· file ref: f68752 1 16 th june 2020 members of the curriculum committee . pro vice-chancellor...

File Ref: F68752

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16th June 2020

MEMBERS OF THE CURRICULUM COMMITTEE

Pro Vice-Chancellor (Education) as Chair (Professor Peter J. Dean) Dean of Postgraduate Coursework Studies (Professor Graham Brown) (Deputy Chair) Nominee of the Chair of Academic Board (Dr Nin Kirkham) Nominee of the Dean of Graduate Research School (Dr Sato Juniper) Academic Secretary (Dr Kabilan Krishnasamy) Nominee of the Director, Future Students (Recruitment) (Mr Melvyn Eio) Nominee of the Associate Director, Admissions (Mr Rick Ackerman) Associate Director, Student Services (Mr Tim Martin) Academic Coordinator, Bachelor of Philosophy (Hons) (Dr Kathy Sanders) Nominee of the President of the UWA Student Guild (Ms Emma Mezger) Postgraduate Students’ Association (Mr Rahul M S Kumar) Associate Dean (Learning and Teaching) of each faculty or nominee and the nominee of the Pro Vice-Chancellor (Indigenous Education):

Faculty of Arts, Business, Law and Education (Professor Philip Hancock) Faculty of Engineering and Mathematical Sciences (Associate Professor Dianne Hesterman) Faculty of Health and Medical Sciences (Associate Professor Daniela Ulgiati) Faculty of Science (Associate Professor Peter Hammond) School of Indigenous Studies (Mr Mel Thomas)

CURRICULUM COMMITTEE MEETING – THURSDAY 18TH JUNE 2020

This is to confirm that an Extraordinary meeting of the Curriculum Committee will be held from 3.30pm on Thursday 18th June via Zoom.

Members are advised that this agenda has been formatted to be ‘electronic device friendly’ by including bookmarks to provide easier navigation throughout the document. Click here for details.

Part 1 of the agenda, which relates to items for communication, is to be dealt with en bloc by motion of the Chair. Part 2 of the agenda has items for decision to be dealt with en bloc by motion of the Chair. Part 3 items are for discussion and decision. A member may request the transfer of an item from Parts 1 and/or 2 to Part 3. There are no items in Part 1 or Part 2

Relevant background information has been provided for each item on the agenda, but if members require further details they are welcome to contact the Executive Officer (via [email protected]).

Ms Kath Williams Executive Officer, Office of the Pro Vice-Chancellor (Education)

WELCOME

The Chair will welcome members to the meeting of the Curriculum Committee.

APOLOGIES

The Chair will record any apologies. Members are reminded that apologies should be forwarded to the Executive Officer (via [email protected]) prior to the meeting.

http://www.uwa.edu.au/people/helene.jaccomard

http://www.aps.uwa.edu.au/__data/page/182771/How_To_Guide_-_Device_Friendly_Agendas_-_Information_for_committee_members.pdf

mailto:[email protected]

mailto:[email protected]

File Ref: F68752

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DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST

The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if applicable, with regard to items on the agenda.

1. MINUTES – REF: F68752

Confirmation of the minutes of the meetings on 3rd June 2020 and 10th June 2020. Minutes are available from the Committee’s web page.

PART 3 – ITEMS FOR DISCUSSION AND DECISION

2. NEW UNDERGRADUATE CURRICULUM PROPOSAL FROM 2021

Item TRIM Curriculum item Att F20/848 MJD-AGBDM Agriculture Science and Agribusiness A1 F19/2172 MJD-AGTDM Agricultural Science and Technology A3 F20/1021 MJD-BCNDM Biochemistry of Nutrition A5 F20/488 MJD-ENVDM Environmental Science and Management A7 F20/262 MJD-IEMDM Integrated Earth and Marine Sciences A9 F20/489 MJD-MARDM Marine Science A11 F20/832 MJD-MLSDM Molecular Life Sciences A13 F20/261 MJD-WLCDM Wildlife Conservation Double Major A15

Members will note that the above majors were considered by the Curriculum Committee on 10 June 2020. At that meeting members queried the uniqueness of the above majors if offered in the existing Bachelor of Science course. In turn, it was agreed that in the first instance the above majors would only be offered in their respective double packaged course. Additionally further analysis would be undertaken by the central curriculum team to determine which of the above majors met the uniqueness criterion and so could be offered in both the Bachelor of Science and the double packaged award courses. Members will note that with the introduction of the above majors, the current active majors in Chemistry, Marine Science and Natural Resource Management will be rescinded. Additionally as requested and in order to facilitate discussion further analysis has been undertaken. The analysis has shown that the above majors utilise core units from a number of other active/proposed majors. Additional detailed information pertaining to this is provided on the website. For discussion, endorsement and referral to the Academic Board/ Academic Council.

Item TRIM Curriculum item Att

F20/849 F20/502

MJD-AGBUS Agribusiness MJD-AGTEC Agricultural Technology

B1 B6

F20/692 MJD-APHDM Anatomy and Physiology B12 F20426

F20/536 F20/535 F20/1256 F20/1257

MJD-CHMDM Chemistry MJD-CHMPH Chemistry - Physical and Analytical MJD-CHMSY Chemistry – Synthetic CHEM2004 The Chemistry of Reactions CHEM2005 The Molecules of Life

B17 B23 B28

F20/494 MJD-GECDM Geochemistry B38 F20/503 MJD-ENVMT Environmental Management B43

http://www.worldclasseducation.uwa.edu.au/committees/education-committee/curriculum-committee

https://www.worldclasseducation.uwa.edu.au/committees/education-committee/curriculum-committee

File Ref: F68752

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F20/506 F20/510

MJD-MBIOL Marine Biology MJD-MARCP Marine and Coastal Processes

B48 B53

Members will note that the above majors are to be taught in the Bachelor of Science. In regard to uniqueness please refer to item above. For discussion, endorsement and referral to the Academic Board/ Academic Council.

3. NEW MICRO-CREDENTIAL UNIT PROPOSAL FROM 2020

Members are asked to consider the following proposed new micro-credential unit for offering from 2020. The University Policy on Micro-credentials refers.

Item TRIM Curriculum item Att F20/1431 BMEDM501 Biodesign Medical Technology Innovation C1

For discussion and decision.

4. NEXT MEETING

Members will note that the next meeting of the Curriculum Committee will be held on Wednesday 8th July at 2pm venue TBA. The cut-off date for submission of items for the committee’s agenda is Wednesday 24th June. Any issues for discussion should be referred to the Executive Officer, Ms Kath Williams ([email protected]).

http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP19%2F4

1

Active major as at 16-06-2020

MJD-AGBDM Agriculture Science and AgribusinessTRIM: F20/848

ID: 4858

Major information

Code MJD-AGBDM

Title Agriculture Science and Agribusiness

Undergraduatedegree

BSc

Area of Knowledge(for broadening)

Life and Health Sciences

Faculty Science

ResponsibleOrganisationalEntity

Agriculture and Environment

Coordinator Dr Amin Mugera

Approved 12/06/2020

Structure 6+6+6

Major type

Degree-specificmajor?

True

Second major? True

Unit sequence

Sequence notes:Students required to take bridging mathematics and or chemistry are advised to take these units in their first year of study.

Level 1

Take all units (36 points):

ACCT1101 Financial Accounting 6 points Active

AGRI1001 Feeding the World 6 points Active

BIOL1131 Plant and Animal Biology 6 points Active

ECON1101 Microeconomics: Prices and Markets 6 points Active

MKTG1203 Introduction to Marketing 6 points Active

SCIE1104 Science, Society and Data Analysis 6 points Active

Level 2


AGRI2201 Pasture and Livestock Systems 6 points Active

ECON2245 Business Economics 6 points Active

GENE2250 Principles of Inheritance 6 points Active

GEOG2201 Geographic Information Systems 6 points Active

MKTG2301 Small Business Management 6 points Active

SCIE2205 Science Work Placement 6 points Active

Level 3

A1

http://www.caidi.uwa.edu.au/summary.php?type=Unit&id=443












2


AGRI3004 Agribusiness Planning and Management 6 points Proposed

ANIM3306 Clean, Green and Ethical Animal Production 6 points Active

ECON3300 Agricultural Economics and Marketing 6 points Active

GEOG3301 Advanced GIS and Remote Sensing 6 points Active

SCIE3314 Crops and Cropping Systems 6 points Active

Mapping of outcomes

Outcomes mappingdocument URL

https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx

History and committee endorsements/approvals

Event Date Outcome

Faculty 28-05-2020 Endorsed

Curriculum Committee 10-06-2020 Endorsed: R29/20

Academic Council 17-06-2020 Approved: ApprovedApproval reference: provisionally approved pending confirmation fromAB/AC

Displaying data as it is on 16/06/2020. Report generated 16/06/20 10:06.

A2







1


MJD-AGTDM Agricultural Science and TechnologyTRIM: F19/2172

ID: 4832

Major information

Code MJD-AGTDM

Title Agricultural Science and Technology

Undergraduatedegree

BSc



Faculty Science



Coordinator Ken Flower

Approved 12/06/2020

Structure 5+7+6

Major type


True

Second major? False

Unit sequence

Level 1




CITS1401 Computational Thinking with Python 6 points Active


SCOM1101 Communicating Science 6 points Active

Level 2



CITS2402 Introduction to Data Science 6 points Active

ENVT2236 Soil Science 6 points Active

GENE2250 Principles of Inheritance 6 points Active


PLNT2201 Plants in Action 6 points Active


Level 3

A3













2


AGRI3003 Decisions from Data in Agriculture 6 points Proposed



ENVT3060 Soil–Plant Interactions 6 points Active




Event Date Outcome

School / ROE 26-05-2020 Endorsed

Faculty 26-05-2020 Endorsed: Science Education Committee RR 2020/37Approval reference: 2020 Resolutions Register Faculty of ScienceEducation Committee (F20/39)




A4







1


MJD-BCNDM Biochemistry of NutritionTRIM: F20/1021

ID: 4861

Major information

Code MJD-BCNDM

Title Biochemistry of Nutrition

Undergraduatedegree

BSc



Faculty Science


Molecular Sciences

Coordinator Dr Peter Arthur & Dr Alyssa Van Dreumel

Approved 12/06/2020

Structure 5+4+8

Major type


True

Second major? False

Unit sequence

Level 1


ANHB1101 Human Biology I: Becoming Human 6 points Active

CHEM1001 Chemistry—Properties and Energetics 6 points Active

CHEM1004 Biological Chemistry 6 points Active

SCIE1106 Molecular Biology of the Cell 6 points Active

STAT1400 Statistics for Science 6 points Active

Level 2


BIOC2001 Biochemistry and Molecular Biology of the Cell 6 points Active

BIOC2002 Biochemical Regulation of Cell Function 6 points Active

PHYL2001 Physiology of Human Body Systems 6 points Active

PHYL2002 Physiology of Cells 6 points Active

Level 3

A5










2


BIOC3001 Molecular Biology 6 points Active

BIOC3003 Omics—Global Approaches to Cell Function 6 points Active

BIOC3004 Biochemistry in Health and Disease 6 points Active

BIOC3005 Cellular Biochemistry 6 points Active

PHYL3001 Physiology of Membranes, Muscles and Signalling 6 points Active

PHYL3002 Physiology of Cardiovascular and Respiratory Systems 6 points Active

PHYL3003 Physiology of Nutrition and Metabolism 6 points Active

PHYL3004 Physiology of Integrated Organ Function 6 points Active


Event Date Outcome

Faculty 26-05-2020 Endorsed: Faculty of Science Education Committee RR 2020/34Approval reference: TBA




A6









1


MJD-ENVDM Environmental Science and ManagementTRIM: F20/488

ID: 4842

Major information

Code MJD-ENVDM

Title Environmental Science and Management

Undergraduatedegree

BSc



Faculty Science



Coordinator Asst/Prof Matthias Leopold

Approved 12/06/2020

Structure 5+6+7

Major type


True

Second major? False

Unit sequence

Level 1



ECON1120 Environmental Economics 1 6 points Active

ENVT1104 Environmental Science and Technology 6 points Active



Level 2



ENVT2220 The Climate System 6 points Active


ENVT2251 Hydrology and Water Resource Management 6 points Active


SCIE2267 Quantitative Methods in Environmental Management 6 points Active

Level 3

A7












2


ECON3323 Business and the Environment 6 points Active

ENVT3338 Land Capability Assessment 6 points Active

ENVT3339 Land Rehabilitation 6 points Active

ENVT3361 Environmental Assessment 6 points Active

ENVT3362 Environmental Dynamics 6 points Active


GEOG3303 Environmental Policy and Planning 6 points Active


Event Date Outcome

School / ROE 26-03-2020 Endorsed: School Teaching and Learning Committee

Faculty 26-03-2020 Endorsed: Faculty of Science Education Committee R2020/16 TRIMFolder reference F20/39Approval reference: TRIM File Reference F20/39 Note filing completedannually by December, please contact Faculty Governance Officer forcopies prior to Dec




A8








1


MJD-IEMDM Integrated Earth and Marine SciencesTRIM: F20/262

ID: 4837

Major information

Code MJD-IEMDM

Title Integrated Earth and Marine Sciences

Undergraduatedegree

BSc


Mathematical and Physical Sciences

Faculty Science


Earth Sciences

Coordinator Dr Alan Aitken

Approved 12/06/2020

Structure 6+6+6

Major type


True

Second major? False

Unit sequence

Level 1




EART1104 Discovering Earth 6 points Active

EART1105 Dynamic Planet 6 points Active



Level 2


EART2204 Coastal Processes 6 points Active

EART2231 Earth Materials 6 points Active

EART2232 Field Geology 6 points Active

EART2234 Earth Processes 6 points Active

ENVT2251 Hydrology and Water Resource Management 6 points Active

SCIE2204 Marine Systems 6 points Active

Level 3

A9













2


EART3342 Geochemistry and Petrology 6 points Active

EART3343 Structural Geology and Tectonics 6 points Active

EART3353 Geological Mapping 6 points Active

ENVT3307 Oceanography 6 points Active


SCIE3304 Field Techniques in Marine Science 6 points Active


Event Date Outcome

Faculty 22-05-2020 Endorsed: Faculty of Science Education Committee RR2020/33 TRIMFolder reference F20/39 (filing done in Dec, copies can be obtained bycontacting the Faculty Governance Officer)Approval reference: Faculty of Science Governance Officer




A10







1


MJD-MARDM Marine ScienceTRIM: F20/489

ID: 4843

Major information

Code MJD-MARDM

Title Marine Science

Undergraduatedegree

BSc



Faculty Science


Biological Sciences

Coordinator Dr Jeff Hansen and Dr Renae Hovey

Approved 12/06/2020

Structure 6+7+5

Major type


True

Second major? False

Unit sequence

Level 1


BIOL1130 Frontiers in Biology 6 points Active






Level 2


BIOL2204 Marine Biology 6 points Active



ENVT2221 Global Climate Change and Biodiversity 6 points Active

ENVT2250 Ecology 6 points Active



Level 3

A11














2


BIOL3305 Fisheries Science: Foundation and Application 6 points Proposed

ENVT3306 Coastal Conservation and Management 6 points Active





Event Date Outcome





A12






1


MJD-MLSDM Molecular Life SciencesTRIM: F20/832

ID: 4857

Major information

Code MJD-MLSDM

Title Molecular Life Sciences

Undergraduatedegree

BSc



Faculty Science


Molecular Sciences

Coordinator Dr Thomas Martin

Approved 12/06/2020

Structure 5+5+7

Major type


True

Second major? False

Unit sequence

Level 1






SCIE1106 Molecular Biology of the Cell 6 points Active

STAT1400 Statistics for Science 6 points Active

Level 2


BIOC2001 Biochemistry and Molecular Biology of the Cell 6 points Active

BIOC2002 Biochemical Regulation of Cell Function 6 points Active


GENE2230 Molecular Genetics I 6 points Active

PLNT2201 Plants in Action 6 points Active

Level 3

A13












2


BIOC3001 Molecular Biology 6 points Active

BIOC3002 Structural and Functional Biochemistry 6 points Active

BIOC3003 Omics—Global Approaches to Cell Function 6 points Active

BIOC3005 Cellular Biochemistry 6 points Active


GENE3350 Evolution and Development 6 points Active

GENE3370 Genomics 6 points Active


Event Date Outcome

School / ROE 25-05-2020 Endorsed: Head of SchoolApproval reference: [email protected]





A14








1


MJD-WLCDM Wildlife Conservation Double MajorTRIM: F20/261

ID: 4836

Major information

Code MJD-WLCDM

Title Wildlife Conservation Double Major

Undergraduatedegree

BSc



Faculty Science


Biological Sciences

Coordinator Dr Nicki Mitchell & Dr Jason Kennington

Approved 12/06/2020

Structure 4+6+7

Major type


True

Second major? False

Unit sequence

Level 1






Level 2


ANIM2207 Animal Form and Function 6 points Active

ANIM2209 Field Studies in Zoology 6 points Active

ANIM2220 Animal Diversity 6 points Active

BIOL2261 Conservation Biology 6 points Active



Level 3

A15











2


ANIM3353 Wildlife Conservation and Management 6 points Active

ANIM3361 Animal Populations 6 points Active

ANIM3362 Evolutionary Processes 6 points Active

ANIM3363 Environmental Physiology 6 points Active

ANIM3365 Behavioural Ecology 6 points Active

BIOL3360 Saving Endangered Species 6 points Active



Event Date Outcome





A16








B1

Proposed major (academic proposal) as at 16-06-2020

MJD-AGBUS AgribusinessTRIM: F20/849

ID: 4859

This major is not yet approved.

Major information

Code MJD-AGBUS

Title Agribusiness

Undergraduatedegree

BSc|*|



Faculty Science



Coordinator Dr Amin Mugera

Proposed 25/05/2020

First year of offer 2021

Structure 5+4+3

Why non-standardstructure

All units in the sequence are essential to this major. Structure consistent with proposed changes to University Policy on:Courses – Undergraduate refer agenda Extraordinary Academic Board Meeting - Friday 15 May 2020.

Major type

Type of major Single


True

Second major? True

UndergraduateDiploma (graduate-only entry)?

True

Name ofUndergraduateDiploma (graduate-only entry)

Agribusiness

Corequisites assecond major

Nil

Major has end-onhonours?

True

Details

About this major Agribusiness refers to the collective business activities involved in production, financing, processing and marketing of foodand fibre to sustain humanity. With the need to feed the growing world population, the agribusiness sector is emerging to beone of the most important and dynamic in terms of production, consumer spending and employment. Undertaking theAgribusiness major will provide students the opportunity to be part of this growing sector. The major prepares students toapply business and economic principles to address the managerial challenges in the food systems and value chains.Students learn about the management of businesses operating from the farm gate to consumer plates.

B2

Outcomes # Outcome

1 demonstrate an understanding of agribusiness markets in Australia and globally

2 demonstrate skills and knowledge to assess agricultural value chains and markets using experimental, modelling and statistical methods

3 understand fundamental agricultural policy, economic, and management tools for agribusiness applications

4 demonstrate capacity to solve agribusiness-related problems using data analysis, business strategy and modeling methods

5 integrate agricultural, scientific and market data with farming systems information to guide agribusiness decision making for improved efficiency,profitability and/or environmental outcomes

6 demonstrate networking, communication and leadership skills

7 apply the knowledge and skills required for employment related to agribusiness

Experiential Learning

Type of experientiallearning

Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement);

Experientiallearning requiredfor accreditation?

No

Units in the major’sunit sequence thatinclude experientiallearning activities

SCIE2205

Overview of theexperientiallearning activitiesincluded in themajor

SCIE2205 provides work placement for students in the major to gain hands-on experience in the agribusiness sector.

Outcomes ofexperientiallearning

SCIE2205 will enable students to develop their understanding of real-world issues in the industry and their ability toeffectively evaluate data and communicate results within an agribusiness environment.

Rules

Prerequisites ATAR Mathematics Methods or equivalent or higher

Corequisites Nil

Incompatibilities Nil

Unit sequence

Level 1


ACCT1101 Financial Accounting 6 points Active


ECON1101 Microeconomics: Prices and Markets 6 points Active

MKTG1203 Introduction to Marketing 6 points Active


Level 2



ECON2245 Business Economics 6 points Active

MKTG2301 Small Business Management 6 points Active











B3

Level 3


AGRI3004 Agribusiness Planning and Management 6 points Proposed



Rules met withinmajor?

True

Why are rules notmet within major?

SCIE2205 - Prerequisites need to be changed from 60 points to 48 pointsAGRI2201 - AGRI1001 needs to be added as an alternative to BIOL1130/BIOL1131/SCIE1106 as a prerequisite

Educational Principles

EducationalPrinciple 1: developdisciplinary andinterdisciplinaryknowledge andskills through studyand research-basedenquiry

Level 1: Beginning Level 2: Developing Level 3: Advanced

During the first year students are introduced to thebreadth of Agribusiness core subjects, throughunits targeting basic economics, marketing,agricultural systems and scientific data analysis.They are given applied agricultural examples. Theyare encouraged to think analytically and criticallyand discuss ideas with their peers using real worldexamples.

Students start to be exposed to specificknowledge relevant for agribusiness suchas small business management, businesseconomics and agricultural systemswhile also gaining real-world experiencein agricultural work intergrated learning.

Students deepen their knowledge in a number of 2ndand 3rd year units addressing key areas of crop andlivestock systems. Key units provide an applicationand integration of all the skills and knowledge gainedto solve real-world problems and to makeagribusiness decisions for improved farmingefficiency, profitability and/or environmentaloutcomes.

EducationalPrinciple 2: developthe skills requiredto learn from avariety of sourcesand experiences


All level 1 units in the major are designed to trainstudents specifically in learning strategies. Theunits additionally provide opportunities forstudents to observe and describe data from theliterature and discuss analytically. Observation andnotetaking are encouraged skills in all units.

In level 2 students apply critical appraisalof literature and data provided in units bywriting reports. They are introduced tospecific methods of generating essential dataand comparing it with examples from theagribusiness industry and the literature.

Level 3 units intensify literature and dataanalysis work via larger report assessmentswhich include literature reviews and intense datadiscussions. Key units will allow students toextend this approach into real agribusinesssituations.

EducationalPrinciple 3: developpersonal, social andethical awareness inan internationalcontext


First year students are introduced to a number of global problems andissues in agriculture which may be be solved through businessmanagement, economic policy and scientific means. They will gain anunderstanding of social issues in agriculture as well as geographicalimplications and the importance of scientific expertise and economicpolicy. Students are provided with the opportunity to understand howdifferent agricultural solutions can be applied in differentcircumstances. From early on students work in small teams togenerate solutions for given tasks in certain units.

Year 2 units provide continuedpossibilities for team work experienceand leadership performance duringlaboratory classes and workplacement. Peer discussions andwriting data reports during classes areessential skills in maturingacademically.

During year 3 students discuss anddebate relevant and often currentagricultural, economic, businessmanagement and scientific issues.Extended reports help to shape astudent's ability discuss findingssimilar to report writings in thebusiness world. The units whichfocus integration of data anddecision making foster teamworkand leadership skills.

EducationalPrinciple 4:communicateclearly, effectivelyand appropriately ina range of contexts


Level 1 units are designed to help students to communicatecertain topics effectively both orally and in the written form.Many use short written reports to practice English writingskills. Interactions via peer discussions with other studentsand the teaching personnel further help developingcommunication skills.

Students are required to demonstrate theirdeveloping ability to communicate in writtenand verbal forms via a range of classroomand online contexts including writtenassessments and presentations.

During year 3 students demonstratetheir advanced abilities to express anddebate ideas as well as analyticallydiscuss data, principles and knowledgeto their peers and teaching staff.

Embedding communication skills

How arecommunicationskills requirementssatisfied?

Embedded




B4

Embeddedcommunicationskills


Students demonstratewriting that is clear,well structured andappropriate to audienceand purpose

The level 1 unit SCIE1104 has a statedoutcome and linked assessmentrequiring students to demonstratetheir ability to communicate in writtenform.

Level 2, like AGRI2201 and MKTG2301units require students to demonstratetheir developing ability to communicatein written form via laboratory reportsand essays.

Level 3 units, like AGRI3004havestated outcomes and linkedassessments that require students tocommunicate in written form thatbuilds on the skills developed in thelevel 2 units.

The capstone unit requires a writtenreport as part of the researchcomponent.

Students give oralpresentations that areclear, well structuredand appropriate toaudience and purpose

Level 1 units include small groupdiscussions within tutorial sessionsthat foster the development ofinterpersonal communication andgroup interactions.

Level 2 units, such as MKTG2301,include stated learning outcomeslinked to assessments where studentsdemonstrate proficiency in oralcommunication presentations.

Level 3 units include a grouppresentation on a specific topic orresearch project relevant to the unitcontent.

Students demonstratecritical informationliteracy skills that areappropriate to context

Level 1 units requires students toobtain information from a range ofsources, evaluate the quality of thatinformation and to incorporate thisinformation into a range ofassignments including online quizzesand tutorial preparation.

Level 2 units have stated learningoutcomes linked to assessment wherethe students are required to presentfindings in prescribed scientific formatbased on experience gained fromlaboratory work and reading of therelevant literature. Level 2 unitsinclude essay assignments that requirecritical evaluation of scientific literatureas it relates to current agricultural andagribusiness issues.

Level 3 units have stated outcomesand linked assessments that requirestudents to critically evaluate andsynthesise evidence in the scientific,business, and economic literatureand to use this evidence logically incompletion of written assignmentsand presentations.

The capstone unit will requirestudents to critically evaluate thecurrent literature as part of thedevelopment of the aims of theirresearch project.

Students demonstrateinterpersonal skills thatare sensitive andappropriate to context

Level 1 units include opportunities forsmall group learning in tutorialsessions where students mustcooperate with other students tocomplete tasks and solve problems,use the language of economics,management and science in anappropriate manner, and present clearand reasoned arguments.

Level 2 units include small groupprojects that enable students to workas a team to explore and present atopic relevant to the discipline.

Level 3 units will continue to developthe communication skills of students.Students are assessed on theirdeveloped ability to communicateideas, principles and knowledge viawritten form, presentation and groupdiscussions.

Embedding research skills

EmbeddingResearch SkillsElement A (theevolution of thediscipline includingits history,philosophy &theorizing)


Curriculumcontent

Important concepts and theories ineconomics, business, agriculture, andscience are introduced and applied realworld examples are given. Theinterdisciplinary nature of agribusinessis emphasized by introducing studentsto basics in agriculture, economics,business, finance and data science viaapplied examples.

The broad evolution of concepts andtheories is placed within anagribusiness framework via unitstargeting specific issues inagribusiness.

Concepts and theories are well placed within anagribusiness framework that promotes logic andreasoning. It further encourages understanding ofmultiple perspectives in a regional andinternational context.

Pedagogy The major units provide multipleopportunities to explore how researchisconducted within the larger theorycontext of the various disciplines.

The major units emphasize disciplinespecific concepts and theories as anecessary background for hands-onexperience during laboratory classesand work experience.

The major units continue to discuss historicchanges of concepts and theories and theyemphasize state of the art methodologies andstrategies in agribusiness. This is oftenencouraged via active small group learning andteamwork during hands-on experiences.

Assessment Exams, quizzes, assignments Laboratory reports, assignments withquestions targeting a students'conceptual understanding, exams

Assignments with critical thinking whilediscussing past models and concepts with currentfindings during hands-on classes.

EmbeddingResearch SkillsElement B (themethods of enquirythat the disciplineuses, includingmethods of researchethics)


Curriculumcontent

The major units provide multiple exampleshow research is conducted and whichmethods are used/applied.

A mixture of essential methods andapproaches in the laboratory and thefinal data analysis is used in thevarious units.

Students gain deepened training in researchskills in level 3 units. Advancedmethodologies are developed duringlaboratory classes and modelling workshops,with experience making decisions fromresearch and real-world data.

Pedagogy Classical lectures, small group work, initialfield work and laboratory experience aswell as tutorials enable students to gainexperience in methodological approachesof the discipline.

The chain of problem identification,sampling, analysis and dataprocessing is taught in units withhands on experience.

Group learning and teamwork isessential during laboratory work.

Assessment Exams, online quizzes, assignments Laboratory reports, assignmentsprocessing data and discussion,conceptual understanding, exams

Literature review, complete laboratory anddata reports, research report of keyagribusiness issues

B5

EmbeddingResearch SkillsElement C (thepractice of enquiry -based thinkingrelevant to thediscipline)


Curriculumcontent

Students in level 1 are exposedto enquiry based learning viasmall hands-on research tasksto be completed in variousunits related to theagribusiness discipline.

Students get increased exposure to enquiry-based thinking during level 2 units via multiplelaboratories and workshops as well as workplacement experience. Small projects have tobe solved in team work where enquiry basedthinking is essential.

Students have continued exposure to enquiry-based thinking during units working with datato improve farm efficiency, profitability orenvironmental outcomes. Development ofresearch questions,sharing ideas and discussion of resultsamong the student peers.

Pedagogy Small group discussions intutorials.

Team work in small groups is guided by the unitcoordinator and/or demonstrator. Tutorials fordiscussion.

Formation of research questions, developingand testing of hypothesissmall group discussions.

Assessment Small reports, exams Essays/reports around the chosen projects,exams

Laboratory/workshop reports, full consultantstyle reports

EmbeddingResearch SkillsElement D (thediscourseconventions of thediscipline)


Curriculumcontent

Introduction of basicprinciples toconduct research relatedto agribusiness

The advanced level 2 units include multipleopportunities for students to develop projects andhave hands-on experiences during field andlaboratory/workshop work as well as workplacement. Student work has to comply withdiscourse conventions of the agribusiness disciplineand is checked via discussions in class.

Students get increased exposure to hands-onlearning and ownership of data generation in theworkshop/laboratory and during field work,allowing students to develop an understandingof the discourse conventions in agribusiness at aprofessional level.

Pedagogy Learning in level 1 unitswill be ensured via real-world examples with up todate materials andresources.

Team work in small groups discussion with peers.Tutorials for discussion of achievements with wholeclass

Increased hands-on experience, reflectivethinking and discussion in small peer groupsdevelopment of research project

Assessment Assignments, quizzes,exams

Laboratory reports, essays, quizzes, exams Laboratory reports, small talks in front ofpeers, research project report

Consultations

Schools consulted Area Representative Outcomes Response

Business School Andy Williams Discussion about the use of the business school units and theAgribusiness title

No issues with the proposed major title orunits


Event Date Outcome


Curriculum Committee Not yet endorsed

Academic Council Not yet approved


B6


MJD-AGTEC Agricultural TechnologyTRIM: F20/502

ID: 4846


Major information

Code MJD-AGTEC

Title Agricultural Technology

Undergraduatedegree

BSc|*|



Faculty Science



Coordinator Dr Kenneth Flower

Proposed 25/05/2020


Structure 4+4+4



Major type



True

Second major? True


True


Agricultural Technology


Nil


True

Details

About this major There is a critical need to produce food and fibre more efficiently and in a more sustainable manner. There are now rapidchanges in the agricultural sector, largely due to developments in agricultural technology. This data-intensive technologyhas the potential to significantly increase production efficiency and reduce the environmental impact from agriculture;however, the key is making sense of the data and developing profitable and sustainable farming strategies. The AgriculturalTechnology major provides a broad agricultural background along with the necessary skills in data management andanalysis, geographic information systems (GIS) and remote sensing. In this major, you will learn how to integrate theinformation and make decisions within the context of our agricultural/farming system.

B7

Outcomes # Outcome

1 demonstrate an understanding of mixed farming systems in Western Australia

2 demonstrate skills and knowledge to assess agricultural systems using experimental, modelling and statistical methods

3 understand fundamental spatial data techniques and digital systems and sensors for agricultural applications

4 demonstrate capacity to solve farming-related problems using programming and data science methods.

5 integrate agricultural data with farming systems information to guide decision making for improved efficiency, profitability and/or environmentaloutcomes

6 demonstrate networking, communication and leadership skills

7 apply the knowledge and skills required for employment related to agricultural technology



No


AGRI1001CITS1410SCIE1104SCOM1101SCIE2205AGRI2201GEOG2201CITS2402SCIE3314AGRI3003GEOG3301


The experiential activities/skills developed include modelling skills, Python programming, research methods, communicationskills, data management and analysis skills, GIS applications, modelling crop growth and systems and application to on-farmdecisions, Students will also use real farm data and far visits as part of learning to integrate agricultural data with farmingsystems for improving efficiency and profitability of farming. In addition students learn to work in teams and tocommunicate their work through oral and written presentations.


The key to achieving the learning outcomes of this major is the ability to integrate agricultural science knowledge with GIS,data science and digital systems skills. The farm visits in some of the above mentioned units (AGRI1101 AGRI2201,SCIE3314, and AGRI3003), along with the background given in the units will contribute to "demonstrating and understandingof mixed farming systems in Western Australia". The python programming activities are combined with an agriculturalsystems background as well as data analysis, research methods, GIS and digital embedded systems skills to "demonstratecapacity to solve farming-related problems using programming and data science methods". These will also "demonstrateskills and knowledge to assess agricultural systems using experimental, modelling and statistical methods" and "integrateagricultural data with farming systems information to guide decision making for improved efficiency and profitability". TheGIS units will provide an "understanding of fundamental spatial processing techniques for agricultural applications". Thiscombination also allows the student to "apply the knowledge and skills for employment related to agricultural science andtechnology". The SCOM unit and the team work and presentation skills, which are embedded in many of the abovementioned units, demonstrate networking, communication and leadership skills.

Rules


Corequisites Nil

Incompatibilities Nil

Unit sequence

Level 1










B8

Level 2






Level 3


AGRI3003 Decisions from Data in Agriculture 6 points Proposed





True




During the first year students areintroduced to the breadth of AgriculturalTechnology core subjects, through unitstargeting basic agricultural systems andprogramming languages. They are givenapplied agricultural examples.They are encouraged to thinkanalytically and critically and discussideas with their peers using real worldexamples.

Students start to be exposed to specificknowledge relevant for agriculturaltechnology such as agricultural systems,data science and geographic informationsystems (GIS). Students learn respectiveskills to generate necessary data toscientificallyassess and subsequently discuss issues andsolutions relevantfor a sustainable agricultural system. Theywill be further introduced toquantitative methods helpful to manageagricultural problems.

Students deepen their knowledge in a number of 2nd and3rd year units addressing key areas of crop and livestocksystems, GIS and analysis of spatial data related toagricultural systems. A key unit provides an integration of allthe skills and knowledge gained to solve real farmingproblems and to make decisions for improved farmingefficiency, profitability and/or environmental outcomes.



Faculty wide SCIE and SCOM unitsare designed to train students specifically in learningstrategies. Other first year units provide opportunities forstudents to observe and describe data from the literatureand discuss analytically. Observation and notetaking skills are encouraged in all units

In level 2 students apply critical appraisalof literature and data provided in units by writingreports. They are introduced to specific methodsgenerating essential data and compare it withexamples from farms and the literature.

Level 3 units intensify literature anddata analysis work via larger reportassessments which include literaturereviews and intense datadiscussions. A key unit will allowstudents toextend this approach into farm/realagricultural situations.



First year students are introduced to a number of global problems andissues in agriculture which may be solved by agricultural technology. Theywill gain an understanding of social issues in agriculture as well asgeographical implications and the importance of scientific expertise andpolitical will. Students are provided with opportunity to understand howdifferent agricultural solutions can be applied in different circumstances.From early on students work in small teams to generate solutions for giventasks in certain units.

Year 2 units provide continuedpossibilities for team work experienceand leadership performance duringfield and laboratory classes usuallyusing small groups for data generation.Peer discussions and writingdata reports during classes areessential skills in maturingacademically.

During year 3 students arecontinuously discussinggenerated data, debate onrelevant and often currentagricultural and technologyissues.Extended reports of field workand laboratory focused classeshelp to shape a student'sability to discuss findingssimilar to report writings in thecorporate world. The unitswhich focus on integration ofdata and decision makingfoster teamwork andleadership skills.









B9



Faculty wide SCIE and SCOM unitsare designed to help students to communicatecertain topics effectively both orally and written.Other units use short written reports to practiceEnglish writing skills. Interactions via peerdiscussions with other students and the teachingpersonnel further help developing communicationskills.

Students are required to demonstratetheir developing ability to communicate inwritten and verbal forms via a range ofclassroom and online contexts includingwritten assessments and presentations.

During year 3 students demonstrate theiradvanced abilities to express and debate ideasas well as analytically discuss data, principlesand knowledge to their peers and teaching staff.



Unit

Communicationskills unit

SCOM1101




Curriculumcontent

Important concepts and theoriesinAgricultural Technology areintroduced and applied realworld examples are given. Theinterdisciplinary nature ofAgricultural technology isemphasizedby introducing students to basicsinagriculture, programming anddata science via appliedexamples.

The broad evolution of conceptsandtheories is placed within anAgricultural Technology frameworkvia units targeting specific dataissues in agriculture

Concepts and theories are well placed within anAgricultural Technology framework that promotes logicand reasoning. It further encourages understanding ofmultiple perspectives in a regional and internationalcontext.

Pedagogy Core and elective units providemultipleopportunities to explore howresearch isconducted within the largertheorycontext of the variousdisciplines.

Core units emphasize disciplinespecificconcepts and theories as anecessarybackground for hands-onexperienceduring field work and laboratoryclasses

Core units continue to discuss historic changes ofconcepts and theories and they emphasize state of the artmethodologies in Agricultural Technology. This is oftenencouraged via active small group learning and teamworkduring hands-on experiences.

Assessment Exams, quizzes, assignments Laboratory reports, assignmentswithquestions targeting a students'conceptual understanding, exams

Assignments with critical thinking whilediscussing past models and concepts withcurrent findings during hands-on classes.



Curriculumcontent

Core and elective units providemultipleexamples how research isconducted andwhich methods are used/applied.

A mixture of essential methods andapproaches in the field the laboratory andthe final data analysis is used in the variousunits.

Deepened training in research skillsin level 3 units. Advanced methodologiesduring laboratory classes and modellingworkshops, experience making decisions fromresearch and sensor data.

Pedagogy Classical lectures, small groupwork, initialfield work and laboratoryexperience as well as tutorialsenable students to gainexperience in methodologicalapproaches of the discipline

The whole chain of problem identification,sampling in the field, laboratory analysis anddata processing is taught in units with handson experience.

Group learning and teamwork isessential during laboratory work.

Assessment Exams, online quizzes,assignments

Laboratory reports, assignments dataprocessing and discussion, conceptualunderstanding, exams

Literature review, complete laboratory anddata report, research report of key agriculturaltechnology unit

B10



Curriculumcontent

Students in level 1 are exposed to enquirybased learning via small hands-onresearch tasks to be completed in variousunits related to the AgriculturalTechnology discipline.

increased exposure to enquiry-basedthinking during level 2 units via multiplelaboratory/workshop experience. Smallprojects have to be solved in team workwhere enquiry based thinking isessential.

continued exposure to enquiry-basedthinking during units working with data toimprove farm efficiency, profitability orenvironmental outcomes. Development ofresearch questions,sharing ideas and discussion of resultsamong the student peers.

Compulsory research component

Pedagogy Continued exposure to enquiry-basedthinking during units working with data toimprove farm efficiency, profitability orenvironmental outcomes. Development ofresearch questions,sharing ideas and discussion of results

Team work in small groups guided by theunit coordinator and/or demonstrator.Tutorials for discussion.

Formation of research questions,developing and testing of hypothesissmall group discus

Assessment Small reports, exams Essays/reports around the chosenprojects, exams

Laboratory/workshop reports, fullconsultant style reports



Curriculumcontent

Introduction of basicprinciples toconduct research related toagricultural technology

The advanced level 2 units include multipleopportunities for students to develop ownprojects and have hands-on experiencesduring field andlaboratory/workshop work. Student work hasto comply with discourse conventions of theAgricultural Technology discipline and ischecked via discussionsin class.

Increased exposure to hands-on learning andownership of data generation in theworkshop/laboratory and during field work allowsstudents to develop an understanding of thediscourse conventions in Agricultural Technology at aprofessional level.

Pedagogy Learning in level 1 units willbe ensured via case studieswith up to date materialsand resources.

Team work in small groups discussion withpeers. Tutorials for discussion ofachievements with whole class

Increased hands-on experience, reflective thinkingand discussion in small peer groups development ofresearch project

Assessment Assignments, quizzes,exams

Laboratory reports, essays, quizzes, exams Laboratory reports, small talks in front ofpeers, research project report

Consultations


School ofEngineering

Prof. Thomas Braunland Prof. Dilusha Silva

Recommended including ENSC3020 in the major, whichProf Braunl coordinates. The engineers alsorecommended Java programming as apossibleprogramming language, instead of Python. I have donefurther investigations -see consultation with Dr MatthewWyatt below - decided to focus on Python.

Included ENSC3020. Note prerequisites werenot required to successfully complete thisunit - as advised by Prof Braunl.

School ofEngineering

Prof. Dilusha Silva andDr. Andrew Guzzomi

Had discussions with Prof Silva and Dr Guzzomi reagricultural engineering and the possibility ofAgricultural Technology major students taking amasters in Agricultural Engineering (which is still underdiscussion). Dr Silva also alerted me to the possible newfirst years unit (possibly in 2022) in mechatronics, whichmay be useful for Agricultural technology majorstudents.

Keep watch for development of mechatronicsfirst year unit - otherwise no change.

School ofComputerScience andSoftwareEngineering

Assoc. Prof. RachelCardell-Oliver and Prof.Amitava Datta

Recommended python programming, machine learningand a data science unit.

Included python programming CITS1401(Python programming) as a key unit. Also onProf Datta's advice, included CITS2402 (introto data science) and dropped CITS2401(computer visualisation). Prof Datta alsorecommended a machine learning unit e.g.CITS5508, but this is not available toundergraduates. However, CITS2402 hassome introductory information on machinelearning and the more machine learning willbe introduced in the new proposed unit(specifically for this major) AGRI3XXXDecisions from Agricultural Data.

AIMS (Aust. Inst.of MarineScience) at UWA

Dr Matthew Wyatt Have strong recommendation from Dr Wyatt "From mypersonal experience in the Java vs Python debate(having developed with both), I'd definitely say Pythonis the goto language for data scientists. Java is a heavilyused language, but more for corporate systems - yourmore traditional developer roles.

Every decent machine learning library has pythonwrappers, and most GIS & remote sensing applicationshave Python API's. It is also a very easy language forpeople to pick up, with a lot of growth thanks to therecent explosion of machine learning."

Settled on Python programming unit.

B11

Additional Information

Additionalinformation(detailed proposal)

Consulted with agricultural machinery (industry) representative John Henchy, who gave strong endorsement of thisinitiative. He was keen to be kept informed if it is approved.

Also consulted with Ben White (not UWA Ben White), an industry agricultural engineer, specializing in agriculturaltechnology. He is part of the Kondinin Group, who evaluate many agricultural technology innovations. He had strongendorsement of the proposed Agricultural Technology major. Mr White highlighted a critical deficiency/issue at the momentis people in the "agtech" sector have either data skills or agricultural skills, but not both. The proposed Agriculturaltechnology major will cover both these areas.


Event Date Outcome





B12


MJD-APHDM Anatomy and PhysiologyTRIM: F20/692

ID: 4856


Major information

Code MJD-APHDM

Title Anatomy and Physiology

Undergraduatedegree

#1. BSc; #2. BBiomedSc



Faculty Science


Human Sciences

Coordinator Associate Professor Silvana Gaudieri

Proposed 26/03/2020


Structure 4+6+6


We are seeking approval for a 16 unit double to provide depth and breadth in Anatomy and Physiology.

Major type

Type of major Double

Why double major? Advice from the Student Services and Engagement team is that many students are confused by the degree of choiceavailable to them and are seeking more guidance. The double major provides integrated knowledge of human structure andfunction providing a strong basis for allied health postgraduate programs.

Type of AdvanceDegree

No


True

Second major? False


True


Anatomy and Physiology


True

Details

About this major The Anatomy and Physiology double major will provide an integrated and deep understanding of the structure and functionof the human form in both health and disease. Students will gain knowledge of the underlying fundamental processes ofphysiological phenomena via an integrated learning approach. Students will participate in laboratory-based experiments,tutorials and will be given the opportunity to explore material in the dissection laboratory.

B13

Outcomes # Outcome

1 demonstrate an understanding of the structural and functional biology of humans to be able to (a) explain physiological phenomena with referenceto the underlying fundamental processes; (b) make meaningful comparisons with other species; and (c) think about evolutionary processes inconcrete, testable terms

2 demonstrate an understanding of the current state of knowledge in the area of anatomy and physiology

3 demonstrate competency in library research, critical scientific reading, clear written and verbal communication, and effective data collection,analysis and interpretation

4 demonstrate an understanding of the basic techniques and tools of anatomy and physiology

5 demonstrate competency in working in a team

6 characterise the value of human diversity for its own sake and for the way in which it informs the disciplines of anatomy and physiology

7 integrate key knowledge and concepts about the structure and function of human systems (from cells to organs) and how their function iscoordinated

8 develop a research project using sound scientific design methods

9 apply the knowledge and skills required for employment and further studies related to allied health fields



Other;


No


ANHB3310 Human Biology: Applications and Investigations I and ANHB3320 Human Biology: Applications and InvestigationsII


ANHB3310/3320 has been designed to provide students with practical experience in the discipline. This will involveinteraction with research groups and activities within the School.


The unit will enable students to develop sound scientific research design methods that will provide the platform for cycle IIand/or research-based postgraduate degrees. It will also enable students to further develop their understanding of therespective disciplines and their ability to effectively communicate results and analyse data.

Rules

Prerequisites ATAR Mathematics Methods or equivalent or higher and ATAR Chemistry or equivalent or higher.

Corequisites Nil

Incompatibilities MJD-PHYGY Physiology (ID 118)

Requirements forUndergraduateDiploma (graduate-only entry)

N/A

Justifications forUndergraduateDiploma (graduate-only entry)

N/A

Unit sequence

Level 1


ANHB1101 Human Biology I: Becoming Human 6 points Active

ANHB1102 Human Biology II: Being Human 6 points Active


SSEH1101 The Musculoskeletal System and Movement 6 points Active





B14

Level 2


ANHB2212 Human Structure and Development 6 points Active

ANHB2214 Human Organs and Systems 6 points Active

ANHB2216 Human Reproductive Biology 6 points Active

ANHB2217 Human Neurobiology 6 points Active

PHYL2001 Physiology of Human Body Systems 6 points Active

PHYL2002 Physiology of Cells 6 points Active

Level 3


ANHB3324 Human Structure and Function 6 points Active

PHYL3001 Physiology of Membranes, Muscles and Signalling 6 points Active

PHYL3002 Physiology of Cardiovascular and Respiratory Systems 6 points Active

PHYL3003 Physiology of Nutrition and Metabolism 6 points Active

PHYL3004 Physiology of Integrated Organ Function 6 points Active

take unit(s) to the value of 6 points:

ANHB3310 Human Biology: Applications and Investigations I 6 points Active

ANHB3320 Human Biology: Applications and Investigations II 6 points Active


True




Level 1 ANHB units introduce students to a broadrange of subjects in human biology. In these unitsstudents areencouraged to appreciate Human Biology as arational basis for the understanding of self,recognise the overlap of Human Biology with otherdisciplines, and to be open to new ideas anddiverse perspectives.

Level 2 units have stated outcomes to encouragestudents to present clear and reasoned argumentin oral and written work and appreciate the use ofdifferent research approaches to study issues inhuman biology.

Level 3 units will develop and consolidatesound scientific research methods. Theseunits will develop skills in currentexperimental techniques in the relevantdisciplines.



Level 1 ANHB units encourage students to valueunderstanding as a rational approach to learning.The units teach students to practise successfulevidence-based learning practices.SCIE1104 has stated outcomes to develop thestatistical and numerical abilities of students in thecontext of data analysis.

Level 2 units have stated outcomes toencourage students to identify and criticallyassess relevant scientific literature in humanbiology.Both PHYL and ANHB units incorporatelaboratory-based learning experiences.

Level 3 units will further develop data analysisskills, scientific report writing skills andencourage conference-style presentation ofexperimental data.The capstone units will also provide research-based learning experiences.



Level 1 ANHB units encourage students to appreciate theimportance of ethical considerations in pursuing andapplying scientific knowledge, respect all forms of lifeand accept a responsibility for the preservation of theenvironment, and appreciate human diversity.

Level 2 ANHB units will build on the conceptsdeveloped in the prescribed level 1 ANHB units toprovide students with a sound understanding ofhuman biology in light of our evolutionary history,culture and society.

Level 3 units will continue to developthe teamwork skills introduced in theprescribed level 1 and 2 units viagroup projects and presentations.



Level 1 units have tutorials sessions thatencourage students to work productivelyin groups, and present clear andreasoned arguments to peers.

Level 2 units encourage students to analysedata and perform analyses and then toeffectively communicate these ideas in bothwritten and oral form to peers.

Level 3 units build on the skills of communicationdeveloped in the prescribed level 1 and 2 units.Specifically, students work in small groups on researchprojects and are then required to present their work in bothoral and written form.














B15



Embedded



Students demonstratewriting that is clear, wellstructured andappropriate to audienceand purpose

The level 1 unit SCIE1104 has a statedoutcome and linked assessmentrequiring students to demonstrate theirability to communicate in written form.

Level 2 units require students todemonstrate theirdeveloping abilityto communicate in writtenform vialaboratory reports (PHYL units) andessays (ANHB units).

Level 3 units have stated outcomesand linked assessments that requirestudents to communicate in writtenform via laboratory reports that buildson the skills developed in the level 2PHYL units.The capstone units require a writtenreport in scientific format as part ofthe research component.

Students give oralpresentations that areclear, well structuredand appropriate toaudience and purpose

Level 1 ANHB units include small groupdiscussions within tutorial sessions thatfoster the development of inter-personal communication and groupinteractions.

Level 2 units include stated learningoutcomes linked to assessmentswhere students demonstrateproficiency in oral communicationvia tutorial presentations.

Level 3 units include a grouppresentation on a specific topic orresearch project relevant to the unitcontent.PHYL unit includes a seminarpresentation as part of a mockconference setting.

Students demonstratecritical informationliteracy skills that areappropriate to context

Level 1 units requires students toobtain information from a range ofsources, evaluate the quality of thatinformation and to incorporate thisinformation into a range of assignmentsincluding online quizzes and tutorialpreparation.

Level 2 PHYL units have statedlearning outcomes linked toassessment where the students arerequired to present findings inprescribed scientific format basedon experience gained fromlaboratory work and reading of therelevant literature.Level 2 ANHB unit includes essayassignment that requires criticalevaluation of scientific literature asit relates to current clinical issuesassociated with various anatomicaldisorders.

Level 3 units have stated outcomesand linked assessments that requirestudents to critically evaluate andsynthesise evidence in the scientificliterature and to use this evidencelogically in completion of writtenassignments and presentations.The capstone units will requirestudents to critically evaluate thecurrent scientific literature as part ofthe development of the aims of theirresearch project.

Students demonstrateinterpersonal skills thatare sensitive andappropriate to context

Level 1 units include opportunities forsmall group learning in tutorial sessionswhere students must cooperate withother students to complete tasks andsolve problems, use the language ofhuman biology in an appropriatemanner, and present clear andreasoned arguments.

Level 2 units include small groupprojects that enable students towork as a team to explore andpresent a topic relevant to thediscipline.

Level 3 units will continue to developthe communication skills of students.Students are assessed on theirdeveloped ability to communicateideas, principles and knowledge viawritten form, presentation and groupdiscussions.




Curriculumcontent

Coverage of the evolution of importantconcepts and theories in human biology.

Broad evolution of concepts and theories isplaced within a human structure andfunction framework.

Development of hypothesis-drivenexperimental design and execution.

Pedagogy Presentation of research methods utilisedin the broad range of disciplines in humanbiology via lectures and tutorials.

Measurement of body function tests usingclassical and modern technologies.

Small group learning in laboratory andresearch settings.

Assessment Examination questions and quizzes. Laboratory quizzes and examinationquestions.

Presentations and written reports.



Curriculumcontent

Discussion of historical andcontemporary evidence for evolution,which informs our understanding ofhuman biology.

Content on the use of different researchapproaches to study issues in human biology.

Application of mixed research methodsin anatomical, physiological and imagingsciences.

Pedagogy Discussion in tutorial and lectures. Examines the convergence of researchmethods applied to anatomy and physiologyvia lectures, tutorials and laboratorysessions.

Hypothesis-driven experimental designand execution.

Assessment Examination questions and quizzes. Essay, group projects and laboratory reports. Presentation and written reports.

B16



Curriculumcontent

Exposure to enquiry based thinking isincorporated in the diverse disciplinesthat contribute to understanding humanbiology.

Content relating to how the practice of enquirybased thinking can be used to develop anappreciation of the multiple perspectivesapplicable to issues related to human structure andfunction.

Application of mixed researchmethod skills relevant to thedisciplines.

Pedagogy Small group discussions in tutorials. Engagement through laboratory sessions andtutorial discussion groups.

Research project and laboratorysessions.

Assessment Examination questions and tutorialparticipation.

Essay, examination questions and laboratoryreports.

Presentations and writtenreports.



Curriculumcontent

Introduction to the diversity of disciplines thatcontribute to the understanding of humanbiology.

This discourse is placed within aframework of human structure andfunction.

The discourse are further developedthrough the critical research skills and dataanalysis.

Pedagogy Learning will be supported by relevantmaterials and resources, and tutorialdiscussions.

Small tutorial and laboratory groupdiscussions.

Small group research projects andenhanced discussions.

Assessment Examination questions and tutorial discussion. Laboratory reports and essay. Laboratory reports, seminar presentationsand research project.


Event Date Outcome

School / ROE 26-03-2020 Endorsed: Endorsed by the HoS





B17


MJD-CHMDM ChemistryTRIM: F20426

ID: 4840


Major information

Code MJD-CHMDM

Title Chemistry

Undergraduatedegree

BSc|*|



Faculty Science


Molecular Sciences

Coordinator Dr Scott Stewart

Proposed 18/05/2020


Structure 5+5+6


This major is based on units currently offered and are all needed to provide the depth of chemistry required for a doublemajor. It is a combination of the current specializations within the Chemistry single major. Requirement for SCOM1101 forcommunication skills and MATH1721 for degree core

Major type


Why double major? For those students wanting to go onto work in the chemical industries present in Western Australia more depth is requiredthan what is currently offered in the single major. This double major includes all existing options within the twospecialisations/single majors. The single major/s will be retained for students who wish to broaden their studies with otherareas.


No


True

Second major? False


True


Chemistry


True

B18

Details

About this major Chemistry describes the structure and properties of matter and its transformations. It is an enabling science that is centralto virtually all areas of modern science and technology, especially multi-disciplinary areas such as molecular genetics,molecular biology, biochemistry, nanotechnology, medicinal chemistry, drug design and development, and green(environmentally sustainable) chemistry.

The Chemistry double major will provide students with the specialist and general skills they will need to build secure,satisfying and productive careers. In addition to a solid training in chemical principles, chemistry graduates will acquire arange of generic skills: they will write clearly and succinctly on technical topics and be able to condense complex scientificinformation into simpler forms; they will have excellent numeracy and will be highly computer literate, and they will alsohave sophisticated problem solving and research skills. Chemistry is often called the central science because so manyscientists study chemistry at some level. The Chemistry double major will combine all aspects of the single majors inchemistry and therefore include synthetic chemistry and physical and analytical chemistry. A double major in chemistry will(via Honours or Masters programs) also feed into the strong and active postgraduate research program in chemistry at UWA.

Outcomes # Outcome

1 analyse chemical data, develop and test hypotheses, interpret experimental results and present outcomes in oral and written formats

2 write coherent reports and prepare and deliver coherent presentations, using appropriate software as required

3 use the literature to perform experiments and understand current practices in chemistry

4 solve basic chemical problems (calculations of yields, dilutions, stoichiometry in chemical reactions)

5 demonstrate general knowledge and understanding of the principles of chemical safety

6 demonstrate general knowledge of the properties of common classes of chemicals and materials

7 demonstrate general knowledge of chemical kinetics, thermodynamics, spectroscopy, reaction mechanisms, equilibria and periodic properties

8 demonstrate chemical knowledge in the synthesis and reactivity of inorganic compounds, coordination complexes, small organic molecules, andmedicinal organic compounds

9 demonstrate chemical knowledge in primary and secondary metabolism, natural products and metals in biology

10 demonstrate knowledge in electronic spectroscopy, advanced chemical analysis and instrumentation, nanotechnology, surfactants, emulsions, andenvironmental chemistry

11 understand Quantum mechanics, Quantum chemistry, crystal engineering and power generation

12 apply the knowledge and skills required for employment related to Chemistry

B19

Accreditation

Accreditationbody

Specialisation Requirements Benefits forstudents

Reviewcycle

Lastapprovaldate

Nextrenewaldate

Contact informationfor body

Contactinformationin UWA

RoyalAustralianChemistryInstitute (RACI)

The skills andknowledge of agraduate of abachelor degreemajoring inChemistry arearticulated in theChemistryAcademicStandardsStatement.1 Thisstatementrepresents thecurrent consensusview of theAustralianchemical sciencescommunity anddefines theminimumThresholdLearningOutcomes (TLOs)of a passbachelor's degreein chemistry.Students mustdemonstrate anunderstanding ofthe culture ofchemistry, applyscientificknowledge,demonstrateinquiry, problem-solving andcritical thinking,communicationand personal andsocialresponsibility.

RACIaccreditationis designed toensure thatgraduates ofaccreditedcourses havethe skills andknowledgenecessary tobe a practicingchemist.Graduationfrom anaccrediteddegree is afirst step onthe normalpathway to theaward of thepost-nominalqualificationCharteredChemist(CChem).Graduates ofcoursesgrantedaccreditationwill be eligiblefor thequalification ofCharteredChemist andCorporateMembership ofthe RACI(MRACICChem) oncethey haveobtained therequiredprofessionalexperience.

Every 5years

2015 2020 The Royal AustralianChemical Institute 1 / 21Vale Street NorthMelbourne, VIC 3051Phone +61 3 9328 2033Fax: +61 3 9328 2670Web: www.raci.org.auEmail:[email protected] Royal AustralianChemical Institute isincorporated in Victoria(ABN: 69 030 287 244)

Rules

Prerequisites Chemistry ATAR or equivalent and Mathematics Methods ATAR or higher or equivalent

Corequisites Nil

Incompatibilities MJD-CHMPH Chemistry - Physical and Analytical (ID 4853) and MJD-CHMSY Chemistry - Synthetic (ID 4852) and MJD-CHEMSChemistry (ID 1466)

Unit sequence

Level 1



CHEM1002 Chemistry—Structure and Reactivity 6 points Active







B20

Students with ATAR Mathematics: Methods or WACE Mathematics: Specialist 3A/3B or equivalent or higher take 6 points of electives. Studentswith ATAR Mathematics Applications, WACE Mathematics 3A/3B or WACE Mathematics 3C/3D take the complementary unit MATH1721. All otherstudents take MATH1720 and MATH1721.

MATH1721 Mathematics Foundations: Methods 6 points Active

Level 2


CHEM2001 Core Chemical Concepts and Techniques 6 points Active

CHEM2002 Physical and Analytical Chemistry 6 points Active

CHEM2003 Chemical Synthesis 6 points Active

CHEM2004 The Chemistry of Reactions 6 points Proposed

CHEM2005 The Molecules of Life 6 points Proposed

Level 3


CHEM3001 Essential Chemical Skills 6 points Active

CHEM3002 Chemical Explorations 6 points Active

CHEM3003 Advanced Chemical Synthesis 6 points Active

CHEM3004 Modern Methods in Organic Chemistry 6 points Active

CHEM3005 Chemical Spectroscopy and Structure 6 points Active

CHEM3006 Chemistry Beyond the Laboratory 6 points Active


True




In the first year, students are introduced to thebreadth of chemistry and all its sub disciplinessuch as organic, inorganic, physical andanalytical chemistry. In each of these unitsstudents are first presented with how chemistry,as a branch of science, has developed over timeso they can think analytically and independently.They are encouraged to identify, evaluate andsub-disciplinary viewpoints on a range of topics.

The students are introduced to advancedconcepts in organic, inorganic, physical andanalytical chemistry. In each of these unitsstudents study current day technologyusing examples in research and industry.Logical chemistry problem solving skill bothin smaller groups and independently isrequired. Chemistry innovation in recentyears is also presented.

Students focus on advanced concepts in researchwhich underpin current day technology in researchand industry. Logical chemistry problem solvingskills are examined in theory and the laboratory.Recent real world innovation is shown in all sub-disciplines. Laboratory work focuses on the skillsrequired for using new technologies in chemistry. Aresearch project by each individual student allowsfor students to use creativity and see newinnovations in chemistry.



First year units provideopportunities for students toobserve and describe data fromthe literature, compare these toacquired results and discuss.

Evaluation of literature is provided inchemistry units by writing fulllaboratory reports which includes abackground introduction. Learning isencouraged through enquiry-basedlaboratories

Evaluation of literature is provided in chemistry units when writing fulllaboratory reports which includes a background introduction. Learning isencouraged through enquiry-based laboratories. Level 3 units are moredeeply embedded in literature work through larger more detailedreports, posters and assignments. Each of these include the use ofliterature search engines such as Scifinder scholar, Reaxys-Elsevier andnumerous chemical society web pages.



The first-year units provide students with a broadintroduction to those factors that govern what itmeans to be a scientist. Historical discoveries andperspectives are discussed in the context in thescientific evolution of the human race. Successesand failures are presented sometimes with respectto society values and culture.

Ethics in the scientific communityis discussed. The discovery ofnatural products from traditionalmedicine and/or indigenouspractices is illustrated in specificunits.

The discovery of natural products from traditionalmedicine and/or indigenous practices is illustrated inspecific units. Environmental chemistry and core materialin lab safety both illustrate ethical guidelines for studentsmoving to industry and academia. Working in groups in theresearch laboratory provides good social capital in scienceand builds teamwork skills.













B21



Students are required tocomplete short lab reportsusing proficient English andScientific Writing

Students are required to demonstrate theirability to communicate in written forms via arange of written assignments and laboratoryreports. Signs that these skills are developingwill be tested throughout the year

Third year students are expected to spend additional time in thelaboratory. During this period, students are required to discuss ideasas well as analytically assess data with their peers. Research projectexperience allows the student to interact more closely withpostgraduate students and academics to improve critical scientificliteracy and interpersonal communication.



Unit


SCOM1101




Curriculum content History and the role of research inchemistry; science as a dynamicbody of knowledge

Testing of theories and the process ofscience; science as a dynamic body ofknowledge


Pedagogy lectures lecture/lab sessions lecture/lab sessions

Assessment no formal assessment written lab reports, quizzes andassignments

written lab reports, quizzes andassignments



Curriculumcontent

Hypothesis formulation; dataacquisition and analysis; datareliability and accuracy;interpretation of results

Hypothesis formulation; dataacquisition and analysis; acquiring andorganising data; data reliability andaccuracy; interpretation of results – allhigher than level 1

Hypothesis formulation; data acquisition and analysis;acquiring and organising data; data reliability andaccuracy; interpretation of results – all higher thanLevel 2; research discussions; publication conventions

Pedagogy lab experience lectures; lab experience lectures/lab experience/research project

Assessment short lab reports full written lab reports full written lab reports and research report



Curriculumcontent

development of keypractical skills forchemistry; lab safety;

Development of generic practicalskills for chemistry; lab safety;experimental design; keytechnologies; sampling; limitations ofmethods in chemistry

Development of generic practical skills for chemistry; OH&S;lab safety; experimental design; key technologies; sampling;limitations of methods – all higher than Level 2. These includethe development of higher level practical skills for “synthetic”chemistry and for physical and analytical” chemistry whichmatch the modern day work environment in chemistry.

Pedagogy lab experience lectures; tutorials, lab experience lectures; tutorials, lab experience

Assessment short lab reports full written lab reports full written lab reports, poster, research project



Curriculum content terminology specific to chemistryand science

terminology specific to chemistry;scientific reporting

terminology specific to chemistry; professionalintegrity; discourse with various communities(research and industry); research experience

Pedagogy lectures, tutorials and labsessions

lectures, tutorials and lab sessions lectures and lab sessions; industry site visits,research project

Assessment written lab reports; onlinequizzes

essay; written lab reports andassignments

full written lab reports, poster, research project


Event Date Outcome

Faculty 18-05-2020 Endorsed: Faculty of Science Education Committee RR2020/27 TRIMFolder reference F20/39 (filing done in Dec, copies can be obtained bycontacting the Faculty Governance Officer)Approval reference: Faculty Governance Officer



B22


B23


MJD-CHMPH Chemistry - Physical and AnalyticalTRIM: F20/536

ID: 4853


Major information

Code MJD-CHMPH

Title Chemistry - Physical and Analytical

Undergraduatedegree

BSc|*|



Faculty Science


Molecular Sciences


Proposed 18/05/2020


Structure 4+3+4


SCOM1101 Required for communication requirements and MATH1721 required for degree core

Major type



True

Second major? True


True


Chemistry - Physical and Analytical


Nil


True

Details

About this major Chemistry is one of the central disciplines studied by scientists as it covers essential understanding for virtually all areas ofmodern science. Chemistry is the science of molecular scale, encompassing the synthesis and investigation of moleculesand materials, the exploration of their properties and the development of their utility.

Do you want to be part of the major advances that are being made in new materials, nanotechnology, the environment ordo you have an interest in lasers in spectroscopy and using computers to solve chemical problems? Studying Physical andAnalytical Chemistry provides a foundation and detailed understanding for fields such as chemical engineering, energy,materials science, geology, nanotechnology, and the environment. In the Chemistry - Physical and Analytical major,students will also develop an understanding of chemistry in the energy sector, environmental processes, thermodynamics,quantum chemistry, chemical equilibrium and the properties of polymers and surfactants. Physical and Analytical Chemistryat UWA also covers theoretical and computational chemistry, qualitative and quantitative analysis along with thepreparation of new materials. A major in Physical and Analytical Chemistry will, importantly, complement majors in otherdisciplines such as engineering science, environmental science, geology and physics.

B24

Outcomes # Outcome








8 demonstrate knowledge in electronic spectroscopy, advanced chemical analysis and instrumentation, nanotechnology, surfactants, emulsions,environmental chemistry

9 understand Quantum mechanics, Quantum chemistry, crystal engineering and power generation


Accreditation

Accreditationbody


Reviewcycle

Lastapprovaldate

Nextrenewaldate






Every 5years


Rules

Prerequisites Chemistry ATAR or equivalent and Mathematics Methods ATAR or equivalent or higher

Corequisites Nil

Incompatibilities MJD-CHEMD Chemistry Double Major (ID 4840) and MJD-CHMSY Chemistry - Synthetic (ID 4852) and MJD-CHEMS Chemistry(ID 1466) and MJD-GECDM Geochemistry (ID 4845)

B25


Nil

Unit sequence

Level 1







Level 2




CHEM2004 The Chemistry of Reactions 6 points Proposed

Level 3







True























B26













Unit


SCOM1101





Testing of theories and the process ofscience; science as a dynamic body ofknowledge.

Testing of theories and the process ofscience; science as a dynamic body ofknowledge.






Curriculumcontent








Curriculumcontent




Pedagogy lab experience lectures, tutorials and lab experience lectures; tutorials; lab experience












B27


Event Date Outcome





B28


MJD-CHMSY Chemistry - SyntheticTRIM: F20/535

ID: 4852


Major information

Code MJD-CHMSY

Title Chemistry - Synthetic

Undergraduatedegree

BSc|*|



Faculty Science


Molecular Sciences


Proposed 18/05/2020


Structure 4+3+4


SCOM1101 required to meet communication requirements and MATH1721 required for degree core

Major type



True

Second major? True


True


Chemistry - Synthetic


Nil


True

Details

About this major Chemistry is one of the central disciplines studied by scientists as it covers essential understanding for virtually all areas ofmodern science. Chemistry is the science of molecular scale, encompassing the synthesis and investigation of moleculesand materials, the exploration of their properties and the development of their utility.Do you want to contribute to the major advances being made in medicine, nanotechnology, catalysis, new materials andindustrial manufacturing? Studying Synthetic Chemistry provides both a foundation in and detailed understanding of fieldsincluding biochemistry, green chemistry, chemical engineering, food science, cosmetic and fragrance industries, materialsscience, nanotechnology, pharmacology and molecular biology. In the Synthetic Chemistry Major students will develop anunderstanding of complex reactions, the mechanisms of reactions and the physical and chemical manipulations that can beused to make reactions occur. Synthetic Chemistry at UWA also covers natural products chemistry, catalysis and thepreparation of new materials. A major in Synthetic Chemistry will complement majors in other disciplines such asbiochemistry and molecular biology, pharmacology and engineering science.

B29

Outcomes # Outcome








8 demonstrate chemical knowledge in the synthesis and reactivity of inorganic compounds, coordination complexes, small organic molecules,medicinal organic compounds

9 demonstrate chemical knowledge in primary and secondary metabolism, natural products and metals in biology


Accreditation

Accreditationbody


Reviewcycle

Lastapprovaldate

Nextrenewaldate






Every 5years


Rules

Prerequisites Chemistry ATAR or equivalent and Mathematics Methods or equivalent or higher

Corequisites Nil

Incompatibilities MJD-CHMPH Chemistry - Physical and Analytical (ID 4853) and MJD-CHEMD Chemistry Double Major (ID 4840) and MJD-CHEMS Chemistry (ID 1466)

B30


Nil

Unit sequence

Level 1







Level 2



CHEM2003 Chemical Synthesis 6 points Active

CHEM2005 The Molecules of Life 6 points Proposed

Level 3




CHEM3003 Advanced Chemical Synthesis 6 points Active

CHEM3004 Modern Methods in Organic Chemistry 6 points Active


True























B31













Unit


SCOM1101












Curriculumcontent








Curriculumcontent




Pedagogy lab experience lectures; tutorials, lab experience lectures; tutorials, lab experience












B32


Event Date Outcome





B33

Proposed unit as at 16-06-2020

CHEM2004 The Chemistry of ReactionsTRIM: F20/1256

ID: 7599

This unit is not yet approved.

Unit information

Code CHEM2004

Title The Chemistry of Reactions

Level 2

Unit type Undergraduate unit in major(s)

Undergraduatedegree

BSc|*|

Faculty Science


Molecular Sciences

Coordinator Associate Professor Dylan Jayatilaka

Proposed 18/05/2020


Credit points 6 points

Contact hours lectures: 2 hours per week; labs: 36 hours across the semester; tutorials: 1 per week

Broadeningcategory

Broadening Category B



Academic information

Content This unit covers topics related to electrons in molecules and solids and chemical reactions from a quantum mechanicalperspective. The unit will also cover ‘big-data', artificial intelligence AI methods and how to solve a structure using X-raydiffraction! The topics (with approximate number of lectures in brackets) are as follows:

Crystal engineering (6): The solid state, Unit cells and Miller indices. Diffraction and Bragg's law. X-ray, neutron and electrondiffraction. Symmetry and spacegroups. Solving a crystal structure, Practically and TheoreticallyChemistry of power generation (5). Solar cells: the various types, Band structure and Bloch orbitals. Semiconductors andcomputer chips. Doped materials. Sustainability considerations.Quantum chemistry: concepts (6). Schrödinger equation the basics, Wavefunction methods and Molecular orbitals,Visualization: isosurfaces, decorated isosurfaces, electrostatic potentials, frontier molecular orbitals, Woodward-Hoffmanrules

Quantum chemistry: practicalities (5). Potential energy surfaces, calculating frequencies, dissociation energies, barrierheights and reaction pathwaysArtificial intelligence (AI) methods in chemistry (2)

Outcomes Students are able to (1) demonstrate a conceptual understanding of how electrons behave in molecules, solids and howthey electrons drive chemical reactions to occur in the different cases.; (2) succinctly describe how quantum mechanicalmethods work, including a knowledge of how to choose basis sets and method to calculate various properties to a givenaccuracy; (3) apply practical experience in using modern quantum chemical software to do chemical calculations; (4) describe different types of solar cells and how they work; (5) apply practical experience in solving a crystal structureusing modern software; and (6) describe what a crystal is, and how it may be characterised experimentally and solve a crystal structure of sucrose.

B34

How outcomes willbe assessed

# Outcome How outcome will be assessed

1 demonstrate a conceptual understanding of how electrons behave in molecules, solids and howthey electrons drive chemical reactions to occur in the different cases.

final examination, ongoing assessment of fourmodules

2 succinctly describe how quantum mechanical methods work, including a knowledge of how tochoose basis sets and method to calculate various properties to a given accuracy


3 apply practical experience in using modern quantum chemical software to do chemicalcalculations

laboratory sessions

4 describe different types of solar cells and how they work final examination, ongoing assessment of fourmodules

5 apply practical experience in solving a crystal structure using modern software laboratory sessions

6 describe what a crystal is, and how it may be characterised experimentally and solve a crystalstructure of sucrose


Assessment items Indicative assessments in this unit are as follows: (1) final examination; (2) ongoing assessment of four modules; and (3) sixlaboratory sessions. Further information is available in the unit outline.

# Assessment Indicative weighting Failed component

1 final examination 50%

2 ongoing assessment of four modules 20%

3 six laboratory sessions 30%

Supplementaryassessmentstatement

Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who hasobtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the studentmust pass in order to complete their course.

Teachingresponsibilities

Teaching organisation Notes %

00585 Molecular Sciences coordination and teaching 100%

Unit rules

Prerequisites CHEM1001 Chemistry—Properties and Energetics and CHEM1002 Chemistry—Structure and Reactivity

Corequisites CHEM2001 Core Chemical Concepts and Techniques

Incompatibilities CHEM3007 The Chemistry of Reactions, CHEM3304 Analytical and Physical Chemistry

Unit offered/shared in courses

Intended courses Major in Chemistry - Physical and AnalyticalChemistry Double Major

Course Course type Status in course Role

MJD-CHMDM Chemistry Major Proposed Core

MJD-CHMPH Chemistry - Physical and Analytical Major Proposed Core

This unit is offered as part of accredited courses (MJD-CHMDM Chemistry, MJD-CHMPH Chemistry - Physical and Analytical).

Availabilities

Teaching period Location Mode Details

Semester 1, 2021 Crawley Face to face

Handbook fields

Textbooks Atkins, P. W. Atkins’ Physical Chemistry, 10th edn: Oxford University Press (chapters 7, 10, 15 and 21)

Consultations checklist

Consultations - Employer, employer group, professional body and/or accreditation body- Leading Australian and/or overseas universities offering courses in a similar field

http://www.caidi.uwa.edu.au/summary.php?type=Major&id=4840


B35


Event Date Outcome

School / ROE 15-05-2020 Endorsed: School Education Committee 4th May


Curriculum Committee Not yet approved


B36

Proposed unit as at 16-06-2020

CHEM2005 The Molecules of LifeTRIM: F20/1257

ID: 7600

This unit is not yet approved.

Unit information

Code CHEM2005

Title The Molecules of Life

Level 2

Unit type Undergraduate unit in major(s)

Undergraduatedegree

BSc|*|

Faculty Science


Molecular Sciences

Coordinator Dr Gavin Flematti

Proposed 18/05/2020


Credit points 6 points

Contact hours lectures: 2 hours per week; labs: 36 hours across the semester; tutorials: 1 per week

Broadeningcategory

Broadening Category B




Content This unit provides an introduction to the chemistry relevant to biological systems. Topics to be covered include theimportant classes of biomolecules: amino acids, proteins, carbohydrates, lipids and oligonucleotides, addressing theirstereochemistry, structure, synthesis, biosynthesis (including the function of selected coenzymes) and importance in livingsystems. The biological activity of important secondary metabolites along with their biosynthetic pathways will behighlighted. The role of metal ions in biology, with an emphasis on the fundamental transition metal chemistry relevant tothe mechanisms of metalloenzymes and metal-based drugs, is also explored.

Outcomes Students are able to (1) recall and integrate key knowledge and concepts about organic and inorganic chemistry relevant tobiological systems; (2) demonstrate an understanding of basic facts, principles and theories of organic and inorganicchemistry; (3) solve problems at the biology/chemistry interface; (4) demonstrate an understanding of chemicalterminology, nomenclature and conventions associated with the classes of biomolecules; (5) demonstrate an understandingof functional groups, their reactivity and interconversion; (6) acquire skills in performing standard laboratory procedures forsimple synthetic organic, inorganic and analytical chemistry; (7) use instrumentation and interpretation of spectroscopicdata for structure determination of inorganic and organic compounds; and (8) produce clear written communication ofresults of laboratory work and reading using correct scientific style.



1 recall and integrate key knowledge and concepts about organic and inorganic chemistry relevant to biologicalsystems

Lab Reports/Quizzes/Final Exam

2 demonstrate an understanding of basic facts, principles and theories of organic and inorganic chemistry Lab Reports/Quizzes/Final Exam

3 solve problems at the biology/chemistry interface Lab Reports/Quizzes/Final Exam

4 demonstrate an understanding of chemical terminology, nomenclature and conventions associated with theclasses of biomolecules

Lab Reports/Quizzes/Final Exam

5 demonstrate an understanding of functional groups, their reactivity and interconversion Lab Reports/Quizzes/Final Exam

6 acquire skills in performing standard laboratory procedures for simple synthetic organic, inorganic andanalytical chemistry

Lab aptitude and reports

7 use instrumentation and interpretation of spectroscopic data for structure determination of inorganic andorganic compounds

Lab aptitude and reports

8 produce clear written communication of results of laboratory work and reading using correct scientific style Lab aptitude and reports

B37

Assessment items Indicative assessments in this unit are as follows: (1) final examination; (2) quizzes; and (3) laboratories. Further informationis available in the unit outline.

# Assessment Indicative weighting Failed component

1 final examination 50%

2 quizzes 20%

3 laboratories 30%

Supplementaryassessmentstatement

Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who hasobtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the studentmust pass in order to complete their course.



00585 Molecular Sciences Coordination and teaching 100%

Unit rules

Prerequisites CHEM1001 Chemistry—Properties and Energetics and CHEM1002 Chemistry—Structure and Reactivity

Corequisites CHEM2001 Core Chemical Concepts and Techniques

Incompatibilities CHEM3008 The Molecules of Life, CHEM2221 Biological and Medicinal Chemistry

Unit offered/shared in courses

Intended courses Major in Chemistry - SyntheticChemistry Double Major

Course Course type Status in course Role

MJD-CHMDM Chemistry Major Proposed Core

MJD-CHMSY Chemistry - Synthetic Major Proposed Core

This unit is offered as part of accredited courses (MJD-CHMDM Chemistry, MJD-CHMSY Chemistry - Synthetic).

Availabilities


Semester 1, 2021 Crawley Face to face

Handbook fields

Textbooks Clayden, J. et al. Organic Chemistry, 2nd edn: Oxford University Press 2001

Dewick, P. Medicinal Natural Products, John Wiley and Sons, 1997-2008, any edition

Weller, M. et al. Inorganic Chemistry, 6th edn: Oxford University Press 2014


Event Date Outcome

School / ROE 18-05-2020 Endorsed: School Education Meeting 4th May






B38


MJD-GECDM GeochemistryTRIM: F20/494

ID: 4845


Major information

Code MJD-GECDM

Title Geochemistry

Undergraduatedegree

BSc|*|



Faculty Science


Earth Sciences

Coordinator Assoc Professor Marco Fiorentini

Proposed 22/05/2020


Structure 5+5+8


This is an interdisciplinary double major and as such the combination of Chemistry and Geology requires core units at Levels1, 2 and 3 to ensure that students develop sound skills in these disciplines and create the pathways through Level 3 andinto Honours, CW Masters and PhD study. This double major necessitates a variation from the rules such that the 18 coreand complementary units are 16 core + 2 complementary. To offer less than the core requirements of the single majorswould leave these students without core competencies and cut off their pathways especially into Honours (as pathway toPhD and graduate employment) and Masters (e.g. Master of Geoscience) which is profoundly undesirable from employabilityand career progression perspectives.

This non-standard structure is consistent with the changes to the UG courses policy proposed on the Agenda of the 15 MayExtraordinary Meeting of the Academic Board

Major type


Why double major? This double major is based on a combination of the single majors in Chemistry and Geology with programming and datascience units. Geochemistry is an important discipline in its own right through the application of chemistry to solving earthscience problems. It is especially important in resource exploration and as such is widely use in Western Australia's mineralsindustry for example. This double major would prepare students for employment in the resources industries where the useof large and/or complex geochemical data sets is increasing rapidly with the use of new, sophisticated technology.


No


True

Second major? False


False

Details

About this major Geochemistry is the application of chemistry to understanding Earth's systems and processes. It is very broad in its scope,extending to the deep Earth, its continents and oceans, as well as to the atmosphere and biosphere through time.Exploration of other planets also focuses on geochemical characterisation of materials to understand planetary evolution.Geochemistry is also widely applied to exploration for a wide range of resources, especially in Western Australia. This majorfocuses on enabling students to gain critical skills in earth science and chemistry to take advantage of employmentopportunities arising from technological advances. It will also enable students to learn how to gather and apply geochemicaldata to environmental and mineral exploration and production contexts in an increasingly digital world.

B39

Outcomes # Outcome

1 demonstrate knowledge of key geological concepts and major geological processes operating at local to global scales

2 demonstrate practical skills in the recognition and interpretation of Earth materials, and solve earth science problems using field-based andlaboratory-based skills in analysis and interpretation of geoscientific datasets

3 demonstrate teamwork and professional conduct skills including understanding of fieldwork and laboratory safety.

4 demonstrate knowledge of the properties of common classes of chemicals and matter, and the principles of chemical safety

5 solve basic chemical problems including calculations of yields, dilutions, and stoichiometry in chemical reactions

6 demonstrate essential knowledge of chemical kinetics, thermodynamics, spectroscopy, reaction mechanisms, equilibria and periodic properties

7 analyse chemical data, develop and test hypotheses and interpret experimental results

8 demonstrate developed skills in communicating knowledge and interpretations in appropriate oral, written and graphical formats, including the useof scientific literature and appropriate software as required

9 apply understanding and skills in geochemistry, including integration of geoscientific datasets to solve fundamental and applied earth scienceproblems

10 Employability outcome draft (to be finalised by PVC Education after consultation)



Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement);Simulated workplace learning;


Yes


EART2232 Field GeologyEART3343 Structural Geology & TectonicsEART3344 Basin AnalysisEART3353 Geological MappingCHEM2002 Physical and Analytical ChemistryCHEM3001 Essential Chemical SkillsCHEM3006 Chemistry Beyond the Laboratory


The main experiential learning activities in the Geology units focus on fieldwork-based skill development (technical andsafety/professional conduct) and project work using geological and geophysical industry datasets from petroleum or mineralexploration. In the Chemistry units, these activities focus on laboratory skills, professional conduct and health and safety.


These learning activities provide authentic experiences for students to enable their development of critical skills andunderstanding.

Rules

Prerequisites Mathematics Methods ATAR or WACE Mathematics: Specialist 3A/3B or equivalent. Students otherwise take MATH1721, orMATH1720 and MATH1721 at Level 1 depending on prior study. Chemistry ATAR or equivalent.

Corequisites Nil

Incompatibilities MJD-GEOGY Geology (ID 1235) MJD-CHMPH Chemistry - Physical and Analytical (ID 4853)

Unit sequence

Level 1




EART1104 Discovering Earth 6 points Active








B40

Level 2




EART2231 Earth Materials 6 points Active

EART2232 Field Geology 6 points Active

EART2234 Earth Processes 6 points Active

Level 3






EART3342 Geochemistry and Petrology 6 points Active

EART3343 Structural Geology and Tectonics 6 points Active

EART3344 Basin Analysis 6 points Active

EART3353 Geological Mapping 6 points Active

Mapping of outcomes


No URL provided.


True




Students are introduced to the fundamentalconcepts and knowledge in earth science andchemistry. They gain foundational skills throughpractical work (e.g. in the laboratory and in thefield) in both disciplines. Students are required tothink analytically and use evidence-basedapproaches to interpretation of data and drawingconclusions.

Students are provided the opportunity to deepenand broaden their understanding in corecompetencies and application of knowledge tosolving problems in earth science and chemistrythat may be fundamental and/or applied.Students will also develop stronger linkagesbetween sub-discipline knowledge and skills.

Students are able to demonstrate moresophisticated understanding of complexprocesses and systems, and apply theirknowledge and skills to solving authenticproblems that require application of theirtechnical skills, as well as theirunderstanding to integrate multipledatasets.



Students are exposed to big picture concepts and thesignificance of systems, and the value of thisknowledge in every day life. Students will acquire skillsin gathering and using a wide range of information toformulate hypotheses and draw conclusions.

Students develop critical skills in sub-discipline areas through experientiallearning incorporating skills in identifyingand evaluating sources of information.

Students develop advanced skills in subdisciplineand interdisciplinary areas through experientiallearning with a focus on authentic problem-solving, in both fundamental and appliedcontexts.



Students are introduced to the broader contexts in whichearth science and chemistry contribute to society and howknowledge in these linked disciplines provides fundamentalgrounding in scientific principles and scientific method inunderstanding our physical environment and society'sreliance on these global environments.

Students acquire deeper understanding ofthe application of earth science andchemistry knowledge to society and itsimportance for contributing scientific data toresolving major global challenges.

Students acquire advancedunderstanding of the role of scientificenquiry and understanding to decision-making at local, national and globalscales.














B41



The learning outcomes of each unit focus onstudents developing skills in oral and writtenscientific communication, critical evaluation ofinformation, and synthesis of basic information incoherent ways.

Students will develop stronger skills inscientific communication that are mostrelevant to disciplinary practices includinggraphical summaries of data and writtensyntheses.

Students develop advanced skills in scientificcommunication with greater emphasis on oraland written presentation of integrated resultsand interpretations in line with disciplinarypractices.



Unit


SCOM1101 Communicating Science




Curriculumcontent

Introduction to the historical context ofscientific endeavour in the disciplines ofearth science and chemistry and thedevelopment of key concepts andtheories that underpin these disciplines.

Students develop fundamentalunderstanding of the underpinningtheories and paradigms. They also gaininsight into areas of debate in thedisciplines and the identification of gapsin knowledge.

Students apply the principles and concepts ofthe disciplines and sub disciplines to explorethe causes of diversity in major interpretationsand models.

Pedagogy Units provide diversity in highlightingthe variety of ways in which researchhas been and continues to beconducted in the disciplines.

Units provide exposure to researchmethods and types of data generatedas appropriate to the disciplines.

Units provide authentic learning experiencesthrough the use of real-world examples inpractical contexts and explore theopportunities for multiple reasonedinterpretations.

Assessment Assignments and examinationquestions.

Assignments and examinationquestions.

Projects and reports including written andgraphical summaries relevant to the disciplines,and examination questions.



Curriculumcontent

Introduction of scientific methodand the importance of data qualityand evidence-based interpretation.

Students gain more diverse understandingof the methods of enquiry across the sub-disciplines of geology and chemistry.

Students have the opportunity to gain advancedcompetency in core skills through authenticlearning activities.

Pedagogy Students are introduced topractical and experiential learningthrough core and complementaryunits.

Students are increasingly encouraged toappreciate the investigative approach inboth geology and chemistry learning, andkey values of objectivity and reproducibility.

Students develop advanced skills in establishingresearch questions and the appropriate methodsrequired to resolve them, and reasoned,evidence-based interpretations of field andexperimental data.

Assessment Practical assignments based onworkshops and laboratory classes,scientific communication skills andexamination questions.

Practical exercises, laboratory and fieldworkreports to demonstrate skill development ingathering and interpreting data, andsynthesising results. Examination questionsfocus on conceptual understanding andapplication.

Practical exercises, laboratory and fieldworkreports and projects to demonstrate advancedskills in gathering and interpreting data andproducing sophisticated interpretations andconclusions. Examination questions focus onconceptual understanding and application.



Curriculumcontent

Students are introduced to the importanceof discovery and enquiry-based learning asfundamental to earth science andchemistry, e.g. using existing datasets.

Students gather their own data tofacilitate enquiry-based learning inpractical contexts, e.g. laboratoryexperiments and fieldwork.

Students develop advanced skills throughdevelopment of research questions,application of critical thinking, and gatheringand interpretation of high quality data inpractical contexts.

Pedagogy Small and large group activities thatencourage teamwork and participation.

Small group activities that encourageparticipation, teamwork and peerlearning.

Small group activities that encourage criticalanalysis and reasoned interpretation ofresults.

Assessment Practical activities (including online),presentations, assignments andexamination questions.

Practical assignments, reports andexamination questions.

Practical assignments, reports, posterpresentations and examination questions.



Curriculumcontent

The discourse is placed within the contextof Earth as a system and the role ofgeoscientific and chemical processes withinthis global system.

Students are introduced to thediversity of approaches within the sub-disciplines of earth science andchemistry.

Students are provided with opportunitiesto engage in diverse approaches toresolving important global challenges.

Pedagogy Learning is supported by using relevant andappropriate materials and resources insmall and large groups.

Small and large group learning asappropriate for the sub-disciplines.

Industry-relevant contexts are provided forauthentic learning including WIL.

Assessment Practical assignments, reports and theoryexaminations.

Practical assignments, reports andtheory examinations.

Practical assignments, integrated projectsand theory examinations.

B42

Consultations


School of MolecularSciences

Martha Ludwig, Head of School Review of the draft structure by the Head of School ofseveral key staff members with clear and positiveendorsement provided.

No changes necessary. Agreementthat all Level 3 units must beincluded.

Additional Information

Additionalinformation(detailed proposal)

The School of Earth Sciences held an Exploration Geochemistry Forum on Tuesday 26 February at UWA with senior staff(exploration managers and senior geochemists) from BHP, Rio Tinto, IGO, Northern Star and Gold Road, together withseveral relevant staff in the School. The outcome of the forum highlighted the requirements for strong technical skills anddata analytical skills. This forum has confirmed the inclusion of all of the core competency units in each major in this doublemajor.


Event Date Outcome

Faculty 22-05-2020 Endorsed: Faculty of Science Education Committee RR2020/32 TRIMFolder reference F20/39 (filing done in Dec, copies can be obtained bycontacting the Faculty Governance Officer)Approval reference: Faculty of Science Governance Officer




B43


MJD-ENVMT Environmental ManagementTRIM: F20/503

ID: 4847


Major information

Code MJD-ENVMT

Title Environmental Management

Undergraduatedegree

BSc|*|



Faculty Science



Coordinator Associate Professor Benedict White

Proposed 26/03/2020


Structure 4+4+4



Major type



True

Second major? True


True


Environmental Management


Nil


True

Details

About this major Growing populations in less developed countries and rising incomes in developed countries are placing increasing demandson the Earth's environment and natural resources. As an Environmental Management student you will learn how to applyscientific, economic, policy and social analysis to help society make better decisions to protect the environment. If you havea strong interest in science, a commitment to the environment, and want to play a role in the future of environmental youwill be well-suited to study this major.

Outcomes # Outcome

1 apply economic principles to evaluate environmental policy decisions

2 appraise alternative policy instruments for managing the environment across local, regional, and global scales

3 integrate models for environmental management using social science and environmental science principles.

4 characterize the main drivers of environmental change from a scientific, social, cultural, and economic perspective.

5 apply the knowledge and skills required for employment related to Environmental Management

B44



Simulated workplace learning;


No


ECON3323


ECON3323 includes a realistic consultancy project with industry and involves interaction with industry and the StateGovernment.


The experiential learning in ECON3323 contributes directly to the first three leaning outcomes.

Rules


Corequisites Nil

Incompatibilities MJD-NRMGT Natural Resource Management (ID 1237) MJD-ENVEN Environmental Science Double Major (ID 4842)

Unit sequence

Level 1



ENVT1104 Environmental Science and Technology 6 points Active



Level 2





SCIE2267 Quantitative Methods in Environmental Management 6 points Active

Level 3


ECON3323 Business and the Environment 6 points Active





True













B45


ECON1120 is a prerequisite for ECON2224 and ECON2224 is a prerequisite for ECON3323. SCIE1104 is a prerequisite forSCIE2267, GEOG2201 is a prerequiste for GEOG3301




Environmental management is interdisciplinary. Theemphasis throughout this major is on three keyanalytical frameworks environmental economics,environmental science and quantitative methods. Thefirst year core and complementary units introducethese frameworks.

The three elements of the degree are developedfurther through the two core and twocomplementary units. GIS (GEOG2201) isintroduced as a quantitative analysis tool. theclimate change unit introduces humanitiesgreatest environmental challenge.

The third year about extending the dataanalysis skills and integrating theanalutical frameworks through policyanalysis, advanced environmentaleconomics and advanced GIS.



The complementary units teach students how tocritically evaluate data and communicate results.The environmental economics and environmentalscience units introduce students to informationliteracy related to different fields

GIS training provides skill in assessing spatialdata sources in environmental management.The evidence on climate change and its affecton biodiversity is introduced as the significantenvironmental challenge.

The third year extends the range of informationconsidered to include geography perspectiveson environmental policy and the importance ofstakeholders. Measuring risk from usingenvironmental and economic models.



The first year environmental economics is taught from aninternational perspective. It discusses where society succeedsand fails to make effective decisions for environmentalmanagement. Across all units team work is encouraged.

Second year units refine the analysis ofenvironmental management in terms of howdifferent groups in society are affected byenvironmental outcomes.

Includes the analysis of howpolicy affects stakeholdersincluding indigenous groups.



Each first year unit has stated learning outcomesand linked assessments that require students todemonstrate their ability to communicate in writtenand verbal forms via a range of classroom andonline contexts including interpersonal interactionswith other students and staff members

Students are required to demonstrate theirdeveloping ability to communicate inwritten and verbal forms via a range ofclassroom and online contexts.

In addition to the skills developed in first year andsecond year, emphasis on specialized skills inenvironmental consultancy report writing.



Unit


SCOM1101 Communicating Science




Curriculumcontent

Environmental management is aninterdisciplinary major that encompassesthree analytical frameworks: namelyenvironmental economics and policyanalysis, environmental science andquantitative methods.The three analytical frameworks areintroduced and developed in ECON1120,ENVT1104 and SCIE1104. Essentialcommunication skills related to the abovetopics are introduced in SCOM1101.

The analytical frameworks aredeveloped and made more rigorous.The environmental frameworks aredeveloped through ECON2224,ENVT2221 and SCIE2267. GEOG2201adds spatial analysis to the studentsmodelling tools.

More complexity is added to includestakeholder analysis for environmental policy.More heterodox economic models inECON3323. ENVT3362 integrates modelling,environmental science and economics throughsystem models.

Pedagogy Lectures, small group tutorials andcomputer labs.

Lectures, small group tutorials andcomputer labs.

Lectures, small group tutorials and computerlabs.

Assessment Exams, essays, analytical assignments,computer-based assignments and groupprojects.

Exams, essays, analyticalassignments, computer-basedassignments and group projects.

Exams, essays, analytical assignments,computer-based assignments and groupprojects. Substantial modelling projects andmini-research projects.

B46



Curriculumcontent

The content at first year includes economictheory, environmental science experimentalresults and models. Modelling methodsinclude statistical models and mathematicalmodels.Economics is introduced in ECON1120,environmental science in ENVT1104 andquantitative methods including mathematicalmodels, statistical models and computermethods in SCIE1104. Research ethics iscovered in SCOM1101

The methods are developed by addingmore complex theories and models,especially related to dynamics models.Economic models developed and linkedto mathematical mehtods and statisticalmethods in ECON2224. Modelling toolsare extended in GEOG2201.

More complexity and interdisciplinaryintegration.ECON3323 introduces a range of neweconomic theories related to theenvironmental performance of firms.

Pedagogy Lectures, small group tutorials and computerlabs.




Exams, essays, analytical assignments,computer-based assignments andgroup projects.

Exams, essays, analytical assignments,computer-based assignments and groupprojects. Substantial modelling projectsand mini-research projects.



Curriculumcontent

Taking the environmental economics disciplineas an example. The first year unit introducestheoretical models and normative economicsrelated to cost benefit analysis. The focus is onhow this model can be applied to supportenvironmental management decisions.

The basic model of environmentaleconomics introduced is first year isextended in ECON2224 to include morerigorous analysis of non-market valuationand more complex theoretical models.

At third year a wide range ofnormative and positive economicsmodels are introduced and links aremade between economics andenvironmental science.





Exams, essays, analytical assignments,computer-based assignments and groupprojects.




Curriculumcontent

Taking the environmental economics disciplineas an example. Economic discourse is evolvingand this is reflected in the curriculum content.In first year theory and simple models ofmarkets and economic behaviour areintroduced.

At send year the links are made tostatistical methods for supporting orrejecting alternative economictheories.

Introduces experimental economics andto orthodox economic models inenvironmental economics from withineconomics ECON3323 and outsideeconomics GEOG3303.






Exams, essays, analytical assignments,computer-based assignments and groupprojects.

Consultations


BusinessSchool

Yanrui Wu A meeting was held with members of the EconomicGroup in the Business School to discuss the potentialdevelopment of an Environmental Economics Major in2019. It was decided not to proceed with the new majorat that time. At that meeting we indicated that theNatural Resource Management major would continue andthat we had been considering renaming this major“Environmental Management”

A meeting was held with members of the EconomicGroup in the Business School to discuss the potentialdevelopment of an Environmental Economics Major in2019. It was decided not to proceed with the new majorat that time. At that meeting we indicated that theNatural Resource Management major would continue andthat we had been considering renaming this major“Environmental Management”

BusinessSchool

Andy Williams A meeting was held with members of the EconomicGroup in the Business School to discuss the potentialdevelopment of an Environmental Economics Major in2019. It was decided not to proceed with the new majorat that time. At that meeting we indicated that theNatural Resource Management major would continue andthat we had been considering renaming this major“Environmental Management”

A meeting was held with members of the EconomicGroup in the Business School to discuss the potentialdevelopment of an Environmental Economics Major in2019. It was decided not to proceed with the new majorat that time. At that meeting we indicated that theNatural Resource Management major would continue andthat we had been considering renaming this major“Environmental Management”


Event Date Outcome

School / ROE 26-03-2020 Endorsed: School Teaching and Learning Committee


B47

Event Date Outcome




B48


MJD-MBIOL Marine BiologyTRIM: F20/506

ID: 4848


Major information

Code MJD-MBIOL

Title Marine Biology

Undergraduatedegree

BSc|*|



Faculty Science


Biological Sciences

Coordinator Dr Jane Prince & Dr Renae Hovey

Proposed 25/05/2020


Structure 4+4+4



Major type



True

Second major? True


True


Marine Biology


Nil.


True

Details

About this major If you are fascinated by our amazing marine plants and animals and the coastal environments in which they live, thenMarine Biology is the major for you. Western Australia's marine environment is a biodiversity hotspot with up to 80 per centof fish, invertebrates and other organisms found nowhere else in the world, making WA an ideal living laboratory for yourstudies. This major includes marine biology and ecology, marine and coastal management , and oceanography. It combinesknowledge of marine aquatic life with a solid understanding of the physical environment. Through experimental design andresearch you will learn to appreciate the complex interactions that occur in marine ecosystems. During the course of yourstudies you will gain practical experience through hands-on laboratory-based exercises, field trips (several of which areovernight) and computer based labs.

B49

Outcomes # Outcome

1 recognise the relationship between structure, function and process at all biological levels: molecular, cellular, organismal, population, communityand ecosystem

2 apply scientific principles, incorporating theoretical concepts, keen observation, sound experimental design, analysis and insightful interpretationinto marine research

3 demonstrate a knowledge of the diversity, life history strategies and functional traits of marine biota

4 explain the ecological relationships between organisms and their environment at a range of spatial and temporal scales and evaluate how thesemay be altered by climate change

5 explain how the interactions between physical and biotic components can influence decisions about sustainable management

6 develop skills in the use of laboratory and field techniques commonly used in marine biology

7 develop skills in modelling and statistics as relevant to marine research

8 conduct quantitative marine research in a safe, ethical and professional manner

9 apply the knowledge and skills required for employment related to marine biology





No


SCIE3304


Field studies in a simulated work environmental. Students liaise with local authorities and agencies to perform smallresearch projects similar to the work of consultants. Students are exposed to OHS requirements, animal ethics considerationwhere relevant, along with the general demands of working in the marine environment.


This unit relates directly to outcomes 5 and 6 and, depending on the project, may relate to outcomes 1, 2 and 3.

Rules

Prerequisites ATAR Mathematics Methods or equivalent or higher, ATAR Chemistry or equivalent or higher

Corequisites Nil.

Incompatibilities Nil.


Nil.

Unit sequence

Level 1






Level 2





B50


BIOL2204 Marine Biology 6 points Active


ENVT2250 Ecology 6 points Active


Level 3






Mapping of outcomes




False


Four complementary units provide prerequisite knowledge for core units in major and for disciplinary Masters.




Students are introduced to basicprinciples of biology with somemarine examples.They are encouraged to thinkanalytically and critically throughgroup work with peers.

Units are more focused on specific marine topicsincluding an introduction to marine systems and thediversity of marine life. Students are given small-scaleresearch to do both in groups and individually.

Units require integration of specific marine knowledgewith physical aspects of the marine environment todevelop a more holistic appreciation of marine biologyand its place in marine science.This culminates in a residential field course whereknowledge and skills are applied to real life problems.



Students learn generic skills that can betransferred across many disciplines.Other units show the application ofthese skills to marine topics.

Students still take a diversity of units showingknowledge from many areas can be combined andapplied to marine research. Group and individualresearch projects require the pooling of informationfrom diverse sources.

Students are given real life scenarios to researchand apply knowledge and skills from diversesources. Integration of information into scientificreports and short laboratory reviews consolidatethis.



First year students are introduced to the twomain challenges of climate change andbiodiversity loss and are given both globaland local examples of collaborate attemptsto address these problems.

Students are further informed of these two problems andshown techniques that are used in the marine andterrestrial environments to document these changes.Small group work allows discussion and debate onspecific issues e.g. conservation of marine mega-fauna.

Students are given the opportunity todesign and execute studies that documentchange in marine systems and discuss thisin the context of anthropogenicenvironmental change



Students are given instruction onhow to prepare written reports andoral presentations aimed at thescientific community.

Students give oral presentations totheir peers, write comprehensivescientific reports and develop on-lineinformation page.s

In the development of their group research projects, students arerequired to continually discuss and debate their ideas beforecombining them into a written proposal for the research. The resultsof the research are presented in oral and written reports and shortvideos and posters are prepared for the general public.










B51



Embedded



Students demonstratewriting that is clear, wellstructured and appropriateto audience and purpose

Written reports are required inBIOL1130, BIOL1131 and:EART1105, the latter alsorequiring a poster. Students aretaught the basis of a goodscientific report, withopportunities for staff and peerreview.

SCIE2204, ENVT2221 and ENVT2250 havegroup written reports and ENVT2250 alsohas an individual report.In BIOL2204, students are required toprepare an on-line information sheet on achosen species.

A major scientific report isrequired for SCIE3304. ENVT3307requires a written opinion pieceand ENVT3306 and BIOL3505involve short written laboratoryreports.

Students give oralpresentations that are clear,well structured andappropriate to audience andpurpose

Small in-class discussion groupsencourage students to expressopinions and contributeinformation and ideas in a safeenvironment.

BIOL2204, ENVT2221 and ENVT2250 allincorporate oral presentations aboutliterature searches, results of lab exercisesand topical issues.

SCIE3304 has both formal andinformal oral presentations on theproposal and the final results ofthe research projects.

Students demonstratecritical information literacyskills that are appropriate tocontext

Students are require to usesearch engines to research topicsrelated to lab exercises andwriting scientific reports in mostunits.

Many lab classes in BIOL2204 requireconstant checking of on-line sources togather information, species descriptionand biology. This information is thenpresented orally or in on-line informationsheets. Most units require on-line searchesfor background to topics, lab work andpreparation of scientific reports.

Students are required to sourceinformation in order to write alogical proposal and integratedintroduction and discussion fortheir scientific reports.

Students demonstrateinterpersonal skills that aresensitive and appropriate tocontext

BIOL1130 and BThis field isrequired.This field is required.This field is required.Students demonstrateinterpersonal skillsthat are sensitive and appropriateto context IOL1131

Students work in small groups, formallyand informally in most units. In somecases, this work is presented to the rest ofthe class, Formal assessment of groupwork is moderated by SPARK.

Group work is key to all of theLevel 3 units, Participation isjudged by SPARK.




Curriculumcontent

Students are given many examples ofthe application of the scientific methodto biological research. Basics principlesand theories of biology and how thesedeveloped are covered in theintroductory biology units.

The principles of scientificmethodology and broadly acceptedbiological concepts are now appliedmore directly to marine topics, whilestill developing ideas across allbiological systems.

There is a strong emphasis on experimentaldesign and its role in the structuring of validrobust experiments. Students are exposed to anddevelop real life experimental methods and arerequired to analyse and interpret data theycollected themselves.

Pedagogy All units contain examples of researchand the use of the scientific frameworkto advance knowledge andunderstanding.

Core units emphasise disciplinespecific concepts. Laboratoryexercises and work in small groupsallows exploration of those conceptsin the context of specific tasks

Students work in small groups to explore andinvestigate large scale problems through to localissues. Discussion and debate form a major partof the process, in discovering how contemporaryresults fit with established concepts and theories.

Assessment assessment of scientific reports,quizzes and exams

scientific reports, quizzes, shortassignments

scientific reports, short laboratory reports,essays, oral and visual presentations



Curriculumcontent

Students are given many examplesof the application of the scientificmethod to biological research.

Students learn a mixture of field,laboratory and computational methodsThe issue of using animals for researchis discussed.

Students are exposed to a wide range of methodsof enquiry used in marine research and have theopportunity for hands-on experience with many ofthem.

Pedagogy Students are introduced to avariety of techniques and problemsolving in the laboratories

Laboratory sessions and field workcombine to expose students to a widerange of techniques.

There is an emphasis on group work andcooperation (but individual assessment) to solveproblems and answer questions in the marineenvironment.

Assessment quizzes, assignments, exams laboratory reports, computer skillsexercises,oral presentations, exams

scientific reports, laboratory exercises, oral andvisual presentations.



Curriculumcontent

Students in first year units are givenenquiry-based task in laboratorysituations in most units.

students are required to set up real or virtualexperiments to answer questions based onspecific concepts and broad scale problems.

students are given real life problems toinvestigate and collect data on, both inthe field and in laboratory or computerlab settings.

Pedagogy small group work and face to faceteaching and discussion in laboratorysituations.

small group work in a laboratory settingbacked up with lectures and on-lineinformation sources

students work in groups to attackparticular problems

Assessment assignments, quizzes, exams assignments, quizzes, exams scientific reports, short lab reports.

B52



Curriculumcontent

The importance of thescientific report to science isintroduced at the beginning ofLevel 1, and reinforcedthrough out the major.

Alternative ways of communicating ideas andresults are explored: oral presentations, on-lineWikis/blogs/information sheets, while reinforcingthe importance of the scientific report.

Students are required to prepare scientificreports on data that the students havecollected themselves to answer particularquestions. Oral presentations and videos andposters directed to the general public. Opinionpieces to generate discussion.

Pedagogy students work through thedifferent sections of thescientific, receiving feedbackfrom staff and peers.

Ideas for presentations developed during labclasses and worked on small groups

Students work in small groups over thesemester to develop and execute smallresearch projects with input from a supervisorystaff member.

Assessment scientific report oral presentations, laboratory assignments,scientific reports

scientific reports, oral presentations, videos,posters,

Consultations


SAGE Nick Callow, James fogerty Consensus: agreement over proposed changes Unit sequence modified to suit both parties

SES Annette George, Jeff Hansen Consensus agreement over proposed changes Unit sequence modified to suit both parties


Event Date Outcome





B53


MJD-MARCP Marine and Coastal ProcessesTRIM: F20/510

ID: 4849


Major information

Code MJD-MARCP

Title Marine and Coastal Processes

Undergraduatedegree

BSc|*|



Faculty Science


Earth Sciences

Coordinator Dr Jeff Hansen

Proposed 25/05/2020


Structure 4+4+4



Major type



True

Second major? True


True


Marine Science


Nil.


False

Details

About this major Coastlines globally face unprecedented threats from continued development and climate change. Majoring in Marine andCoastal Processes will provide you with the understanding of how our coastal and marine environments operate such thatyou can apply this knowledge to ensure coastal communities and marine ecosystems remain resilient in the future. WesternAustralia's coastal and nearshore seascape includes a diversity of morphology, habitats, and environmental forcing whichwill allow you to gain first-hand experience in the field. You'll learn about the processes that drive coastal changes, theimportance of ocean currents in determining our sea level and climate, the links and feedbacks between physical andbiological processes, and about strategies to manage the coast as a resource for all. During the course of your studies youwill gain practical experience through hands-on laboratory-based exercises, field trips (several of which are overnight) andcomputer based labs.

B54

Outcomes # Outcome

1 demonstrate a solid understanding of the physical processes that operate in marine and coastal environments

2 apply scientific principles, incorporating theoretical concepts, keen observation, sound experimental design, analysis and insightful interpretationinto marine research

3 demonstrate a knowledge of the linkages and feedbacks between physical and biotic processes

4 appreciate how the interactions between the physical and biotic components can influence decisions about marine and coastal management

5 conduct quantitative marine research in a safe, ethical and professional manner

6 apply the knowledge and skills required for employment related to marine and coastal processes

7 develop skills in modelling, programming, and numeracy as relevant to marine research





No


SCIE3304


Field studies in a simulated work environmental. Students liaise with local authorities and agencies to perform smallresearch projects similar to the work of consultants. Students are exposed to OHS requirements, animal ethics considerationwhere relevant, along with the general demands of working in the marine environment.


This unit relates directly to outcomes 2, 4 and 5, depending on the project, may relate to outcomes 1, 3, and 7.

Rules

Prerequisites ATAR Mathematics Methods or equivalent or higher.

Corequisites Nil.

Incompatibilities Nil.


Nil.

Unit sequence

Level 1






Level 2





B55



ENVT2220 The Climate System 6 points Active



Level 3






Mapping of outcomes




True




During the first year students areintroduced basic principles of biologyand earth systems with marineexamples. They are encouraged tothink analytically and critically anddiscuss ideas with their peers usingreal world examples.

Students start to be exposed to specificknowledge relevant for the discipline suchas coastal processes and large scale oceancirculation. Students learn respective skillsto generatenecessary data to scientifically assess andsubsequently discuss issues and solutionsrelevant for a sustainable environment.They will be further introduced toquantitative methods helpful to managemarine problems.

Students deepen their cognatebackground in a number of 3rd year units, knowledge offundamental oceanography, conservation and management byintegrating knowledge of the physical and biologicalenvironment. This culminates in a residential field coursewhere knowledge and skills are applied to real life problems.Units work to develop a more holistic appreciation of marinescience.



Faculty wide SCIE unitsare designed to train students specifically in learning strategies.Other first year units provide opportunities for students to observeand describe data from the literature and discuss analytically.Observation and note taking are encouraged skills in all units.Students will also learn the fundamentals of computer programming.

In level 2 students apply critical appraisal ofliterature provided in units by writing short reportsand essays. They are introduced specific methodsgenerating essential data and compare it withexamples from the literature.

Level 3 units intensifyliterature work vialarger reportassessments whichincludeliterature reviews andintense datadiscussions. Capstoneunits will allowstudents to extend thisapproach into a globalcontext.



First year students are introduced to the two mainchallenges of climate change and biodiversity loss andare given both global and local examples of collaborateattempts to address these problems. Students areprovided with opportunity to understand how differentenvironmental solutions can be applied in differentcircumstances. From early on students work in smallteams to generate solutions for given tasks in certainunits.

Year 2 units provide continuedpossibilities for team work experienceand leadership performance during fieldand laboratory classes usually usingsmall groups for data generation. Peerassessment and writing data reportsduring classes are essential skills inmaturing academically.

During year 3 students are continuouslyexposed to discuss generated data, debate onrelevant and often current marine environmentalissues. Extended reports of field work andlaboratory focused classes help to shape astudent's ability discuss findings similar to reportwritings in the corporate world. Capstone unitsfoster teamwork and leadership skills.










B56



SCIE1104 and EART1105have embedded activitiesdesigned to help studentscommunicate certain topicseffectively both orally and written.Other units use short writtenessays to practiceEnglish writing skills. Interactionsvia peer assessments anddiscussions with other studentsand the teaching personnel furtherhelp developing communicationskills.

Students are required to demonstrate theirdeveloping ability to communicate in written andverbal forms via a range of classroom and onlinecontexts including written assessments andpresentations. This includes giving oralpresentations to their peers, writing scientificreports and developing on-line information page.

During year 3 students demonstrate their advanced abilitiesto express and debate ideas as well as analytically discussdata, principles and knowledge to their peers. In the capstoneunits, students are required to continually discuss and debatetheir ideas before combining them into a written proposal forthe research. The results of the research are presented inoral and written reports and short videos and posters areprepared for the general public.



Embedded



Students demonstrate writing that is clear, wellstructured and appropriate to audience andpurpose

Assignments in BIOL1131,EART1105

Assignments in EART2204 Assignments in SCIE3304,ENVT3306.

Students give oral presentations that are clear,well structured and appropriate to audience andpurpose

Assignments in EART1105 Assignments in EART2204 Assignments in SCIE3304

Students demonstrate critical information literacyskills that are appropriate to context

Assignments in EART1105,BIOL1131

Assignments in EART2204,SCIE2204

Assignments in SCIE3304,ENVT3306.

Students demonstrate interpersonal skills that aresensitive and appropriate to context

Assignments in EART1105,BIOL1131

Assignments in EART2204,SCIE2204

Assignments in SCIE3304,ENVT3306.




Curriculumcontent

Important concepts andtheories inmarine biology, oceanography,and marine geology areintroducedand applied real worldexamples aregiven. The interdisciplinarynature ofMaine Science is emphasizedby introducing students tobasics inbiology, physics and chemistryviaapplied examples and furtherdiscusspossible solutions on an initialsocioeconomic basis.

The broad evolution ofconcepts andtheories is placed within anmarine processesframework viaunits targeting specificentities of theenvironment.

Concepts and theories are well placed within a marine processesframework that promotes logic and reasoning. It furtherencourages understanding of multiple perspectives in aninternational context.

Pedagogy Core and elective units providemultipleopportunities to explore howresearch isconducted within the largertheorycontext of the variousdisciplines.

Core units emphasizediscipline specificconcepts and theories as anecessarybackground for hands-onexperienceduring field work andlaboratoryclasses

Core units continue to discuss historic changes of concepts andtheories and they emphasize state of the art methodologies inmarine and coastal processes research. This is often encouragedvia active small group learning and teamwork during hands-onexperiences.

Assessment Exams, online quizzes, labassignments

Laboratory reports,assignments withquestions targeting astudents'conceptual understanding,exams

Assignments with critical thinking, scientific reports, essays, oraland visual presentations.

B57



Curriculumcontent

Core and elective units providemultipleexamples how research is conductedand which methods are used/applied.

A mixture of essential methods andapproaches in the field the laboratory andthe final data analysis is used in thevarious units.

Students are exposed to a wide range ofmethods of enquiry used in marine researchand have the opportunity for hands-onexperience with many of them.

Pedagogy Classical lectures, small group work,initial field work and laboratoryexperience as well as tutorials enablestudents to gain experience inmethodological approaches ofthe discipline

The whole chain of problem identification,sampling in the field, laboratory analysisand data processing is taught in units withhands onexperience.

There is an emphasis on group work andcooperation (but individual assessment) tosolve problems and answer questions in themarine environment.

Assessment Exams, online quizzes, labassignments

laboratory reports, computer skillsexercises, oral presentations, exams

Literature review, scientific reports,laboratory exercises, oral and visualpresentations



Curriculumcontent

Students in level 1 are exposed to enquirybased learning via small hands-on researchtasks to be completed in various unitsrelated to the Marine and Coastal Processesdiscipline.

Students are required to set up real orvirtual experiments to answer questionsbased on specific concepts and broadscale problems.

Continued exposure to enquiry-basedthinking during units with an intensefield and laboratory work component.Development or research questions,sharing ideas and discussion of resultsamong the student peers.Students are given real life problems toinvestigate and collect data on, both inthe field and in laboratory or computerlab settings.

Pedagogy Small and large group teaching methodsface to face as well as small team workexperience with peers.

small group work in a laboratory settingbacked up with lectures and on-lineinformation sources

Formation of research questions,developing and testing of hypothesissmall group discussion

Assessment Exams, online quizzes, lab assignments Exams, online quizzes, lab assignments Assignments, opinion essay,Full scientific report on the chosenresearch component in capstone unit



Curriculumcontent

The importance of thescientific report to scienceis introduced at thebeginning of Level 1, andreinforced through out themajor.

Alternative ways of communicating ideasand results are explored: oralpresentations, on-lineWikis/blogs/information sheets, whilereinforcing the importance of the scientificreport.

Increased exposure to hands-on learning in the laboratoryand during field work allows students to develop anunderstanding of the discourse conventions in Marine andCoastal Processes at a professional level. Students arerequired to prepare scientific reports on data that thestudents have collected themselves to answer particularquestions. Oral presentations and videos and postersdirected to the general public. Opinion pieces to generatediscussion.

Pedagogy students work through thedifferent sections of thescientific, receivingfeedback from staff andpeers.

Ideas for presentations developed duringlab classes and worked on small groups

Increased hands-on experience, reflective thinking anddiscussion in small peer groups. Students work in smallgroups over the semester to develop and execute smallresearch projects with input from a supervisory staffmember.

Assessment scientific report oral presentations, laboratory assignments,scientific reports

Scientific reports, oral presentations, videos, posters,

Consultations


SBS Jane Prince, Renae Hovey, GaryKendrick

Consensus: agreement over proposed doublesingle major

The unit structure was developed in closeconsultation with SBS

SAgE Nik Callow Consensus: agreement over proposed doublesingle major

SAgE was consulted throughout the majordevelopment.


Event Date Outcome

Faculty 25-05-2020 Endorsed: Faculty of Science Education Committee RR 2020/42Approval reference: 2020 Resolutions Register Faculty of ScienceEducation Committee (F20/39)




C1

Proposed credit bearing micro-credentials as at 16-06-2020

BMEDM501 Biodesign Medical Technology InnovationTRIM: F20/1431

ID: 1

This credit bearing micro-credentials is not yet approved.

CBMC information

Code BMEDM501

Title Biodesign Medical Technology Innovation

Indicative Level 5

Faculty Health and Medical Sciences


Faculty Office - Health and Medical Sciences

Coordinator Ms Intan Oldakowska


ProfessionalDeveolopmentPoints

6

Total effort hours Contact hours: 45 hours, 6 full days over two weeks of intensive tuition mid year.Study and assessment: Approximately 35 hours of pre-reading material prior to the intensive weeks, and approximately 70hours to study and prepare assessments during and post intensive tuition.

Proposal type

Associated awardunit

BMED5001 Biodesign Medical Technology Innovation

Additional CBMsthat stack as a setfor equivalence tothis unit:

Nil

Are the abovespecified AdditionalCBMs approved?

No, the above set of CBMCs and unit credit have not been approved


Content Based on the Biodesign methodology of innovating medical technologies, this unit provides students with the opportunity toidentify and research real clinical unmet needs, brainstorm a medical technology solution, and learn the medical devicedevelopment process. Students will work together in a group in an intensive environment over two weeks mid year todevelop a medical technology project.Well suited, but not restricted to, participants with an academic background in: biological sciences, physics, engineering,medical science, medicine or business/commerce etc.

Outcomes Students are able to (1) identify an unmet clinical need appropriate for project development; (2) develop basic market andstakeholder analysis for a clinical unmet need; (3) generate solutions based on the design thinking methodology; (4) identifysuitable intellectual property protection; (5) identify regulatory pathways; (6) identify reimbursement pathways; and (7)create a development pathway towards translation of a medical technology.



1 identify an unmet clinical need appropriate for project development group project, class participation, oral presentation

2 develop basic market and stakeholder analysis for a clinical unmet need group project, class participation, oral presentation

3 generate solutions based on the design thinking methodology group project, class participation, oral presentation

4 identify suitable intellectual property protection group project, class participation, oral presentation

5 identify regulatory pathways group project, class participation, oral presentation

6 identify reimbursement pathways group project, class participation, oral presentation

7 create a development pathway towards translation of a medical technology group project, class participation, oral presentation

C2

Assessment items Indicative assessments in this unit are as follows: (1) group written assignment; (2) class participation; and (3) oralpresentation. Further information is available in the unit outline.

# Assessment Indicative weighting

1 group written assignment 20%

2 class participation 20%

3 oral presentation 60%



FAC90 Health and Medical Sciences Coordination and teaching 100%

Availabilities


Non-standard, 2020 Crawley Online Expected class size: 25Contact hours: 22.5Description: On-line teaching within TS-G 3A; 7th August, 2020 to 21st September 2020, with:^prereading from 7th August, ^intensive tuition 15/16th, 29/30th August and 12/13th September, and^report due by Monday 21st September.Satisfaction of academic standards: The unit will require 45 contact hours, 70 hours committed todeliverables and 35 hours on pre-reading and preparation workStart: 03-08-2020Attendance start: 03-08-2020Attendance end: 21-08-2020End: 30-09-2020Requested census:Group: Unknown

Note: non-standard teaching period dates are finalised in the Student Information Management System -final dates may differ from those shown here, and can be viewed in or the 2020 Handbook list (if launchedyet)..

Fees and enrolment

Fees category Non-standard

Justification, whythe fee category isnon-standard

The fee of $2365 including GST, being $394/point was devised by comparing:^relevant CSPs band 2 $9527pa,^full fee for MBA $38,500pa, MBiomedSc $30,400pa, M Clin Aud $24,800pa, M Clin Ex Physiol $24,400pa, MPH $24,400pa,^the fees for short courses run by School of Statisitcs @$290/day, $845/3day course.

The proposed fee is expected to cover the costs assuming 18% UWA tax and an estimate of Faculty tax.

Fees applied for thisCBM

$2365 including GST,

Minimum enrolmentrequired (ifapplicable)

12

IndustryEndorsement

nil

Period ofendorsement

0000-00-00

Handbook fields

Textbooks Biodesign: The process of Innovating Medical Technologies (2nd Edition).Paul G. Yock, Stefanos Zenios, Josh Makower, Todd J. Brinton, Uday N. Kumar, F. T.Jay Watkins, Lyn Denend, Thomas M. Krummel, Christine Q. KuriharaCambridge University Press, 2 Feb 2015

http://www.publishing.uwa.edu.au/teachingperiods/period.php?year=2020&unitcodes=PHAR2220

C3


Event Date Outcome

School / ROE 03-06-2020 Endorsed: To the extent I have the authority to do so, I give myendorsement for this unit/course. Professor Kevin Pfleger, DirectorBiomedical Innovation. 3/6/20Approval reference: [email protected]

Faculty 04-06-2020 Endorsed: Endorsed in the short term by AD L&T by delegated authorityfrom Academic Board 4/6/20Approval reference: Daniela Ulgiati [email protected]



· file ref: f68752 1 16 th june 2020 members of the curriculum committee . pro vice-chancellor...

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