Outline

Overview

In-situ and ex-situ conservation play vital roles in the conservation efforts of endangered species. But are they two distinct strategies or should the two be considered and managed as a meta-population? Using evidence-based decision making, this unit will investigate both species and populations and evaluate wildlife management from both in- and ex-situ perspectives, assessing intensive (highly managed) and extensive (near natural) management through strategic components such as reproduction, nutritional ecology and physiology, behaviour, population establishment, genetics and genomics, preventative medicine, stakeholder engagement and management, captive health, welfare, legislation and ethics. This unit will run as an intensive over a two-week period in February. One of these weeks will be held at Taronga Western Plains Zoo in Dubbo. You will be given a unique opportunity to learn directly from academics, scientists, keepers and vets from both the University and Taronga whilst gaining and applying practical skills in wildlife conservation in the field. Risk assessments are regularly conducted for units that require the completion of compulsory learning activities that may expose students to zoonotic diseases. These assessments aim to identify appropriate risk mitigation controls, such as vaccination against vaccine- preventable zoonoses. Vaccination against Q fever (Coxiella burnetii) is an inherent requirement for students enrolling in this unit of study. Students must be vaccinated against Q fever before commencing the unit or no later than week one of the enrolled teaching session. Q fever vaccination is only available in Australia with the vaccination process taking three weeks to complete. Students must also submit a Q fever Vaccination Declaration upon enrolment. Students who fail to receive vaccination by the specified deadline and/or submit a Q fever Vaccination Declaration are precluded from practical learning activities and will not be able to satisfactorily complete relevant units of study and/or progress in their course more generally. Please refer to the University’s website https://www.sydney.edu.au/students/q-fever-vaccinations.html for more information on student vaccinations.

Unit details and rules

Academic unit	Life and Environmental Sciences Academic Operations
Credit points	6
Prerequisites ?	144 credit points of units including WILD3001
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Patrick Finnerty, patrick.finnerty@sydney.edu.au

Assessment

The census date for this unit availability is 30 January 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person written or creative task	WILD4001 Test Written test. Both the written and oral exams are hurdle tasks. Students must complete both and achieve an average of 40% across the exams to pass the unit of study.	20%	Week 05 Due date: 20 Feb 2026 at 09:00	90 min (1hr + 10min reading time)	AI prohibited
Outcomes assessed:
Interactive oral	Interactive oral Interactive oral assessment of a wildlife management scenario. Both the written and oral exams are hurdle tasks. Students must complete both and achieve an average of 40% across the exams to pass the unit of study.	20%	Week 05 Due date: 20 Feb 2026 at 12:00	15 minutes (within a 5hr window)	AI prohibited
Outcomes assessed:
Presentation	Wildlife management case studies Small group presentation on wildlife management topic	20%	Week 05 Due date: 19 Feb 2026 at 09:00	20 - 25 mins (within a 7 hour window)	AI allowed
Outcomes assessed:
Written work	Written report Written assessment of major learnings from the unit	40%	Week 07 Due date: 06 Mar 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

The written test will comprise a series of questions that will test your knowledge and understanding of key concepts that have been covered in the unit. It is designed to test all learning outcomes. This task will comprise 20% of your final grade for the unit of study. This is a hurdle task. Students must achieve an average grade of 40% for the written and interactive oral exams to be eligible to pass the unit.
The aim of the interactive oral exam is to evaluate your ability to analyse a wildlife management problem and communicate a clear, logical, and defensible management response, with a particular emphasis on stakeholder engagement in real-world wildlife management. You will be provided with a short wildlife management scenario on the day and asked to outline how you would approach the problem using concepts, tools, and engagement processes covered in the intensive component of the unit. This task will comprise 20% of your final grade for the unit of study. This is a hurdle task. Students must achieve an average grade of 40% for the written and interactive oral exams to be eligible to pass the unit.
The aim of the group wildlife management case study presentations is to evaluate the integration of in- and ex-situ wildlife management of an existing species conservation initiative and give a tutorial to your peers. You can assume background knowledge about concepts but not necessarily about the conservation initiative. You will work in a group of 4-5, with all group members participating equally as the same score will be given to each group member. Each group member should speak for about 5 minutes, and the group should submit their slides as part of the assessment. Weight 20%
The written report will take the form of an essay to be completed as an individual task by students in the period after the face-to-face part of the unit has finished. The report will expect students to demonstrate their understanding of key learning outcomes of the unit, especially the importance of integrating in-situ and ex-situ approaches into wildlife management. Weight 40%.
Detailed information for each assessment can be found on Canvas.

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	At HD level, a student demonstrates a flair for the subject as well as a detailed and comprehensive understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to a student who demonstrates the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.
Distinction	75 - 84	At D level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well developed critical analysis of theoretical concepts.
Credit	65 - 74	At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the unit material and can solve routine problems and/or identify and superficially discuss theoretical concepts.
Pass	50 - 64	At P level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge of the subject and can solve simple problems and can accurately identify key theoretical concepts.
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)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late submissions of assessment tasks will incur a penalty of 5% per day, up to 10 days late. Submissions >10 days after the due date will receive a grade of 0%.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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
Week 02	Day 1. Unit introduction, logistics and definitions, wildlife management case studies, wildlife management + In situ & ex situ conservation + fenced reserves, Wildlife population processes and monitoring, Experimental design in conservation, Case study work through, Assessment discussion	Lecture (5 hr)
	Day 1. Radio- and GPS-tracking, and camera trapping as a wildlife management tool	Tutorial (3 hr)
	Day 2. Role of Nutrition in Conservation, Integrating Reproductive Technologies with Wildlife Management, Reintroductions & Translocations, Genetic management of threatened populations	Lecture (4 hr)
	Day 2. Research preparation time for tutorial group presentations and written test	Self-directed learning (2 hr)
Week 03	Group 1 ONLY Dubbo zoo: Introduction to captive breeding, animal movements and detection	Practical (8 hr)
	Group 1 ONLY Dubbo zoo: Animal census techniques for day-active and nocturnal species, remote camera approaches to sampling, data handling	Practical (8 hr)
	Group 1 ONLY Dubbo Zoo: Reintroduction biology: what is it, what guidelines should we follow, and how do we measure success?	Practical (6 hr)
	Group 1 ONLY Dubbo Zoo: Additional fieldwork/ tutorial classes at Dubbo	Practical (7 hr)
Week 04	Group 2 ONLY Dubbo zoo: Introduction to captive breeding, animal movements and detection	Practical (8 hr)
	Group 2 ONLY Dubbo zoo: Animal census techniques for day-active and nocturnal species, remote camera approaches to sampling, data handling	Practical (8 hr)
	Group 2 ONLY Dubbo Zoo: Reintroduction biology: what is it, what guidelines should we follow, and how do we measure success?	Practical (6 hr)
	Group 2 ONLY Dubbo Zoo: Additional fieldwork/ tutorial classes at Dubbo	Practical (7 hr)
Week 05	ALL GROUPS: Sydney site: Reintroduction biology: what is it, what guidelines should we follow, and how do we measure success?	Practical (6 hr)
	ALL GROUPS: Sydney site: Demonstration and practical evaluation of wildlife radio- and GPS tracking, species counts, fenced reserves, behavioural observations and application to threatened species	Practical (6 hr)
	Student presentations and spoken assessment. Students must attend all presentations.	Assessment (7 hr)
	In class written test and oral exam	Assessment (6 hr)

Attendance and class requirements

Attendance on all days is compulsory. Failure to attend will result in an AF grade.

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.

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. Understand the complexities of defining in-situ and ex-situ approaches to conserving threatened individuals, populations and species, and their extension to ecological communities
LO2. Understand the problems caused by overabundant species and solutions to mitigate them
LO3. Describe the spectrum of in-situ to ex-situ conservation approaches, the situations in which each is most appropriate, and the necessary linkages between them
LO4. Understand the relevance of key wildlife in-situ and ex-situ management principles at both species and population levels
LO5. Be able to evaluate in-situ and ex-situ conservation programs from a scientific perspective, including: a. Management approach b. Relevant technological approaches c. Efficacy and application d. Demographic, reproductive, nutritional ecological, genetic and behavioural considerations and how each of these may vary with different contexts
LO6. Understand, evaluate and apply learning to ethical issues and ethics legislation relevant to wildlife management
LO7. Evaluate stakeholder consultation and engagement and its importance in wildlife management

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.

Based on student feedback, the length of assignments and number of lectures has been reduced, group work has been limited to the presentation, we will allow a little extra time for the final assignment, and the removal of the fact sheet, incorporation of an oral assessment. Group tutorial presentations and the oral assessment will be presented on campus after the field trip. The assessment changes include: 1. Removal of the Fact Sheet as an assessment task to increase the amount of secure-assessment in the unit. 2. Inclusion of an oral exam in addition to the in-class (invigilated) written test. This unit is practically oriented and deals with a range of applied skills, including stakeholder engagement. An oral exam will give students an enhanced opportunity to demonstrate their knowledge under different examination conditions, and we believe an oral exam will help to assess some of the core graduate attributes more rigorously, e.g. presenting and justifying a wildlife management approach with different stakeholder groups in mind. 3. Adding a hurdle task, with the students needing to achieve a grade of at least 40% averaged across both the written and oral (secure) tasks. As this is the first year of adding a hurdle, we have conservatively used a value of 40%, but we may increase this in subsequent years after we have had a chance to evaluate the oral examination process in the unit. This is in line with the broad approach being implemented across SOLES units of study, allowing for a more consistent assessment regime across units. 4. Both individual exam types will be compulsory for all students.

Additional information

Please be aware that adverse weather events may result in changes to the above scheduling. Students will be notified about any scheduling changes before this intensive unit begins.

Additional costs

Students are expected to travel to Taronga Western Plains Zoo, Dubbo, and will have access to accommodation on-site at the students expense. Details are available on Canvas.

Site visit guidelines

Detailed information on the visit to Taronga Western Plains Zoo is available on Canvas, and safety precautions and procedures can be found on Field Friendly. All students must complete the safety documentation via the Field Friendly system before attending the field trips.

Work, health and safety

The University provides information, advice and support to help you manage the health and safety risks associated with University activities. Look on the website for policies, forms, guidelines and other online resources.

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s http://sydney.edu.au/whs/policies/legislation.shtml Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

Specific WHS details related to activities can be found on Canvas.

Students require a Q fever vaccination to participate in the unit, or must wear approved PPE for all fieldtrips.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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)

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

WILD4001: Wildlife Management

Intensive January - February, 2026 [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)

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links