Outline

Overview

What do we mean when we talk about wildlife health and welfare? This unit covers the inter-relationship between wildlife health and welfare, people, domestic animals and the environment. Often, human modifications to the environment can impact on wildlife health and welfare, exposing wildlife populations to disease and/or compromising wildlife health and welfare, with resultant declines in populations and potential for local or regional extinctions. Wildlife, however, can also serve as a reservoir for disease that can be of significance for people and domestic animals. This dynamic relationship is often termed "One Health". In this Unit you will learn about wildlife health and welfare within the following framework: 1. What is wildlife health? What is animal welfare and what factors influence welfare for individual species versus factors influencing welfare at the population level? 2. How do we measure health and welfare in wildlife from a theoretical perspective? Can we learn from the "Five Domains" approach which is commonly employed in assessing domestic animal welfare? 3. How do we measure health and welfare from a practical perspective, including sample collection, sample analysis and data analysis? 4. What do these measures mean? 5. Under what circumstances should you act to minimise negative wildlife health and welfare? And 6. What are the ethical considerations and how do they vary in different contexts?

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	Catherine Herbert, catherine.herbert@sydney.edu.au

Assessment

The census date for this unit availability is 4 July 2025

Details
Criteria

Type	Description	Weight	Due	Length
Skills-based evaluation	Skills Assessments In-class lab and field-based skills assessment each worth 5-10%	50%	Week 01 Due date: 27 Jun 2025 at 23:59	Multiple tasks within the session
Outcomes assessed:
Assignment	Draft Individual Report Draft individual report - For feedback	20%	Week 05 Due date: 25 Jul 2025 at 23:59	1,000 words
Outcomes assessed:
Assignment	Final Individual Report Final Individual Report	30%	Week 09 Due date: 22 Aug 2025 at 23:59	2,000 words
Outcomes assessed:
= AI allowed ?

Assessment summary

Laboratory Skills Assessment: Students will have multiple skills-based assessments where they will need to demonstrate their competency in different laboratory tasks, including blood and faecal sample analyses, microscope work, laboratory calculations and writing reports on lab and field-based health assessments. There will be one pre-class preparation quiz to be completed in week 1. Some components will be completed in groups or pairs, whilst others are individual tasks.
Students will complete a large, individual written report for this unit of study. It is divided into two components. An initial draft version (1000-words), which will include some preliminary data analysis, and draft versions of other components of the report. Students will receive feedback 1 week after submitting their draft report, which they should consider and incorporate into the final version of their report (due 2 weeks later). The final submitted report (2000-words) will involve a combination of: i) first-hand data analysis / presentation; ii) review of relevant literature; iii) the development of new, novel experimental designs; and iv) discussion of different stakeholder perspectives and ethical considerations.

Detailed information on all assessments can be found in Canvas.

The final report and the majority of the skills-based assessment tasks must be completed to pass the unit of study.

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 DI 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 PS level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge.
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
Week 01	Day 1: Introduction to wildlife health and welfare 1.1 Unit Introduction 1.2 The importance of context 1.3 Welfare considerations 1.4 The importance of context 1.5 Innate and Adaptive immunity 1.6 Stress in wildlife	Block teaching (6 hr)
	Day 2: AM: lecture and discussion re sample collection in the field, lab analysis and measures of health PM: lab sessions: differential cell counts, packed cell volume, total protein plasma, blood smears	Block teaching (6 hr)
	Day 3: AM: lab session: parasitology PM: lectures, discussions, tutorial: body conditioning/body condition index	Block teaching (6 hr)
	Day 4: AM: skills assessments: differential cell count and faecal epg PM: tutorial: interpretating blood data and sample analysis	Block teaching (6 hr)
	Day 5: AM: kangaroo necropsy PM: fieldtrip introduction, necropsy write-up	Block teaching (6 hr)
Week 02	Day 6: AM: Field trip to The Basin Assessing disease status in the wild PM: independent group work: field trip write-up	Field trip (6 hr)
	Day 7: At Taronga zoo AM: nutritional ecology, captive animal body conditioning scoring PM: rehabilitation techniques, vet hospital tour, disease investigations	Block teaching (7 hr)
	Day 8: At Taronga Zoo AM: lecture/tutorial: behaviour PM: lecture: welfare in captive animals, behaviour watch practical	Block teaching (7 hr)
	Day 9: AM: welfare in pest management PM: the bigger picture of wildlife health and welfare including case studies	Block teaching (6 hr)
	Day 10: Lecture/tutorial/discussion: report assessment explanation and data analysis Unit wrap-up	Block teaching (6 hr)

Attendance and class requirements

Compulsory attendance is required for this 2-week intensive unit for all lectures, tutorials, group work, practicals/labs, and fieldwork.

Classes are not recorded.

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

As indicated in 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. Understand the complexities and inter-relationships in wildlife health and welfare, including the diﬃculties in deﬁning wildlife health and measuring animal welfare at the individual and the population level
LO2. Apply and evaluate how we measure both wildlife health and welfare from theoretical and practical perspectives
LO3. Evaluate wildlife health and welfare in diﬀerent contexts including nutritional ecology and physiology, behaviour, preventative medicine, translocation, disease and biosecurity, and be able to mount an evidence-based argument to support your evaluations of health and welfare
LO4. Articulate and apply ethical considerations relevant to wildlife in diﬀerent contexts
LO5. Apply stakeholder engagement and management in relation to diﬀerent to diﬀering views on welfare standards and ethical considerations

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.

Areas for improvement identified in the survey related to improved timing of practical class activities, which were implemented in 2023. In 2024 we have changed the assessment schedule to increase the weighting of individual tasks, have more skills-based assessments and no final exam. In 2025, schedule has been further refined to allow for better flow of theory and practice, and based on suitability of sample collection. Some lectures have been better tailored for certain aspects of the unit such as those relating to fieldwork (which was first put into the unit in 2023).

Additional information

Additional costs

Students will need to make their own way at their own cost to The Basin in the Northern Beaches for a 1/2 day fieldtrip. Students will need to make their own way to Taronga for the 2-days of classes held there.

Work, health and safety

Risk assessments will be discussed and made available to students via Canvas. Pre-lab discussions will address WHS for those specific sessions.

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

WILD4002: Wildlife Health and Welfare

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