succinct explanation of the evaluation conducted based on the criteria provided	40	2	P.4
Uses appropriate sources to inform evaluation	20	3	P.3
Produces correct grammar, spelling, formatting and style	10	2	C.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Revision of a chapter of an EIS study

Intent:

The process of conducting EIA is complex, requiring the use of multi-disciplinary methods for impact prediction and assessment based on a range of primary and secondary data and baseline studies. Students are asked to critically review and assess the methodologies and data involved in EIA reports to ensure these processes are effective at identifying and addressing the environmental impacts of development projects.

Objective(s):

This task addresses the following subject learning objectives:

1, 2, 3, 4 and 5

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.):

C.2, P.3, P.4, R.1 and R.3

Type:

Report

Groupwork:

Individual

Weight:

45%

Length:

2000 words (+/- 10%)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Assesses the quality of the scoping and profiling exercises and their capacity to provide a comprehensive understanding of the existing natural environment	15	1	R.3
Deconstructs the process of impact prediction critically understanding the suitability of methods used	20	5	R.1
Understands the data used to inform the sections of the report critically assessing its clarity and information gaps	15	3	P.3
Understands the process of engagement and stakeholder participation in the development of the report and information presented	15	3	P.3
Produces sound recommendations using appropriate sources to back up points made for best EIA practice	25	4	P.4
Produces correct grammar, spelling, formatting and style in the report	10	2	C.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Video presenting a reflection on ethical planning practice for EIA/SIA

Intent:

The practice of environmental and social impact assessment in planning is not straightforward. Despite their technical nature these processes can be influenced by political and commercial interests, social biases, and the positioning of planners based on the nature of their work and organisation. Students are asked to use reflective practice to assess how their individual personal and professional position as a planner can impact on the delivery of environmental and social impacts assessments. This practice together with professional codes of practice such as from the Planning Institute of Australia enrich the capacity of EIA/SIA as decision-making planning tools for development projects.

Objective(s):

This task addresses the following subject learning objectives:

2, 3 and 5

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.):

C.2, P.3 and R.1

Type:

Reflection

Groupwork:

Individual

Weight:

40%

Length:

5 minutes (+/- 10%)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Reflects on how personal characteristics (e.g., age, gender, cultural background, social status) influences the practice of EIA/SIA	20	2	C.2
Reflects on how the professional position as a planner (e.g., workplace) influences the practice of EIA/SIA	20	2	C.2
Identifies and reflects on structural factors (e.g., political interests) affecting EIA/SIA processes	20	5	P.3
Reflects on relevant professional codes of practice to guide ethical practice on EIA/SIA	25	3	R.1
Produces a high-quality video and presentation	15	2	C.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must achieve at least 50% of the subject’s total mark.

Required texts

All required texts are indicated on Canvas.