95752 The Environment, Health and Sustainability
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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 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 60 credit points of completed study in spk(s): C10360 Bachelor of Public Health OR 60 credit points of completed study in spk(s): C10410 Bachelor of Public Health Bachelor of Sustainability and Environment OR 60 credit points of completed study in spk(s): C10396 Bachelor of Public Health Bachelor of International Studies OR 60 credit points of completed study in spk(s): C10441 Bachelor of Health Sciences Bachelor of Languages and Cultures
Description
Every year 12.5 million people die from living or working in an unhealthy environment as a result of air, water and soil pollution, chemical exposure, ultraviolet radiation and natural disasters. This subject engages students in dialogue and debate with peers, researchers and practitioners across sectors to examine the relationship between health and the environment in which we live. An ecological approach is taken to investigate the evidence and pathways that impact upon health and wellbeing and how humans, through their intervention in the environment, can play a vital role in exacerbating or reducing health risks. Global challenges related to the changing climate, ocean acidification, human population, rising costs of water, energy, sanitation and waste management are examined in relation to health and the sustainable development goals. Students also consider how health and other sectors can work together to prevent the disease burden and provide the leadership required to find sustainable solutions to strengthen human resilience and adaptive capacity. Innovative system changes are explored, and the concept of planetary health is introduced.
Subject learning objectives (SLOs)
| A. | Recognise, describe and discuss the direct and indirect pathways that connect human health and ecosystems from a local to planetary level, and methods that can be utilised to analyse and appraise planetary health issues. |
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| B. | Describe and identify health related policies and strategies at local, state, national and international scales, that include responses to existing and emerging environmental issues ranging from water quality, food safety, sanitation, air pollution, environmental toxicology, loss of biodiversity and urbanisation through to climate change. |
| C. | Reflect on and critically appraise the impacts of environmental issues on intergenerational health equity, vulnerability and resilience, and how these manifest in the context of environmental justice and ecological sustainability. |
| D. | Critically appraise the roles, methods and responses of different professions and sectors (environmental management and legislation, environment professions, research, health, public policy) to protect population health and the ecosystems on which it depends. |
| E. | Recognise and describe the role of interdisciplinary and transdisciplinary actions in raising awareness of the links between human health and built and natural ecosystems. |
| F. | Collaborate and communicate effectively with peers to develop practice approaches to support the development of policies and strategies to protect population health and the ecosystems on which it depends. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Analyse and contextualise complex data including statistical information in public health (1.1)
- Promote and enhance the health of diverse groups through evidence-based advocacy strategies and techniques (1.3)
- Evaluate the effectiveness and efficiency of health projects and programs (2.1)
- Develop creative and innovative responses to health issues (2.2)
- Identify and use culturally sensitive and appropriate communication techniques aimed at improving health in diverse populations (3.1)
- Reflects on the ethical implications for public health research and practice (4.1)
- Demonstrates critical thinking in the development and practice of public health (5.1)
Teaching and learning strategies
The subject is designed to be student-centred and highly interactive. It will be taught online and face-to-face, and will include a series of workshops in which students will have the experience of being an expert in your field. Students will be asked to complete activities in preparation for the workshops such as short readings, watching online videos, or participate in online activities. These online activities will prepare you for active participation in each of the workshops. The workshops will be a combination of lectures, expert interviews, a field trip to an urban development site (Week 6), and student-centred activities that will include collaboration with peers, critical analysis, discussion, scenario development, and exploration of real-world case studies. Case studies will be explored in dialogue with peers and teachers. Active participation will be essential in achieving the learning outcomes for each topic area and assessments.
During the session students will develop an awareness that this is a rapidly evolving area of knowledge. Canvas will provide a venue to collaborate, discuss subject content, and concepts and assignments at any time. Early and continuing feedback will be provided by peers and teachers both in-person, through the Canvas discussion board throughout the course of the subject and on assessment tasks.
Content (topics)
- The evolution of ecological public health from traditional public health to planetary health
- Evolution of sustainable development goals
- Disciplinary to transdisciplinary approaches to ecological public health
- Practical methodological approaches for ecological public health
- Health ecology: Ecosystems and their transformation (co-benefits), for example: climate change, urbanisation, changing food systems, pollution
- Health ecology: Health impacts, including: infectious diseases, non-communicable diseases, physical health, mental health, nutrition, civil strife and displacement
- Social, political, cultural context of ecological public health, and ethical considerations
Assessment
Assessment task 1: Online quiz
| Intent: | The purpose of this activity is to demonstrate knowledge of the evolution of ecological public health from traditional public health to planetary health, recognition of how these are related to sustainable development, and recognition of the health impacts from environmental change. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 1.1 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 45 minutes to answer 15 multiple choice questions. |
| Criteria: |
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Assessment task 2: Modified health impact assessment (HIA)
| Intent: | The purpose of this activity is for students to relate the planetary health model to every day events, and to have the experience of being a professional in the field. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, C, D and F This assessment task contributes to the development of graduate attribute(s): 1.3, 2.1, 2.2 and 3.1 |
| Type: | Project |
| Groupwork: | Group, individually assessed |
| Weight: | 45% |
| Length: | 2,000 words (+/- 10%) for completed template for the written Report of findings (Part 2). |
| Criteria: |
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Assessment task 3: Proposal for a climate change adaptation or mitigation intervention
| Intent: | The purpose of this assessment is to develop a project proposal for an intervention to reduce health impacts from climate change in the Sydney region. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B, C, D, E and F This assessment task contributes to the development of graduate attribute(s): 1.3, 2.1, 2.2, 3.1, 4.1 and 5.1 |
| Type: | Project |
| Groupwork: | Group, individually assessed |
| Weight: | 45% |
| Length: | 2,000 (+/- 10%) words plus references. |
| Criteria: |
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Minimum requirements
A total grade of 50% or higher is required to pass this subject.
Required texts
Library links to the following required readings will be provided in Canvas on the subject site.
Myers, S., & Frumkin, H. (2020). Planetary Health: Protecting Nature to Protect Ourselves. Island Press.
Recommended texts
Library links to recommended readings will be provided in Canvas on the subject site.
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
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