EUB351 Space, Population and Territory
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB351 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $2,040 |
| Pre-2021 CSP student contribution | $957 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $3,024 |
| International unit fee | $4,224 |
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | EUB351 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Sarah Adams | sarah.adams@qut.edu.au |
Overview
This unit focuses on three interrelated concepts that are foundational to the discipline of geography: space, population and territory. You are invited to examine the historical and contemporary environmental, economic, political, social and cultural factors that shape these concepts. You will engage in the examination of the practical and concrete impact that ideas about space, population and territory have on lived everyday life at both a local and global level and the implications for sustainable planning for the future. In this unit, which is placed towards the end of your course, you will be able to draw on, extend and contextualise knowledge and skills that you have acquired in your earlier discipline and curriculum studies in geography.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a comprehensive knowledge of the foundational concepts of space, territory and population in the discipline of Geography.
- Reflect critically and concretely using methods of inquiry both in the field and through literature in relation to how notions of space, territory and population operate within a complex policy, cultural, social and environmental context at both local and global levels.
- Evaluate, then respond in adaptable and creative ways to changing policy, climate, urban and natural environments and migratory population flows and their impact on a variety of concrete everyday practices involving diverse populations and places.
- Demonstrate a capacity to employ an original and innovative approach in applying key ideas in geography to sustainable planning strategies and the management of human and natural environments and to lead students in innovative problem solving.
- Engage ethically and respectfully with a wide diversity of individuals and populations, both human and animal as well as with the natural and built environments in recognising the challenges of sustainability for both populations and places.
- Engage and communicate effectively, professionally and with cultural sensitivity with peers, students and wider members of the community in developing sustainable management plans at local and global levels in relation to space, population and territory.
Content
In this unit you will learn about:
- The way space and its boundaries are perceived, structured, organised and managed by people within specific cultural contexts and at different points in history.
- Non-traditional appropriations of space. Examples of this include sub-cultural practices of graffiti and parkour in urban environments, surveillance art and so on.
- Spaces of exclusion (eg prisons) and transitional spaces (trains or motel accommodation).
- Population as an idea and mechanism for managing people, both in terms of their placement within territories and through demographic indicators such as life expectancy, birth, death and fertility rates, age/sex structure, workforce participation, ethnic and cultural diversity, health and migration patterns.
- Territory which is the notion that geographical and other space can be exclusively owned and/or occupied by particular individuals, populations (both human and animal) and subject to struggles for ownership.
- The interaction of territory and population and how these notions operate in relation to forced and voluntary migratory flows resulting from social, cultural, political and economic factors and/or geographic and environmental processes such as large-scale flooding, drought or ecological breakdown and climate change.
- Emerging and alternative notions of territory and space and their governance. Examples include the International Space Station (ISS), large cruise ships which traverse international waters and virtual real estate within online games such as Second Life.
You will develop the following skills and capabilities:
- Knowledge of foundational key concepts in the geography discipline in line with and extending the geography curriculum;
- Skills in presenting, teaching, analysing and applying complex concepts in geography to practical and evolving real-world contexts;
- An ethical approach to sustainable processes in human and environmental geography and how to teach this approach; and
- Skills in how to apply advanced conceptual thinking in geography to fieldwork research.
Learning Approaches
The teaching strategies in this unit include a three hour workshop each week supported by online learning resources. Lectures will be delivered in the workshops and you will be given the opportunity to practise your teaching and communication skills through delivering and participating in interactive presentations. You will also be engaging in fieldwork and applying high level concepts to your findings. The teaching strategies modelled in the unit provide examples of teaching and learning strategies for developing confident and engaged learners in the geography discipline.
Materials and activities are designed to engage you in your learning through a range of learning approaches including explicit teaching and learning, debate and discussion and inquiry-based and project-based learning approaches. You are expected to come to class prepared, having done any prescribed reading, viewing, writing and thinking. Professional literacy and numeracy standards are an essential requirement of this unit.
Feedback on Learning and Assessment
You will gain formative feedback in this unit from your lecturer and other students through your participation in regular workshop discussions. Detailed discussions of your individual assessment before you hand it in will also take place in workshops. You will also receive written feedback from your lecturer on both pieces of summative assessment.
Feedback sources
You will gain feedback in this unit by participating in weekly tutorials and completing the tutorial activities as well as by evaluating your achievement in attaining the learning goals established throughout the course. You will also receive summative, written feedback on both assessment pieces. Therefore, feedback will be both summative and formative.
Assessment
Overview
Assessment tasks in the unit are designed to allow you to demonstrate learning achievement in written and research modes. Task one allows you to develop conceptual understanding of core concepts in geography and develop literature research skills. Task two encourages you to use analytical skills to forge links between theory and the concrete geographical world. Both tasks allow you to develop and demonstrate skills of analysis, critique and evaluation.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Literature Review
A literature review of core concepts in the unit.
This task will assess your:
1. Knowledge and understanding of unit core concepts.
2. Research and writing skills.
This is an assignment for the purposes of an extension.
Assessment: Project
A research project which applies one of the set topics to fieldwork, excluding the topics set for assignment 1, . A variety of digital formats can be used to present your work.
This task will assess your:
1. Knowledge and understanding of your chosen set topic.
2. Research and writing skills.
3. Fieldwork skills.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resources are provided on Canvas and via QUT readings.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Unit Outline: Semester 2 2024, Online
| Unit code: | EUB351 |
|---|---|
| Credit points: | 12 |
Overview
This unit focuses on three interrelated concepts that are foundational to the discipline of geography: space, population and territory. You are invited to examine the historical and contemporary environmental, economic, political, social and cultural factors that shape these concepts. You will engage in the examination of the practical and concrete impact that ideas about space, population and territory have on lived everyday life at both a local and global level and the implications for sustainable planning for the future. In this unit, which is placed towards the end of your course, you will be able to draw on, extend and contextualise knowledge and skills that you have acquired in your earlier discipline and curriculum studies in geography.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a comprehensive knowledge of the foundational concepts of space, territory and population in the discipline of Geography.
- Reflect critically and concretely using methods of inquiry both in the field and through literature in relation to how notions of space, territory and population operate within a complex policy, cultural, social and environmental context at both local and global levels.
- Evaluate, then respond in adaptable and creative ways to changing policy, climate, urban and natural environments and migratory population flows and their impact on a variety of concrete everyday practices involving diverse populations and places.
- Demonstrate a capacity to employ an original and innovative approach in applying key ideas in geography to sustainable planning strategies and the management of human and natural environments and to lead students in innovative problem solving.
- Engage ethically and respectfully with a wide diversity of individuals and populations, both human and animal as well as with the natural and built environments in recognising the challenges of sustainability for both populations and places.
- Engage and communicate effectively, professionally and with cultural sensitivity with peers, students and wider members of the community in developing sustainable management plans at local and global levels in relation to space, population and territory.
Content
In this unit you will learn about:
- The way space and its boundaries are perceived, structured, organised and managed by people within specific cultural contexts and at different points in history.
- Non-traditional appropriations of space. Examples of this include sub-cultural practices of graffiti and parkour in urban environments, surveillance art and so on.
- Spaces of exclusion (eg prisons) and transitional spaces (trains or motel accommodation).
- Population as an idea and mechanism for managing people, both in terms of their placement within territories and through demographic indicators such as life expectancy, birth, death and fertility rates, age/sex structure, workforce participation, ethnic and cultural diversity, health and migration patterns.
- Territory which is the notion that geographical and other space can be exclusively owned and/or occupied by particular individuals, populations (both human and animal) and subject to struggles for ownership.
- The interaction of territory and population and how these notions operate in relation to forced and voluntary migratory flows resulting from social, cultural, political and economic factors and/or geographic and environmental processes such as large-scale flooding, drought or ecological breakdown and climate change.
- Emerging and alternative notions of territory and space and their governance. Examples include the International Space Station (ISS), large cruise ships which traverse international waters and virtual real estate within online games such as Second Life.
You will develop the following skills and capabilities:
- Knowledge of foundational key concepts in the geography discipline in line with and extending the geography curriculum;
- Skills in presenting, teaching, analysing and applying complex concepts in geography to practical and evolving real-world contexts;
- An ethical approach to sustainable processes in human and environmental geography and how to teach this approach; and
- Skills in how to apply advanced conceptual thinking in geography to fieldwork research.
Learning Approaches
The teaching strategies in this unit include a three hour workshop each week supported by online learning resources. Lectures will be delivered in the workshops and you will be given the opportunity to practise your teaching and communication skills through delivering and participating in interactive presentations. You will also be engaging in fieldwork and applying high level concepts to your findings. The teaching strategies modelled in the unit provide examples of teaching and learning strategies for developing confident and engaged learners in the geography discipline.
Materials and activities are designed to engage you in your learning through a range of learning approaches including explicit teaching and learning, debate and discussion and inquiry-based and project-based learning approaches. You are expected to come to class prepared, having done any prescribed reading, viewing, writing and thinking. Professional literacy and numeracy standards are an essential requirement of this unit.
Feedback on Learning and Assessment
You will gain formative feedback in this unit from your lecturer and other students through your participation in regular workshop discussions. Detailed discussions of your individual assessment before you hand it in will also take place in workshops. You will also receive written feedback from your lecturer on both pieces of summative assessment.
Feedback sources
You will gain feedback in this unit by participating in weekly tutorials and completing the tutorial activities as well as by evaluating your achievement in attaining the learning goals established throughout the course. You will also receive summative, written feedback on both assessment pieces. Therefore, feedback will be both summative and formative.
Assessment
Overview
Assessment tasks in the unit are designed to allow you to demonstrate learning achievement in written and research modes. Task one allows you to develop conceptual understanding of core concepts in geography and develop literature research skills. Task two encourages you to use analytical skills to forge links between theory and the concrete geographical world. Both tasks allow you to develop and demonstrate skills of analysis, critique and evaluation.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Literature Review
A literature review of core concepts in the unit.
This task will assess your:
1. Knowledge and understanding of unit core concepts.
2. Research and writing skills.
This is an assignment for the purposes of an extension.
Assessment: Project
A research project which applies one of the set topics to fieldwork, excluding the topics set for assignment 1, . A variety of digital formats can be used to present your work.
This task will assess your:
1. Knowledge and understanding of your chosen set topic.
2. Research and writing skills.
3. Fieldwork skills.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resources are provided on Canvas and via QUT readings.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.