Outline

Overview

This unit of study constitutes an international field-based experience held in Southeast Asia during the July semester break. It explores the contested notions of sustainable development and sustainability through exposure to real world development dilemmas in Southeast Asia. We explore fundamental issues such as urbanization, sustainable livelihood, resource scarcity and globalization. The unit of study involves lectures, in-situ readings and discussion groups, introduction to field methods, stakeholder meetings and experiential learning. Students interested in this unit should confirm their interest to the Unit Coordinator by February of the year the field school will be held. There will be additional costs associated with this unit to cover food, accommodation, local transport and field assistance of about $800. Students will also be required to arrange their own international travel to the starting point.

Unit details and rules

Academic unit	Geosciences Academic Operations
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jeffrey Neilson, jeffrey.neilson@sydney.edu.au
Demonstrator(s)	Linda Susilowati, linda.susilowati@sydney.edu.au
Lecturer(s)	Jeffrey Neilson, jeffrey.neilson@sydney.edu.au

Assessment

The census date for this unit availability is 4 July 2025

Details
Criteria

Type	Description	Weight	Due	Length
Small test	In-class short essays Students answer short questions based on readings and field obervations.	40%	Multiple weeks Due date: 05 Jul 2025 at 09:00	90 minutes
Outcomes assessed:
Assignment	Field school report Written report based on field work.	40%	Multiple weeks Due date: 24 Jul 2025 at 23:59	2500 words (excluding references)
Outcomes assessed:
Participation	Participation and discussion Students are assessed based on their involvement in discussion groups, interactions with guest speakers and local communities, and ability to verbally communicate ideas and observations to others.	20%	Ongoing	Ongoing
Outcomes assessed:
= hurdle task ? = AI allowed ?

Assessment summary

In-class short essays: Students will be asked to write short essays or short answer questions under exam-like conditions on the final day of the field school. These questions will assess the student’s understanding of key concepts explored during the field school.

Field school report: Students are required to write a report addressing a sustainable development challenge in Indonesia that draws upon both field observations and an exploration of background literature.

Participation and discussion: Students are assessed based on their involvement in discussion groups, interactions with guest speakers and local communities, and ability to communicate ideas and observations to others.

Detailed information for each assessment task can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Student’s work is i) innovative, ii) original and iii) highly analytical. Written work is at a standard that could potentially be published for a broader readership, and it contains no factual, referencing or grammatical errors. Demonstrates an intimate conceptual understanding of a broad literature and uses this to make sophisticated arguments and promote thought-provoking discussion during lectures and tutorials. Draws on a wide variety of reference material and personal field observations to develop advanced understanding of pertinent development issues.
Distinction	75 - 84	Performs at a high level of competence meeting at least two of the three HD criteria. Written work is at a high standard with few factual, referencing or grammatical errors. Demonstrates a strong conceptual understanding of the literature and uses this, in combination with personal field observations, to make logical arguments and actively engage in discussions. Able to clearly articulate an understanding of all concepts through written answers.
Credit	65 - 74	The defining difference between a ‘credit’ and ‘distinction’ grade is the use of original insights in a Distinction-level report and the possible appearance of some factual, referencing or grammatical errors in a Credit grade. Credit-grade reports will, however, still have a logically constructed argument and be well-written, but may lack originality or flair, or with limited use of personal field observations. While personal observations are used, they may be less effectively presented. Credit-level short essay responses will address the question and comply with basic requirements of the task, but may do so indirectly or suggesting a partial understanding of the question. Credit-grade students make thoughtful contributions to debate most of the time, capturing the main points of the seminar in an informed way, but generally demonstrate little original thought.
Pass	50 - 64	Addresses the question and complies with the basic requirements of the task, but indicates a rudimentary understanding of key concepts, with limited exploration of reputable literature, and whose written work usually contains some factual, referencing or grammatical errors. Students in this range struggle to draw links between field observations and concepts. Pass-grade students contribute to class debate, but don’t show a deep conceptual understanding of the issues, and may have some unexplained absences.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity	Learning outcomes
Multiple weeks	Environmental change and vulnerability in coastal communities	Block teaching (75 hr)
Multiple weeks	Sustainable rural livelihoods and the agrarian transition	Block teaching (75 hr)

Attendance and class requirements

Students are required to attend both pre-departure information sessions and the entire field school in Indonesia.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

To be posted on canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Apply expert theoretical knowledge and an integrated understanding of environmental and social science to interpret current sustainability challenges.
LO2. Demonstrate creativity and initiative when addressing the challenges of sustainable development.
LO3. Work effectively and responsibly in an individual context and within interdisciplinary and cross-cultural teams.
LO4. Develop field-based skills of data collection and observation to inform policy and programmatic interventions.
LO5. Interpret the significance and scope of ethical principles and apply these principles in exploring environmental, social and development challenges.
LO6. Interpret and effectively communicate evidence-based solutions to the challenges of sustainable development in written and oral modes of communication to diverse audiences.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

More reading time during the field school has been incorporated into the schedule. Instead of undertaking three separate modules, we are instead examining only two modules this year to allow more time for students to grasp the issues and concepts.

Additional information

The tentative schedule is as follows:

Date	Activities	Overnight	Module
Sunday, June 22	Arrive in Semarang	Semarang	Coastal flooding and environmental change
Monday, June 23	Stakeholder presentations in Semarang	Semarang
Tuesday, June 24	Visit Government Offices	Semarang
Wednesday, June 25	Site Visit: Kampung Tambakrejo Semarang	Semarang
Thursday, June 26	Site Visit: Demak community	Semarang
Friday, June 27	Travel to Salatiga (2 hours) / tutorial	Salatiga
Saturday, June 28	Lectures / tutorials / reading	Salatiga	Agrarian Change and rural livelihoods
Sunday, June 29	Travel to Keditan village homestay	Keditan
Monday, June 30	Keditan village homestay	Keditan
Tuesday, July 1	Keditan village homestay	Keditan
Wednesday, July 2	Keditan village homestay	Keditan
Thursday, July 3	Keditan in morning	Salatiga
Friday, July 4	Tutorial and independent study	Salatiga	Closing
Saturday, July 5	Morning exam / closing lunch	Salatiga	Closing

Additional costs

Students are required to buy their own airfares to and from Semarang in Central Java and to make a contribution of up to $800 towards accommodation, 80% of meals and other additional costs during the field school.

Work, health and safety

There are several inherent risks associated with international travel. A risk assessment has been conducted in relation to the Indonesia field school, and control measures enacted to avoid, minimize and (if necessary) respond to any identified risks and events if they occur.

Students are required to attend pre-departure sessions where an important safety and cultural induction will be undertaken.

Students need to notify the course coordinator of any medical conditions that may affect their ability to fully participate in the field school, which is both physically and mentally demanding.

Students should consult a qualified medical practioner well in adavnce of departure to ensure necessary health advice (such as vaccinations) is followed.

Students are required to follow visa requirements as directed by the course coordinator.

You should read the general travel advisory for Indonesia from the Australian Department of Foreign Affairs (DFAT) at http://www.smartraveller.gov.au.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

ENVI5903: Sustainable Development

Intensive June - July, 2025 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links