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FACULTY OF SCIENCE

SCIENCE EXECUTIVE COMMITTEE

MembersDean (Chair) Prof Tony O’DonnellDeputy Dean Prof Brendan WaddellGeneral Manager & Executive Officer Ms Christine RichardsonFaculty Manager Ms Abbe Rorrison

Heads of SchoolsAgricultural & Resource Economics Prof David PannellAnatomy, Physiology & Human Biology Prof Shane MaloneyAnimal Biology Prof Sarah DunlopChemistry & Biochemistry Prof Mark SpackmanEarth & Environment Prof Matthew TontsPhysics Prof Ian McArthurPlant Biology Prof Tim ColmerPsychology Prof Murray MayberySports Science & Exercise Health Prof Tim AcklandUp to 2 representatives of Institutes and Centres

Prof Kadambot Siddique orProf Phil Vercoe or Prof Dan Murphy

Associate DeansAssociate Dean Teaching and Learning A/Prof Peter HammondAssociate Dean Graduate Research Studies Prof Andrew PageCo-opted members

By InvitationProf Shaun Collin

The next meeting of the Science Executive Committee is scheduled for 2:00 pm on Wednesday, 29th April 2015 in the Science Board Room (Room G108, Ground Floor of Agriculture Central).

Abbe Rorrison, Executive Officer

1. WELCOME

The Chair welcomes Members to the meeting.

2. APOLOGIES

Members are advised that membership of this committee is as listed above and that a deputy is not required should a member be unavailable to attend a meeting.

3. DECLARATIONS OF POTENTIAL OR PERCEIVED CONFLICTS OF INTEREST - REF: F45668

4. CHECK IN

5. IDENTIFY TOPICS FOR DISCUSSION IN PART IV

Meetings will be structured so that ample time is made available for robust discussion about strategic issues. Members can put forward items for discussion in advance of the meeting. In addition, members will be invited at the start of each meeting to identify items for discussion at Part IV of the Agenda.

Faculty of Science – Science Executive Committee Agenda 29 April 2015

6. MINUTES FROM PREVIOUS MEETINGS

The Minutes of the Science Executive Committee meeting held on 17 March 2015 are presented at Attachment A. Members are asked to confirm that these minutes are a true and correct record of that meeting.

The Minutes of the Science Executive Committee decisions made by agenda circular 2 April 2015 are presented atAttachment B. Members are asked to confirm that these minutes are a true and correct record of that meeting.

7. UPDATE ON ACTION ITEMS

ITEM DUE DATE / RESPONSIBILITY

STATUS

New academic appointments in APHB

Head of School Interviews were conducted in March 2015 and have offers have been made.

New academic appointment in CMCA

Director Interviews were conducted in February 2015 and two offers were made however both were declined.

Workload models Heads of Schools General Manager

Feedback received from Schools; awaiting developments around PPP to identify next steps and timeline.

Academic Appointments in the School of Animal Biology

Head of School Tenurable appointment in Applied Entomology (Level C/D; replacement; two years funded by GRDC); offer made and successful candidate commencing August 2015.

Academic Appointment of Deputy Director for the Australian Herbicide Resistance Initiative

Head of School Position advertised. Shortlisting and interviews to take place in May 2015.

People, Potential and Performance

Dean For discussion and decision at Science Extended Leadership Group meeting 29th April 2015.

Close Working Relationships – FoS Addendum to Policy

Faculty Office Faculty addendum to policy endorsed at March Science Executive meeting. For implementation across Faculty; and consultation with HR to request implementation University- wide.

Safety and Health – Officers and Due Diligence

All Complete LMS module on Due Diligence and associated quiz (http://www.lms.uwa.edu.au/my/)

PART I: ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC

8. MORATORIUM ON ALL NEW APPOINTMENTS IN THE FACULTY OF SCIENCE

Members are advised of a moratorium placed on all new appointments in the Faculty of Science, as explained in the Dean’s email to Heads of Schools on 31 March 2015 (Attachment C to the agenda).

The moratorium will apply to both academic and professional staff but excludes staff funded on external contracts; effective 1st April 2015 and will be reviewed at the end of 2015.

All exemptions to the moratorium will be considered by the Science Executive Committee, via a business case prepared by the school.

For noting

PART II: ITEMS FOR DECISION TO BE DEALT WITH EN BLOCNil

http://www.lms.uwa.edu.au/my/)


PART III: ITEMS FOR DISCUSSION AND DECISION

9. ACADEMIC SABBATICAL – FACULTY RANKING PANEL AND TIMELINES

Members are advised that the University’s new Sabbatical policy and procedure is now available on the Human Resources intranet www.hr.uwa.edu.au/working/academic-sabbatical

Under the new policy, applications are required to be submitted through a Faculty panel for assessment, ranking and approval. Recognising the transition to the new application process, deadlines in 2015 for 2016 sabbaticals have been extended: the Proposal Form will be due by 30 June; and the panel convene and make recommendations to the Dean by 30th July 2015 (process map provided at Attachment D to the agenda).

Members will discuss composition of the Faculty of Science panel; and agree an indicative timeline for tasks in 2015.

For discussion and decision

EXEMPTIONS TO MORATORIUM ON NEW ACADEMIC AND PROFESSIONAL APPOINTMENTS

10. NEW ACADEMIC APPOINTMENT IN SCHOOL OF CHEMISTRY AND BIOCHEMISTRY (JOINT WITH CMCA)- NUCLEAR MAGNETIC RESONANCE (NMR)

Further to the Dean’s email of 31 March 2015 imposing a moratorium on all new appointments in the Faculty of Science, members are asked to consider the School of Chemistry and Biochemistry’s business case to replace the CMCA academic responsible for the Nuclear Magnetic Resonance (NMR) spectroscopy facilities. The position is a replacement one as a result of the Voluntary Early Retirement Scheme, which the School urgently seeks approval for in order to avoid major disruption to CMCA and the School activities in NMR.

The School seeks approval to reappoint at Level C in order to attract a competitive field but are not ruling out recruiting an up-and-coming early career researcher at Level B.

Funding for this continuing position will be shared equally between the School and CMCA. The School is able to provide this funding support through savings made by the recent resignation of a Level C academic (who will not be replaced), as well as the inability to attract and appoint a second academic in last year’s recruitment for new staff in biochemistry and molecular biology (as approved by this Committee in July 2014 by Res 106/2014).

Members are provided with the business case and position description at Attachment E to the agenda.


11. NEW PROFESSIONAL APPOINTMENT IN SCHOOL OF CHEMISTRY AND BIOCHEMISTRY (JOINT WITH CMCA) – SENIOR RESEARCH OFFICER, NUCLEAR MAGNETIC RESONANCE (NMR)

Further to the Dean’s email of 31 March 2015 imposing a moratorium on all new appointments in the Faculty of Science, members are asked to consider the School of Chemistry and Biochemistry’s business case to appoint a Senior Research Officer in a Level 7, five year fixed-term appointment to support the Nuclear Magnetic Resonance (NMR) spectroscopy facilities.

High-end technical and research support, through a Level 7 Senior Research Officer (SRO) is desperately needed to support the lead academic within the NMR facility and to adequately maintain operation of the NMR facility independently.

Funding for this position will be shared between the School and CMCA. The School is able to provide this funding support through savings as described in item 10 above.

Members are provided with the business case and position description at Attachment F to the agenda.


12. NEW ACADEMIC APPOINTMENT IN SCHOOL OF PLANT BIOLOGY – LECTURER IN ECOLOGY

Further to the Dean’s email of 31 March 2015 imposing a moratorium on all new appointments in the Faculty of Science, members are asked to consider the School of Plant Biology’s business case to appoint a Level B Lecturer in Ecology (Invasive Plant Ecology/Restoration Ecology).

This position is a collaboration between CSIRO and UWA, with CSIRO undertaking to provide the first 2.5 years of the salary costs up-front, with UWA then to take the next 2.5 years.Two early-career academic staff (one level B

http://www.hr.uwa.edu.au/working/academic-sabbatical


and one


level C ) in Plant Ecology have departed UWA in the past 6 months following resignations. Both were appointed about 5 years ago as part of capacity building (quantitative ecology) and succession planning in Plant Ecology, a strong and successful area in the School. The School wishes to appoint one replacement to at least partially maintain capacity and succession planning, and in addition to enhance their collaborative links with CSIRO Land & Water (Floreat) in Plant Ecology, via a jointly-funded CSIRO-UWA 5 year fixed-term level B appointment. The position will be advertised for appointment via a competitive process.

Members are provided with the business case, position description and search plan at Attachment G to the agenda.


13. NEW PROFESSIONAL APPOINTMENT IN SCHOOL OF SPORT SCIENCE EXERCISE AND HEALTH – TECHNICAL ASSISTANT

Further to the Dean’s email of 31 March 2015 imposing a moratorium on all new appointments in the Faculty of Science, members are asked to consider the School of Sport Science, Exercise and Health’s business case to appoint a Technical Assistant in a Level 4, 1.0 FTE ongoing position. The position is a replacement one as a result of the Voluntary Early Retirement Scheme.

Members are provided with the business case and position description at Attachment H to the agenda.


14. NEW PROFESSIONAL APPOINTMENT IN SCHOOL OF PSYCHOLOGY – ADMINISTRATIVE OFFICER (POSTGRADUATE)

Further to the Dean’s email of 31 March 2015 imposing a moratorium on all new appointments in the Faculty of Science, members are asked to consider the School of Psychology’s business case to appoint an Administrative Officer (Postgraduate) in a Level 5, 1.0 FTE ongoing position. The position is a replacement one following resignation.

Members are provided with the business case and position description at Attachment I to the agenda.


15. NEW PROFESSIONAL APPOINTMENT IN SCHOOL OF PSYCHOLOGY – ADMINISTRATIVE OFFICER (UNDERGRADUATE)

Further to the Dean’s email of 31 March 2015 imposing a moratorium on all new appointments in the Faculty of Science, members are asked to consider the School of Psychology’s business case to appoint an Administrative Officer (Undergraduate) in a Level 5, 1.0 FTE ongoing position. The position is a replacement one following resignation.

Members are provided with the business case and position description at Attachment J to the agenda.


16. NEW PROFESSIONAL APPOINTMENT IN SCHOOL OF PSYCHOLOGY – ADMINISTRATIVE OFFICER (RESEARCH AND TEACHING SUPPORT)

Further to the Dean’s email of 31 March 2015 imposing a moratorium on all new appointments in the Faculty of Science, members are asked to consider the School of Psychology’s business case to appoint an Administrative Officer (Postgraduate) in a Level 5 ongoing position. The position is a new one to fill 0.4 FTE not taken up by the successful applicant occupying the fulltime position.

Members are provided with the business case and position description at Attachment K to the agenda.



CURRICULUM ITEMS FOR APPROVAL

Items 17 to 27 of this agenda have been referred by the Science Teaching and Learning Committee to this Committee for final approval. The Deputy Dean will provide an overview of changes to the Curriculum program, in particular with regard to the number of new units and majors with significant change.

17. PROPOSED CHANGES TO THE RULES FOR SCOM1101 INTRODUCTION TO SCIENTIFIC PRACTICES AND SCIE1103 SCIENCE SOCIETY AND COMMUNICATIONReferred from the meeting of the Science Teaching & Learning Committee held on 26th March 2015 (by Res: 06/15)

Members are advised that the Science Student Office (SSO) submitted a block rule waiver request to Academic Policy Services (APS) enabling students to substitute SCOM1101 Introduction to Scientific Practices for SCIE1103 Science Society and Communication and vice versa. There is overlap between the two units and currently SCOM1101 is incompatible with SCIE1103 but not the other way round.

Rule waivers are currently requested where

A student has commenced a degree specific major which required SCOM1101 as a complementary unit and then changed to another degree specific major that requires SCIE1103 as a complementary unit or vice versa.

A student is studying Science Communication as a second major (SCOM1101 is a core unit) and they are completing a degree specific major that requires SCIE1103 as a complementary unit.

The Chair of the Academic Board granted a block waiver for 2015 only, on the understanding that a review take place to seek an alternative solution in time for approval and implementation for 2016. The School of Animal Biology have proposed that students taking the Zoology major are able to select either SCOM1101 or SCIE1103 (refer agenda item 21). The SSO proposes that in the majors where SCIE1103 or SCOM1101 are complementary units, students are able to select one or the other of these units and that consideration is given to the development of a single level one communication unit, incorporating aspects of both units, to be offered in both semesters in place of SCIE1103 and SCOM1101. Currently SCIE1103 and SCOM1101 are both offered in semester 1.

The coordinator for SCIE1103 is in agreement with the waiver and has confirmed the units are under review; however, that changes would not be ready for 2016. The perspective of these two units is different and consideration is being given to either combining them or separating them into two quite separate units for 2017.

The Faculty has informed the Faculties of Engineering Computing and Mathematics (ECM), and Medicine, Dentistry and Health Science (MDHS) about the proposed changes to the structure of majors as detailed above. ECM has confirmed that the structure of the major in Mathematics and Statistics will be amended to allow students to take either SCIE103 and SCOM1101; and MDHS have not responded regarding the major in Microbiology and Immunology or the double major in Biomedical Science.

It is recommended changes are made to the majors as follows for 2016:

Major 2015 Level 1 Communication Unit Proposed 2016 Level 1 Communication Unit

Agricultural Science SCIE1103 SCOM1101 or SCIE1103Botany SCIE1103 SCOM1101 or SCIE1103Conservation Biology SCIE1103 SCOM1101 or SCIE1103Environmental Science SCIE1103 SCOM1101 or SCIE1103Geography SCIE1103 SCOM1101 or SCIE1103Geology SCIE1103 SCOM1101 or SCIE1103Marine Science SCIE1103 SCOM1101 or SCIE1103Natural Resource Management SCIE1103 SCOM1101 or SCIE1103Zoology SCIE1103 SCOM1101 or SCIE1103Biomedical Science SCOM1101 SCIE1103 or SCOM1101Chemistry SCOM1101 SCIE1103 or SCOM1101Mathematics and Statistics SCOM1101 SCIE1103 or SCOM1101Microbiology and Immunology SCOM1101 SCIE1103 or SCOM1101Neuroscience SCOM1101 SCIE1103 or SCOM1101Science Communication SCOM1101 SCIE1103 or SCOM1101

The Deputy Dean will talk to this item.



18. PHASE 1 PROPOSAL FOR NEW ONLINE POSTGRADUATE COURSE AGRICULTURAL ECONOMICS

Referred from the meeting of the Science Teaching & Learning Committee held on 26th March 2015 (by Res: 07/15)

The School of Agricultural Resource Economics proposes a new online degree in agricultural economics. The course covers all key elements of agricultural economics, with the overall course emphasis on the application of theory to real world circumstances. The core themes of the course are: applied economic analysis, policy analysis, and agribusiness management and analysis. The academic staff teaching the course have extensive real world experience in the agribusiness and government sector, and graduates are well suited to employment in both government and industry positions.

Globally, there continues to be strong demand for agricultural economists with technical analysis skills. The proposed degree, which is a professionally degree based around coursework, aims to provide students with skills that are a good match to the market demand. UWA currently has strongest agricultural and environmental economics group in Australia. By growing the total load in agricultural economics this degree contributes to ensuring the financial sustainability of this research group. The degree will also include as compulsory units the two units the School has offered as part of the recently introduced Master Economic Development course.

The School has also recently adopted a policy of encouraging PhD students to formally enrol in a number of units offered by the School in the first year of their studies. The switch to an online mode of delivery for these units, and the potential for flexible start and finish dates for these units will be a benefit for these students.

Attachment L to the agenda refers (CAIDI ID 440)

The Head of School will talk to this item.


19. PROPOSED CHANGES TO THE GENETICS UNDERGRADUATE MAJOR


The School of Chemistry and Biochemistry proposes changes to the sequence of level three units in the major in Genetics. Currently students take GENE3340 Molecular Genetics II, GENE3360 Evolutionary Genetics and GENE3370 Genomics and select one from GENE3350 Evolution and Development and PATH3305 Medical Genetics. The proposed change is for students to take GENE3340 Molecular Genetics ll, GENE3370 Genomics and GENE3350 Evolution and Development and to take one from PATH3305 Medical Genetics and ANIM3362 Evolutionary Processes (which differs from GENE3360 Evolutionary Genetics in the tutorial and practical components). The rationale for this recommendation is a greater breadth and exposure to more genetic fields in the core units while offering some specialisation (either human or non-human) in the optional units. The recent working party review considered the scope and types of assessment tasks, as well as communication and research skills in the current Genetics Major progression versus the proposed progression, and determined there would be no loss of diversity or genetic skills. Representatives from all schools involved in teaching into the Genetics major were on the working party.

Attachment M to the agenda refers (CAIDi ID 808)



20. PROPOSED CHANGES TO THE MARINE SCIENCE UNDERGRADUATE MAJOR


The School of Earth and Environment proposes two changes to the major in Marine Science. ENVT2221 Global Climate Change and Biodiversity currently a core unit will become a complementary unit, replacing BIOL2261 Conservation Biology. A new unit BIOL2204 Marine Biology will become the second core unit replacing ENVT2221. The net effect is that BIOL2261 will no longer be part of the major. Currently the Marine Science major contains very little biology and few units at levels one and two that are focussed on marine studies. Specifically, nowhere in the major are students introduced to the diversity of marine life and to the way marine organisms function. The introduction of BIOL2204 will mean that four out of the eight core units will specifically deal with Marine topics. A new learning outcome has been added to the Marine Science major outcomes to reflect learning outcomes in BIOL2204.

The Science Union representative on the Teaching and Learning Committee advised that student feedback was that


it would be useful to include a statistics unit, however it was confirmed that SCIE1104 includes an adequate level of statistics.

Attachment N to the agenda refers (CAIDi ID 1242)



21. PROPOSED CHANGES TO THE ZOOLOGY UNDERGRADUATE MAJOR


The School of Animal Biology proposes two changes to the major in Zoology. Students taking Zoology as a degree specific major are required to take the complementary unit SCIE1103 Science Society and Communication. The proposal is to allow students to take either SCOM1101 Introduction to Scientific Practices or SCIE1103 Science Society and Communication so that students who are required to take SCOM1101 as a part of their major are not required to take both units. The rationale for this proposal is that these two units cover the same skill set albeit from a different perspective. The second proposed change introduces a new unit AMIM2209 Field Studies in Zoology as an additional level 2 complementary unit so that students choose two from three whereas the are currently required to take both GENE2250 Principles of Inheritance and ANIM2208 Animal Ethics and Welfare. Fieldwork is an essential part of being a zoologist and the addition of this unit giving students the experience of working with animals in a field situation will enhance their ability to gain employment with government agencies and environmental consultants.

Attachment O to the agenda refers (CAIDi ID 1230)



22. PROPOSED CHANGES TO THE PHYSICS UNDERGRADUATE MAJOR


The School of Physics proposes the removal of complementary unit CITS2401 from the Physics major. CITS2401 does not appropriately meet the Australian Institute of Physics Accreditation guidelines for the development of computational skills: Aspects of computation that are either required in laboratory work prior to students commencing CITS2401 (Data Analysis in PHYS2001) or subsequent computational work in PHYS3001, are already embedded in units in the Physics major. Students have indicated that CITS2401 does not address three essential computational skills: algorithm development, high level data processing, and algebraic computing.

The impact of removing CITS2401 as a complementary unit will be addressed by embedding a measured development of computational skills from Level 1 through to Level 3 units. The detailed aspects of this will be finalised when the capabilities of the new Learning Management System, Blackboard, can be explored. This will improve the computational capabilities of students at Level 1, where currently their exposure to computation is minimal.

Attachment P to the agenda refers (CAIDi ID 1585)



23. NEW UNIT PROPOSAL EART3351 MINERAL RESOURCES


The School of Earth and Environment proposed a new unit EART3351 Mineral Resources, an unattached elective intended for Geology students. The content of this unit will be the same as MINE4405 Mineral Resources which is jointly taught between the School of Civil, Environmental & Mining Engineering and School of Earth & Environment (Geoscience), lectures and practical classes will be the same and students will be taught along with MINE4405 students. EART3351 provides an opportunity for students in the Geology major to take an elective in Mineral Resources that is currently unavailable to them in New Courses. It is important to note that the geological component of MINE4405/EART3351 is appropriate for level 3 geology students and level 4 engineering students because they have undertaken very different prior study in their bachelors degrees with no common units at all unless they are engineering/geology double majors. This means that the geological component of EART3351 is most


appropriate for level 3 geology students and not level 4 geology students. In New Courses, geology students do not study focused resources units until level 4 (e.g. GEOS4411 Mineralising Systems). This has drawn some criticism from employers in the resources industries. The Faculty of Science Undergraduate Major Review of the Geology major identified this unit as providing students who elect to graduate after three years (rather than completing Honours or Masters) some very practical knowledge and skills for minerals industry employment. In particular the geology-engineering overlap gives the graduates some breadth in the geotechnical aspects of mining.

The Faculty has advised Engineering Computing and Mathematics about the proposal and structure of EART3351 Mineral Resources and requested ECM to make EART3351 incompatible with MINE4405. ECM has agreed to make the two units incompatible and will support the introduction of EART3351, acknowledging that undergraduate Geology students and postgraduate Mining Engineering students will be attending the same classes. The CAIDi form has also been updated acknowledging an 80% overlap with MINE4405. Although both cohorts will attend the same classes the learning outcomes have been adjusted to reflect the two levels of instruction, and the assessment mechanisms will be different.

Attachment Q to the agenda refers (CAIDI ID 5517)



24. NEW UNIT PROPOSAL BIOL2204 MARINE BIOLOGY


The School of Animal Biology proposes a new unit BIOL2204 Marine Biology for inclusion in the major in Marine Science as a core unit. BIOL2204 has been designed to address the imbalance between biology and physical processes in the marine science major. Students currently have no knowledge of the diversity of marine organisms and their different life styles and requirements. This impacts their ability to undertake marine surveys and understand the considerations necessary for impact assessment and management decisions in the marine environment.

Attachment R to the agenda refers (CAIDI ID 5501)



25. NEW UNIT PROPOSAL ANIM2209 FIELD STUDIES IN ZOOLOGY


The School of Animal Biology proposes a new unit ANIM2209 Field Studies in Zoology for inclusion in the major in Zoology. This eight-day field-based (residential in Exmouth) unit will be available to students nominating Zoology as their first major. The unit will be divided into two components, run as a block unit in July. The first will comprise a series of field-based exercises that will run over five consecutive days (each exercise led by a different Animal Biology academic). While individual projects will change from year to year, the unifying aim of these exercises will be to equip students with field based skills and experiences, and an understanding of the regulatory systems that underpin these activities (e.g. PAWES accreditation, permits etc.). The second component will comprise a single research project run over three days. In this latter component, students will work collaboratively in groups to collect and compile data for subsequent organisation, analysis and dissemination by each student (students will later write an individual paper and present an oral presentation to the whole class).

Following discussion, the School will review the pre-requisites to ensure it is established as a specialist unit as it cannot be run on a large scale. Ancillary fees will also need to be indicated in the handbook description.

Attachment S to the agenda refers (CAIDI ID 5494)




26. NEW UNIT TROPICAL MARINE FIELDWORK

Referred from the meeting of the Science Teaching & Learning Committee held on 26th February 2015 (by Res: 03/15)

The School of Earth and Environment proposes a new, level three unattached elective unit with intensive practical experience of marine and coastal scientific data collection techniques in tropical coral reef, mangrove and seagrass environments. The unit activities will be located in a well-established field school in the Wakatobi National Park which is a marine protected area in south-east Sulawesi, Indonesia. In the first week, students will learn key diving skills to the Professional Association of Dive Instructors (PADI) Open Water diving level and the option of further training to PADI Coral Reef Research Diver level. In weeks 2 and 3, students will be trained in a range of underwater species and ecosystem monitoring techniques used in tropical marine ecosystems as well as organising, analysing and presenting their results. Non-diving participants will be able to develop similar skills using snorkelling techniques and alternative terrestrial-based monitoring procedures. Alongside regular practical sessions each day, lectures, workshops and excursions will take place. These will introduce many of the in-water and practical skills whilst also providing broader contextual information regarding tropical marine resource management and conservation, thereby maximising student learning opportunities and experiences.

In discussion during the Teaching and Learning Committee, it was advised that the excursion would be held over a 3 week period in late January to early February. It will be run through a company who has been offering this learning experience for the past 20 years and has well-established procedures and practices in place. There will be a maximum quota of 25 students and 2 members of staff. There will also be limitations on students with physical disabilities. The overall cost will equate to approximately $2200. The Science Student Office expressed disquiet about offering this as an elective unit as students taking two majors in science would normally not have capacity within the degree structure to participate. The School responded that it could not be offered as a core unit because of the nature of the unit and the strict quota attached.

Attachment T to the agenda refers



27. NEW UNIT PROPOSALS: PHYS3043 OVERSEAS RESEARCH PLACEMENT (A), PHYS3044 OVERSEAS RESEARCH PLACEMENT (B), PHYS3045 RESEARCH PLACEMENT (A) AND PHYS3046 RESEARCH PLACEMENT (B)


The School of Physics proposed four new unattached electives:

PHYS3043 Overseas Research Placement (A) - 0 points (not-for-credit) PHYS3044 Overseas Research Placement (B)– 6 points (for credit) PHYS3045 Research Placement (A) – 0 points (not-for-credit) PHYS3046 Research Placement (B) – 6 points (for credit; and replacement for PHYS3341/2)

In previous years a research placement unit (for credit) has been available to Old Courses students through the units PHYS3341 Physics Vacation Project I and PHYS3342 Physics Vacation Project II.

Additionally in recent years, the School of Physics has also offered the possibility to students to undertake an overseas research placement (funded by Australian Government schemes such as Asia Bound, Short Term Mobility Programme, and the New Colombo Plan).

The proposed units allow students to undertake a research placement in a research group either Overseas or at UWA (in both not-for-credit and for-credit forms). As a not-for-credit unit the work and experience of a student in a research placement can be explicitly recognised on the academic record of the student while not impacting the New Course structure - students who are taking two majors with a full suite of complementary units do not have room for a unit-for-credit in the New Course structure, but nevertheless should not be denied the opportunity for a research placement. All of the units are to be of the ungraded pass/fail form, judged via a combination of a reflective research essay and a research report.

Attachments U, V, W, X to the agenda refer (CAIDI ID 5536, 5540, 5541,

5542) The Head of School will talk to this item.



28. DEAN’S REPORT

Winthrop Professor Tony O’Donnell, Dean and Chair, will provide a brief report to the Science Executive Committee.

For discussion

PART IV – NEW ITEMS FOR DISCUSSION

Other items for discussion identified at the start of the meeting.

29. ANY OTHER BUSINESS

30. NEXT MEETING

The next meeting of the Science Executive Committee is scheduled for Tuesday, 19th May 2015 at 3:00pm in the Science Boardroom (G108 Agriculture Central).

SEC 29-Apr-15 Att-A

Pg 1 of 5

FACULTY OF SCIENCE


MINUTES OF THE MEETING HELD 17 MARCH 2015

PRESENT

Prof Tony O’Donnell, Prof Brendan Waddell, Ms Abbe Rorrison, Prof David Pannell, Prof Shane Maloney, Prof Sarah Dunlop, Prof Mark Spackman, Prof Matthew Tonts, Prof Ian McArthur, Prof Tim Colmer , Prof Murray Maybery, Prof Tim Ackland, Prof Kadambot Siddique, A/Prof Peter Hammond, Prof Andrew Page , Ms Kelly Elliott (for Minutes),

1. WELCOME

The Chair welcomed Members to the meeting.

2. APOLOGIES

Ms Christine Richardson, Prof Shaun Collin

3. DECLARATIONS OF POTENTIAL OR PERCEIVED CONFLICTS OF INTEREST - REF: F45668

Nil. The Dean thanked Members for completing their Annual Declarations of Interest.

4. MINUTES FROM PREVIOUS MEETINGS

It was

RESOLVED 05/2015

to confirm the minutes of the Science Executive Committee meeting held on 17 February 2015 as a true and correct record of that meeting.

5. UPDATE ON ACTION ITEMS

ITEM DUE DATE / RESPONSIBILITY

STATUS

New academic appointments in APHB

Head of School 3 x Level B/C – candidates shortlisted and interviews taking place in March 2015.

New academic appointment in CMCA

Director Interviews were conducted in February 2015 and two offers were made however both were declined.

Workload models Heads of Schools General Manager

Feedback received from Schools; awaiting developments around PPP to identify next steps and timeline.

Academic Appointments in the School of Animal Biology

Head of School Tenurable appointment in Applied Entomology (Level C/D; replacement; two years funded by GRDC); recruitment being finalised.

Academic Appointment of Deputy Director for the Australian Herbicide Resistance Initiative

Head of School Position advertised. Shortlisting and interviews to take place in May 2015.

People, Potential and Performance

Dean The draft green paper was discussed at the Science Executive planning session on 9 – 10 February, 2015, updated to reflect feedback received and then presented as a draft at the previous meeting. Further development of the PPP is one of the key projects highlighted in the Science IPE. It is planned to outline the next steps at the Full Faculty meeting scheduled for 2 April 2015.

Faculty of Science – Science Executive Committee Minutes 17 March 2015 Page 2

Pg 2 of 5

SEC 29-Apr-15 Att-A

6. ARC LIEF 2016

Members were advised that a number of proposals had been received by the Science Faculty Office requesting funding support from the Faculty’s strategic fund. A summary of these proposals was provided at Attachment B to the agenda.

In the past, the level of Faculty support for ARC LIEF had been capped at $25,000 per project, however in this round there were some projects that requested substantially more funding than this. It was also hard to judge the value of previous investment because there was little formal reporting back on the contribution that previously funded projects had made to the research outputs for the named chief investigator and their schools.

It is therefore timely to discuss again the criteria for supporting ARC LIEF in the current round; to resolve which projects will be funded and to what extent; and whether funding in one year precluded support in the following year.

In discussion, the following points were raised:

The Faculty Manager highlighted that a $200,000 commitment to this round of ARC LIEF would represent 20% of the anticipated available funds for new strategy for 2016.

The Dean reported that the Faculty’s strategic funds are limited. Ad-hoc processes for requesting support from the fund are not favorable and therefore a process for access to equipment funding should be considered.

Members expressed concern and frustration with the lack of clarity around equipment funding at a University level.

There was general support for funding of both large and small equipment. Members of this Committee will consider another round of a small equipment fund in the second half of 2015 ($250k).

Members agreed that an individual who was successful in the current round of equipment funding would be ineligible in the following round.

Members were asked to speak to and prioritise projects being generated from their Schools or areas, and to talk about benefits of the instrumentation to research and researchers and their capacity to support instrument operation.

Members considered each of the proposals received and it was

RESOLVED 06/2015

to approve support from Faculty of Science strategic funds towards the ARC LIEF scheme bids as follows:

PROJECT NAME SCHOOL CENTRE

Faculty$

A single molecule characterisation and super-resolution optical microscopy capability in WA

CMCA $0

Southern hemisphere ground station for the atomic clock ensemble in space mission- multi-year project

Physics $0

Optical link for the atomic clock ensemble in space mission Physics $25,000Equipment for Research on 3rd generation gravitational wave detectors Physics $25,000The Space Eye Mission low-surface brightness imaging from space Physics $10,000Upgrading the Murchison Widefield Array: the low frequency precursor for the Square Kilometre Array

Physics ICRAR

$0

Roving window to the brain: Simultaneous fNIRS/EEG facility Psych $20,000An integrated single crystal diffraction facility for WA SCB & CMCA $25,000Creating capacity to establish a Critical Zone Observatory (CZO) for an integrated research platform within a managed landscape.

SEE $25,000

Strategic Funds total: $130,000

7. INTEGRATED PLANNING EXERCISE (IPE) – NEXT STEPS

Members were advised that the Faculty of Science Plan (IPE) was presented to the University Executive on 9 March 2015. A meeting of an extended Science leadership group (which includes senior professional staff in Schools and Faculty Office) was scheduled for 8 am – 12 noon on 29 April 2015. The focus of the workshop would be twofold: (i) the implementation of the IPE through its Action Plans and (ii) next steps in the development of School IPEs.

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The University had also requested Stage 1 Budget Build submissions to be lodged by 2 April 2015. The budget requirements to implement the priorities outlined in the Science IPE would be submitted into that process. A meeting to discuss the funding of strategic projects coming out of all Faculty IPEs is scheduled for Deans and service Directors for 6th May 2015.

8. SAFETY AND HEALTH REPORT – ROOT CAUSE ANALYSIS – CHEMICAL MANAGEMENT

Members were advised that a Root Cause Analysis (RCA) had been undertaken following the Picric Acid incident in Animal Biology in 2014. The review was broadened out to deal with chemical management in general rather than focus on the particular incident. The report prepared by an external safety consultant was attached at Attachment E to agenda.

The key issues identified were around the need for an exit process for staff and students at the conclusion of their project or appointment; adequate management of laboratories, adequate induction and training of chemical management, greater use of Chem Alert and revision to the process of purchasing chemicals

The use of chemicals is very extensive across the Faculty. All areas were encouraged to consider their own practices regarding chemical management against the recommendations in this report and upgrade those practices if required.

Members were advised that this report would be discussed at the next meeting of the Faculty of Science Occupational Safety and Health Committee.

In discussion, the following points were raised:

The Dean recommended all Schools conduct a ‘Protect Systems Analysis’ as outlined on page 4 of the RCA report.

Management of chemicals needs to address cultural environment as much as process.

A member expressed concern that membership at the RCA Workshop did not include any chemistry expertise.

There was concern from the Head of the School of Chemistry and Biochemistry (C&BC) at the recommendation for an annual chemical audit for all schools and centres – an audit such as this within C&BC would take a full year in itself. C&BC employs a fulltime staff member to manage chemicals and it was suggested the University should be using these resources for chemical management.

9. SAFETY AND HEALTH

The agenda items i) Objectives and Targets for 2015; and ii) Officers and Due Diligence were deferred to be conducted via circulation.

In relation to Officers and Due Diligence, the Chair emphasised the importance of Science Executive members being fully aware of their responsibilities as Officers of the University.

10. MASTER OF CLINICAL EXERCISE PHYSIOLOGY (COURSEWORK) PHASE 1 PROPOSAL


Members were advised that the School of Sport Science Exercise and Health (SSEH) proposed a new, nationally- accredited degree, the Master of Clinical Exercise Physiology (coursework). The national accrediting body in Exercise and Sport Science is Exercise and Sport Science Australia (ESSA). SSEH currently offered a nationally-accredited Graduate Diploma course for the training of (Clinical) Exercise Physiologists, however this program was only suitable for graduates of ESSA-approved undergraduate bachelors programs for Exercise Science. International students in the Graduate Diploma program struggled to gain ESSA accreditation and this issue would be overcome with the creation of the Master of Clinical Exercise Physiology. The Master of Clinical Exercise Physiology (coursework) would also attract graduates from non-accredited bachelor programs within Australia and New Zealand.

Attachment F to the agenda referred.

It was

RESOLVED 07/2015

to approve the School of Sport Science, Exercise and Health’s Phase 1 proposal for the Master of Clinical Exercise Physiology (Coursework).

Faculty of Science – Science Executive Committee Minutes 17 March 2015 Page 4

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11. DOUBLE MAJOR IN PSYCHOLOGY PHASE 1 PROPOSAL

Referred from the meeting of the Science Teaching & Learning Committee held on 26th February 2015(by Res: 04/15)

Members were advised that the School of Psychology proposed a new major in Psychology to be offered through either the Bachelor of Science or the Bachelor of Arts degree. There were no new units in this proposal however it was a reshuffle of existing offerings which would provide a clearer pathway for students.

The professionally accredited sequence would be introduced as a double major in Psychology comprising 13 units (2+ 3 + 8).

Majors in Psychology in Society and Psychological Science would be made less restrictive by increasing choice of option units, particularly at second-year level.

For students studying a major in psychology in one faculty (Science or Arts), the option to take a psychology unit as a broadening unit in the other faculty would be removed.

Attachment H to the agenda referred.

The Head of School reported that this proposal was as a result of a request from the Dean of Coursework Studies to simplify two majors due to rule waivers.

The Head of School advised that an attempt to consult with the Faculty of Arts regarding the proposal had not eventuated, and confirmed a further attempt would be made for courtesy.

It was

RESOLVED 08/2015

to approve the School of Psychology’s Phase 1 proposal for a new major in Psychology, to be offered through either the Bachelor of Science or the Bachelor of Arts degree.

12. NEW UNIT TROPICAL MARINE FIELDWORK


The School of Earth and Environment proposed a new, level three unattached elective unit with intensive practical experience of marine and coastal scientific data collection techniques in tropical coral reef, mangrove and seagrass environments.

The Head of School advised that full consultation on this matter had not occurred within the School and requested this item be deferred until the next meeting of this Committee.

13. FINANCE UPDATE

The Faculty Manager (Business Services) provided an update on the 2015 budget:

The 2015 reforecasts were expected to be completed in April. Although the Faculty’s percentage of University load is close to the projection, the University’s student load is significantly below projections.

The Dean advised that process around admissions was a focus at the recent Senate meeting.

14. CLOSE WORKING RELATIONSHIPS – FACULTY OF SCIENCE ADDENDUM TO POLICY

Members were reminded that at the September 2014 meeting of this Committee, concerns were raised with the University’s policy on close personal relationships within the workplace, in particular that the policy was not strong enough and open to interpretation especially in the case where close personal relationships exist with the co- supervision of students.

A Faculty-wide addendum to the policy was provided at Attachment I to the agenda, which required that where a close personal relationship exists, supervision of the student would require a third party be appointed as coordinating supervisor, and be approved by the Head of School.

Members agreed the policy should be extended to Honours and Higher Degree by Research

students. It was

RESOLVED 09/2015

to endorse The Policy Addendum: Close Personal Relationships as it Relates to Co-supervision of Students (including

Faculty of Science – Science Executive Committee Minutes 17 March 2015

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Honours and HDR students) for implementation across the Faculty of Science.

The Faculty Office will consult with Human Resources to recommend that this addendum be implemented University-wide.

15. ANY OTHER BUSINESS

Proposed changes in Honours

The Deputy Dean advised that the Schools of Plant Biology and Animal Biology would be moving forward on changes to their Honours structures. The most significant change would be the loss of coursework units for Honours students and an increase in research, putting more control back into the School rather than the Faculty. The downside to this would be that there could be less critical mass in coursework units, which would be a risk if enrolments were not at the required capacity. The Heads of both Schools confirmed that they are fully aware of the financial implications these changes could bring.

Delegated Authorities

The Faculty Manager (Business Services) reminded Heads of Schools to respond promptly to the Manager Education’s email dated 18th March in relation to Delegation of Offer Authority for Cycle 2 courses to the International Centre. If feedback is not provided, delegated offer authorities will be imposed.

16. NEXT MEETING

The next meeting of the Science Executive Committee is scheduled for Tuesday, 28th April 2015 at 3:00pm in the Science Boardroom (G108 Agriculture Central).

PAGE LEFT BLANK FOR DOUBLE-SIDED PRINTING PURPOSES

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FACULTY OF SCIENCE


MINUTES OF THE MEETING

DECISIONS BY CIRCULATION 3 APRIL 2015

1. SAFETY AND HEALTH – OFFICERS AND DUE DILIGENCE

Members were advised that, under new Health and Safety legislation expected to be implemented in the near future, there is a clear requirement for ‘Officers’ to demonstrate due diligence in the management of a safe working environment. UWA has confirmed that members of the University Executive and Faculty Deans will be designated as Officers.

Members’ attention was drawn to the LMS module ( http://www.lms.uwa.edu.au/my/ ) on Due Diligence and they were strongly encouraged to complete the module and its associated quiz. Key pages from the module are provided at Attachment A.

2. SAFETY AND HEALTH - OBJECTIVES AND TARGETS FOR 2015

The Faculty of Science Safety and Health Objectives were subject to minor revision for 2015, as outlined in Attachment B to the agenda. The key change proposed was to include additional actions in Item 2 by which senior management can visibly demonstrate their commitment to safety. Item 5 was expanded to provide greater guidance about the minimum requirements for a local area induction. Item 1 was previously agreed as the KPI for 2015.

The changes were in response to feedback at the Science Occupational Safety and Health Committee and from senior managers across the Faculty of Science.

It was

RESOLVED 10/2015

to approve the revisions to the objectives and targets for Health and Safety in the Faculty of Science for 2015.

3. NEXT MEETING

The next meeting of the Science Executive Committee is scheduled for Tuesday, 28th April 2015 at 3:00pm in the Science Boardroom (G108 Agriculture Central).

http://www.lms.uwa.edu.au/my/

http://www.lms.uwa.edu.au/my/

SEC 29-Apr-15 Att-C

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From: Tony O"DonnellTo: Sarah Dunlop ; Tim Colmer ; Murray Maybery ; Mark Spackman ; Shane Maloney ; Matthew

Tonts; Ian McArthur; Tim Ackland ; David P annell Cc: Abbe Rorrison ; Christine Richardson ; Brendan W addell Subject: MoratoriumDate: Tuesday, 31 March 2015 3:34:56 PM

Dear Members of Science Executive

This is not a course of action I have considered lightly but I believe we need to impose a moratorium on all new appointments in the Faculty. This moratorium will apply to both academic and professional staff but excludes staff funded on external contracts. This will be effective immediately and applies to all posts where approval to appoint has not already been granted by the SDVC.

Stopping new appointments is not something I favour as a management tool but I have grown increasingly concerned about the state of our budgets, the very difficult financial situation faced by the University and the likelihood that we will see a ‘clawback’ of load funding for this year. There is also the potential reduction in our budgets for 2016 and beyond as the University seeks to address a growing budget deficit; to redress a prior lack of investment in IT infrastructure; as well as a need to invest in the University’s long term strategy. Whilst some of the anticipated reduction in our revenue can be offset by growth (as per the IPE) these funding challenges are likely to impact on us immediately.With a number of our schools carrying deficits and running operating budgets near to or even above 100% of employee benefits our capacity to absorb any income reduction is seriously limited. We must bring our staffing costs under control. This is will require that we stop making new appointments, do not fill vacated positions and even identify areas from which the School and Faculty will withdraw. The latter will require organisational change, and is likely to be a major challenge for all areas. However, I am already considering areas where we might dis-invest and fully expect to have to identify these efficiencies as part of the first stage budget build processes in May.

Schools will be asked to identify possible areas where they can make efficiencies, including areas where they might cease or cut back on activity, as part of their the School IPE process. Schools will also be expected to demonstrate how they will reduce their employee benefits to < 80% of their operating budgets. I have been concerned that with VERS and other staff departures there has been an almost immediate request to reappoint, sometimes without reference to the underlying budget position. Thus, the default position for schools with employee benefits > 80% will be that their requests to appoint will not be supported by Faculty. There will also be an explicit IPE requirement that Schools identify how they plan to grow income. I am grateful that

mailto:[email protected]














SEC 29-Apr-15 Att-C

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some of our schools seem to appreciate the revenue generating opportunities of overseas recruitment and have been active in, and receptive to, new markets. However, I have yet to be convinced that this is universally accepted by all schools and their staff. Cuts in revenue are everyone’s problem and every member of staff and every school has to recognise the need for a Faculty-wide solution.

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To ensure that critical School and Faculty operations are not jeopardised, it may still be possible for appointments to be made. However, these are expected to be rare and will only be considered once all other opportunities are exhausted. All exemptions to the moratorium will be considered by Science Executive and only then after all other options have been exhausted. “All other options” must include consideration of teaching cover from outside the school or discipline area (even across Faculties) and the possibility of teaching cover being provided by research staff. For professional staff ‘all other options’ could include a reallocation of duties or the transfer of key functions from schools to faculty (or vice versa) or from one school to another.

It is proposed that this moratorium be reviewed at the

end of 2015. Best Tony

Year YThe year submitting application

By MidApril

By 30th June 2015

Applicant submits proposal to Head of School for their consideration

and recommendation

By 30th April

Head of School discusses recommendation with the applicant and submits

documentation to theFaculty Panel

By 30th June

The Dean will approve/not approve sabbaticals with consideration of the Panel

recommendationsSeptember to November

Undertake annual Performance and Development Appraisal

September to NovemberUndertake annual Performance

and Development Appraisal

September to NovemberUndertake annual Performance

and Development Appraisal

By 30th July 2015

By 30th June 2015

By 31st July 2015

Year XThe year preceding

application


application


application


application

By 15th August 2015

Year YThe year submitting proposal

By 15th April

By 30th June 2015

Academic submits proposal to Head of School for consideration

and recommendation

By 30th AprilBy 31st July 2015

Head of School discusses recommendation with academic and submits documentation

to Faculty Panel

By 15th June

By 30th July 2015

Faculty Panel will convene to consider proposals and make recommendations

to the Dean

The Dean will refer any supported proposals (departing from policy) to the

SDVC

By 30th JulyBy 31st August 2015

The Dean will inform successful and unsuccessful applicants and provide feedback on the decision.

Documentation to HR

Unsuccessful applicants may appeal decisions by the Faculty. The SDVC decision is

final

(Including proposals in 2015 for 2016 sabbaticals)SABBATICAL PRO

CESS MAP

Development of sabbatical proposal

Including encouragement, guidance, support, consultation (including the setti

ng of any specified goals for T&

R staff who are teaching intensive/not research active.

September to N

ovember

Undertake annual

Performance and Developm

ent Appraisal

Application for, and approval of, sabbaticalThe proposal is to be subm

itted to the Head of School or equivalent to provide adequate time for their consideration and recom

mendation

on the Sabbatical Proposal Form, and a discussion w

ith the applicant before the Proposal is forwarded to the Faculty Sabbatical Panel.

Three months before com

mencing sabbatical - Subm

it Confirmation of Sabbatical Form

Within three m

onths after the end of the sabbatical period - Submit Report

http://www.hr.uwa.edu.au/2711602




SEC 29-Apr-15 Att-E

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DATE: 27 March 2015

TO: Prof Tony O’Donnell Dean, Faculty of Science

Memorandum

Professor David Sampson

Centre for Microscopy, Characterisation and AnalysisThe University of Western AustraliaM010, 35 Stirling Highway, Crawley WA 6009

T +61 8 6488 7112F +61 8 6488 1087

E [email protected] SUBJECT: Approval for replacement of Level C academic (NMR) and

new Level 7 SRO (NMR) positionW www.cmca.uwa.edu.au CRICOS Provider Code: 00126G

We write to request approval for the replacement of Dr Lindsay Byrne, the CMCA academic responsible for Nuclear Magnetic Resonance (NMR) spectroscopy; and to request approval for a new Level 7 Senior Research Officer position (fixed term) to support the NMR spectroscopy facilities and associated academic post going forward.

REPLACEMENT OF ONGOING LEVEL C ACADEMIC (NMR) Dr Byrne holds a continuing academic position and has been with CMCA since the Bayliss facilities merged with CMCA in 2011. Prior to this, he was head of the NMR facility for Chemistry (since 1976). Dr Byrne has taken a package as part of the university’s recent voluntary retirement scheme and will leave the UWA in June 2015. We urgently seek approval for his replacement in order to avoid major disruption to CMCA and the School of Chemistry & Biochemistry (SCB) activities in this area.

NMR Spectroscopy and NeedNuclear Magnetic Resonance (NMR) spectroscopy is one of the core techniques through which the chemical structures of small molecules to polymers are determined across the synthetic and biological chemical space. As a technique, NMR spectroscopy is perhaps unique in being able to provide structural information from samples in solution or solid state, on little more than miligrams of material. Although a core method for synthetic chemists across the organic, inorganic, organometallic and polymer domain, NMR spectroscopy is also particularly useful for the analysis of proteins that cannot be crystallized, and for investigating interactions between proteins, biological membranes and ligands, including potential new drugs.

The NMR facilities at CMCA are the largest and highest demand facilities in Western Australia, incorporating four instruments with a total asset value of $3.4M. These support the research activities of leading UWA researchers, including six ARC Future Fellows in the School (Iyer Swaminatha, Reto Dorta, Josh Mylne, Keith Stubbs, Gavin Flematti and Paul Low), other researchers in SCB (including George Koutsantonis, Murray Baker, Matthew Piggott, Scott Stewart, and Yit-Heng Chooi, the School’s new appointee in biochemistry and molecular biology), and elsewhere on campus (e.g., Dongke Zhang). Strong links with other WA universities, Kings Park Botanical Gardens, and the WA Maritime Museum also exist. The facility also provides access to the instrumentation that is vital to teaching in the School’s higher-level undergraduate units in the “synthetic specialisation” of the BSc major in chemistry (principally CHEM2001, CHEM2003, CHEM3001, CHEM3002, CHEM3003 and CHEM3004).

In 2014, the NMR facility conducted 10,934 hours of use by 61 users, who were predominantly from research groups in the School of Chemistry & Biochemistry.

Dr Byrne is the academic leader of the CMCA NMR Technique Group. His position is a continuing one in recognition of the importance of this role and of the difficulty in attracting suitable applicants to fill it. Dr Byrne fills a leadership and supervisory role, as well as currently being the ONLY personnel in the NMR area, therefore, supporting a wide ranging cross-section of the School's teaching and research activities. In 2013, the CMCA was successful in a Strategic ARC LIEF bid for new NMR technology, which included both new instrumentation and important upgrades to existing facilities. These were successfully installed in Q4 2014 and Q1 2015, and the facility now operates two essentially new Bruker spectrometers (600 MHz and 500 MHz Bruker Avance IIIHD, as well as the older 400 MHz Varian 400 and 300 MHz Varian INOVA). Without replacing Dr Byrne, the NMR facilities will not be able to continue to operate effectively and will be under-utilised, resulting in failure to capitalise upon this latest strategic acquisition of key infrastructure.

It is relevant to compare the NMR facility at UWA with that of other leading Australian Universities, e.g., the Mark Wainright Analytical Centre at UNSW. That Centre houses seven Bruker NMR spectrometers (one 700 MHz, two 600 MHz, one 500 MHz, two 400 MHz and two 300 MHz, one of these dedicated to solids). A total of five personnel provide support for that Centre: a Manager, Scientific Officer, Research Scientist, and two Technical Officers. In comparison, the UWA facility is remarkably lean, and quite clearly unsustainable with only a single staff member providing all support and management (see below).

http://www.cmca.uwa.edu.au/


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As the ONLY appointment in this important area, it is imperative that we seek to replace Dr Byrne with all possible haste.

Outcomes to DateApart from providing an essential underpinning to many active areas of research in the University, the NMR facilities have been highly productive. Outcomes relating to the area include more than 40 journal papers in the period 2013- 2014 (2014 list unaudited at this time), and several ISI Highly Cited papers, for example: A compound from smoke that promotes seed germination, Flematti, GR; Ghisalberti, EL; Dixon, KW; Trengove,

RD, Science 305, 977 (2004) 239 citations; An efficient, inexpensive, and shelf-stable diazotransfer reagent: Imidazole-1-sulfonyl azide hydrochloride.

Goddard-Borger, ED; Stick, RV, Organic Letters 9, 3797 (2007). 238 citations; and Mitochondria-targeted chemotherapeutics: The rational design of gold(I) N-heterocyclic carbene complexes that

are selectively toxic to cancer cells and target protein selenols in preference to thiols. Hickey, JL; Ruhayel, RA; Barnard, PJ; Baker, MV; Berners-Price, SJ; Filipovska, A, Journal of the American Chemical Society 130,12570 (2008). 191 citations.

Strategic PositioningIt is important to recognise that recruitment of an individual with the necessary stature and skills to operate successfully in this space will be challenging, given the paucity of experienced academics in this area who are willing to take on a large user-support type role typical of a CMCA academic. We seek to reappoint at Level C in order to attract a competitive field but do not rule out recruiting an up-and-coming early career researcher at Level B. The position will be a joint appointment between CMCA and the School of Chemistry & Biochemistry, with the academic having a strong focus of supporting users and CMCA activities, while also having the opportunity to maintain more- typical academic activities within the School. The School regards this initiative as very important for its future, as it offers the opportunity to highlight important aspects of molecular structure determination in the undergraduate curriculum, as well as in the new Honours and Masters units, whilst also supporting existing research and developing new research directions within the School and CMCA.

FundingIn recognition of the importance of this facility to the School of Chemistry & Biochemistry and CMCA, it has been agreed that funding for this continuing position will be shared equally between the School and CMCA. The School is able to provide this funding support through savings made by the recent resignation of a Level C academic (who will not be replaced), as well as the inability to attract and appoint a second academic in last year’s recruitment for new staff in biochemistry and molecular biology. For CMCA, funding will come from the CMCA Operating Budget, where the full position has been budgeted for 2015 and is included in forward projections. Performance management will be undertaken jointly by CMCA and SCB.

Funding for the CMCA is provided 1/3rd from central sources, 1/3rd from Faculty funds (Science, Engineering and Medicine), and 1/3rd from user fees. In 2014, the CMCA received 17% of its operating budget from the Faculty of Science in support of approximately 50% of its users.

Position Description (draft outline)

Role statement The position manages the Nuclear Magnetic Resonance facility in the Bayliss Building. This extends from maintenance and operation of four NMR spectrometers and training users of the facility, to undertaking research projects involving NMR spectroscopy.

Key responsibilities 1. Specialist in Nuclear Magnetic Resonance Spectroscopy

Provide expertise to academic staff and research students in all areas of NMR spectroscopy including spectrometer operation, data acquisition and analysis;

Initiate and undertake interdisciplinary research projects utilising NMR spectroscopy across the School, Faculty, and wider University research community;

Direct and supervise major undergraduate and postgraduate research projects; Engage in the teaching and demonstration of the principles of NMR spectroscopy to HDR, Honours, and

undergraduate students – from first principles to advanced concepts; Provide high quality teaching in NMR spectroscopy and related areas, incorporating research, scholarship

and/or professional practice into teaching activities; and Other duties as directed.

2. Management of the CMCA NMR Facilities

Take responsibility for the maintenance, care, and security of four NMR spectrometers including cryogen maintenance, fault location and rectification;

Train academic, research, and technical staff and research students in the use of high-field spectrometers and supervise the operation these spectrometers;

Maintain current knowledge of developments in NMR spectroscopy, and engage in strategic planning regarding future upgrades;

Implement new techniques and instrumentation; Monitor the scientific output and usage of the NMR facility; and Other duties as directed.

Specific work capabilities (selection criteria) E S S E N T I A L:

PhD in chemistry or allied science; Demonstrated knowledge and experience in Nuclear Magnetic Resonance spectroscopy; Demonstrated ability to carry out independent research, and willingness to participate in collaborative

research; Ability and willingness to direct and maintain a multi-user NMR facility; Ability to work in an interdisciplinary environment; and Good communication and interpersonal skills.

D E S I R A B L E :

Experience with a wide range of multinuclear NMR experiments; Experience in solid-state NMR spectroscopy; Experience in the development and delivery of high quality teaching; Experience in computer programming and data management; and Experience working with teams of researchers from different fields (e.g. biology, chemistry, materials).

SEC 29-Apr-15 Att-F

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DATE: 27 March 2015

TO: Prof Tony O’Donnell Dean, Faculty of Science

Memorandum

Professor David Sampson

Centre for Microscopy, Characterisation and AnalysisThe University of Western AustraliaM010, 35 Stirling Highway, Crawley WA 6009

T +61 8 6488 7112F +61 8 6488 1087

E [email protected] SUBJECT: Approval for replacement of Level C academic (NMR) and

new Level 7 SRO (NMR) positionW www.cmca.uwa.edu.au CRICOS Provider Code: 00126G

We write to request approval for the replacement of Dr Lindsay Byrne, the CMCA academic responsible for Nuclear Magnetic Resonance (NMR) spectroscopy; and to request approval for a new Level 7 Senior Research Officer position (fixed term) to support the NMR spectroscopy facilities and associated academic post going forward.

NEW LEVEL 7 SENIOR RESEARCH OFFICER (NMR) – 5 YEAR FIXED TERM

NMR Spectroscopy and NeedIn line with CMCA’s commitment to facilitate high-end scientific outcomes through the provision of outstanding academic expertise and support to the research community, Dr Byrne’s appointment was converted to an academic position in 2011. This all-encompassing leadership position (as the sole person associated with the NMR facility) has seen the facility advance in terms of usage and equipment (see above). However, this now-centralised facility is demonstrably undermanned, compromising usage and access, scientific opportunity, and the career of the lead academic.

High-end technical and research support, through a Level 7 Senior Research Officer (SRO) is desperately needed to support the lead academic within the NMR facility, for three primary reasons:

1) Back up: At this time, Dr Byrne is the only personnel associated with the facility. This essentially results in the facility only being available and accessible to advanced, independent users whenever the academic is absent from the laboratory (as a result of staff leave, sickness, work-related travel, etc., which can equate to >20% of facility time in one year). This is inefficient and undesirable from both a user and an operational perspective. A SRO who is capable of independently supporting and operating the facility for short periods of time would mitigate these limitations currently imposed during the lead academic’s absence.

2) Routine maintenance and user support activities are demanding: While it is not unreasonable for an academic to undertake maintenance and daily user support activities within a centralised facility like CMCA, for NMR spectroscopy there are >60 users with only one staff member as support. This means that daily user support and training, plus instrument operation and maintenance activities dominate Dr Byrne’s time. As such, users must compete for his time, and his skills and expertise are highly under utilised. Opportunities to be an academic are limited (see 3 below) due to the high load of undertaking routine, but essential activities. A SRO who can relieve some of the load around daily maintenance, trouble-shooting, instrument training and operation, and user support would see the activities of the users and facility staff greatly enhanced.

3) Staff workload & academic freedom: It is imperative that, as an academic, the leader of the facility has the opportunity to engage in, and undertake, academic activities. This includes involvement in collaborative and independent research programs, study leave, teaching, etc. In the current role, which requires the academic to be on- hand on a daily basis to support users and to undertake all of the routine maintenance activities (as noted in 1, 2 above), time to undertake true academic activities is severely limited, and frequently absent. As such, the key skills and expertise of the senior academic employed to drive this area forward are under-utilised and under-exploited. Without these opportunities, career progression is difficult, as is maintaining a reputation of international excellence, from both a personal and facility perspective. A SRO as support would allow for the lead academic to focus upon driving high-end research and scientific outcomes, and less upon routine instrument operation and user support.

In order to ensure a high level of user support to complement the academic and to adequately maintain operation of the NMR facility independently (see 1), a Level 7 SRO is requested. CMCA has three equivalent senior SROs operating in a similar manner in the SIMS, electron microscopy, and XRD space, which sees the continuance of high- end user support by these staff without the pressure of associated academic activities placed upon their time (e.g. University teaching, grants, service roles).

http://www.cmca.uwa.edu.au/


FundingSimilarly, in recognition of the importance of the NMR facility to the School of Chemistry & Biochemistry and CMCA, it has been agreed that funding for this new position will also be shared between the School and CMCA. The CMCA share of these funds will be generated through the savings gained by the conversion of the Level C NMR appointment (currently 100% CMCA) to a joint appointment 50:50 with the School of Chemistry & Biochemistry (i.e. the 50% saving from the joint appointment of an academic will be used to provide the bulk of funding for this new position – approximately 74%). The remainder of funding will be provided by the School of Chemistry & Biochemistry, through savings described previously. Performance management will be undertaken by the academic leader of the NMR facility and the Technical Operations manager in the CMCA, in line with current practice for other level 7 SRO positions.

Position Description (draft outline)

Role statement As the appointee, you will provide a high level of technical expertise to support all researchers who require access to NMR spectroscopy, both from within the School of Chemistry and Biochemistry and external to this.

This appointment will primarily involve the day-to-day operation of the NMR instrumentation, where you will provide user training and support and also participate in collaborative research opportunities.

Under the supervision of the academic staff, you will provide support to researchers in all aspects of their projects, including experimental design, sample preparation, data acquisition and interpretation. You will also take responsibility for the archiving and transfer of data, maintaining the laboratory in good working order, and performing routine maintenance on the instrument, including liquid N2 and He top-ups as necessary.

It is expected that the individual, under limited direction of the academic supervisor, will contribute to the development and delivery of training programs, provide on-going support to, and develop collaborations with, researchers making use of relevant CMCA facilities leading to published research outcomes. On a day-to-day basis academic supervision will be provided by the leader of the NMR facility, supplemented by the Technical Operations Manager of the CMCA and you will work closely with and support the NMR requirements of other academic staff in the CMCA and the School of Chemistry & Biochemistry, and beyond.

Key responsibilities Contribute to the efficient running of the NMR facilities, in particular with the day-to-day operation of

the instruments, under the supervision of the academic lead; Support collaborative research by contributing to experimental design, sample preparation, data

acquisition, data processing and interpretation; Train new users and support them with conduct of experiments, advice and direction concerning experimental

protocols, and with the interpretation of results; Provide access to the NMR facilities in support of the teaching requirements of the School of Chemistry &

Biochemistry, as required; Manage and maintain the instruments at optimal operating condition by performing routine maintenance

and coordinating repairs with the academic staff and the equipment vendor; and Other duties as directed.

Specific work capabilities (selection criteria) A relevant degree plus 4 years’ experience with substantial research/technical experience in a relevant

subject area and a higher-degree by research preferred; Substantial experience of hands-on NMR spectroscopy, data collection, experiment design and interpretation; Evidence of the capacity to operate high-end NMR instrumentation at an advanced level; Demonstrated capacity to provide clear instruction to students and researchers; Demonstrated ability to support interdisciplinary research projects from concept through to publication; Knowledge and experience in related analytical techniques (e.g., mass spectrometry) or demonstrated

capacity to learn and apply new analytical techniques; Excellent written and verbal communication skills; Excellent organisational skills and demonstrated ability to set priorities and to meet deadlines; Ability to work independently, show initiative and contribute as a senior member of a team; and Proficiency in a range of computing skills including word processing, spreadsheets, databases, internet and

email.

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All proposals for the recruitment of new teaching and research appointments within the Faculty of Science are required to be submitted to the Science Executive Committee for discussion and decision.

This form is a guide for Schools preparing a business case for an ACADEMIC staff appointment, which should include the following:

Identification of strategic fit within the School and across the faculty including its contribution to research themes and/or teaching collaborations; and how it contributes to succession planning and/or staff renewal

An outline of the teaching role to identify potential overlap or capacity elsewhere in the faculty. A draft position description Search plan, including the strength of field likely, and the proposed selection committee (noting the requirement for two

female panel members)

POSITION DETAILS:

Position Title Lecturer in Ecology (Invasive Plant Ecology/Restoration Ecology)

Position Level Level B

Business Unit / s School of Plant Biology (00763)

Term ☒ Fixed Term 5 years ☐ Ongoing

FTE 1.0

New or replacement? Replacement

Reason for the vacancy

Two early-career academic staff in Plant Ecology departed UWA in the past 6 months. One level B (T&R position, subsequently won DECRA, recently tenured) Plant Ecologist resigned and returned to USA for family reasons (April 2015) and a level C Plant Ecologist (DECRA, with ‘a promise’ to transition to T&R position) resigned and returned to Canada for family reasons (December 2014). Both were appointed about 5 years ago as part of capacity building (quantitative ecology) and succession planning in Plant Ecology, a strong and successful area in the School. We seek to appoint one replacement to at least partially maintain capacity and succession planning, and in addition to enhance our collaborative links with CSIRO Land & Water (Floreat) in Plant Ecology, via a jointly-funded CSIRO-UWA 5 year fixed-term level B appointment. The position will be advertised for appointment via a competitive process.

Is the role to be advertised? ☒ Yes ☐ No

BUSINESS UNIT BUDGET POSITION:2015 General Purpose

Funds2016 General Purpose

Funds2017 General Purpose

FundsMost current budgeted/reforecast net surplus/(deficit) ($248,973) ($840,226) ($875,805)

Employee costs as a % of total General Purpose Income 94.64% 99.92% 98.63%

Cost of the position for the year (including on costs) 0 $62,903 $134,953

Amount budgeted for the position for the year 0 0 (explained below*) 0 (explained below*)

*Explained in detail in the section ‘Resourcing and Budget Implications’ on the fourth page of this document. This proposal will assist the School to maintain capacity and enable succession planning, which will help to address the current deficit budget. This will be reflected in the School’s IPE which will be developed to feed into the Faculty of Science IPE.

F A C U L T Y O F S C I E N C E New Academic Appointment – Business case

Effective date: 1st April to

31st December 2015

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Rationale: Provide a justification for the appointment that addresses how this will contribute to Research and Teaching across the Faculty. Briefly describe how the appointment helps fill a strategic gap in our portfolio.‘Ecology, Evolution and Environment’ is one of the University’s six Strategic Research Areas. The Faculty of Science (FoS) is the major contributor to this area via its research theme ‘Restore and maintain balance in the natural environment’. This falls under the ERA FoR Code ‘06 Biological Sciences’ (FoS contribution was 76.7% for the 2015 ERA

BUSINESS CASE FOR NEW ACADEMIC APPOINTMENT:

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submission). The School of Plant Biology has a particular strength in Ecology and together with our partner Schools (and Institutes and Centres) contributed to the high 2012 ERA ratings (and expected high ratings for 2015 ERA) in: Ecology (5), Plant Biology (4), Environmental Science and Management (5) and Evolutionary Biology (5).

A key objective for the School is to continue to be recognised for internationally excellent research, research training, and coursework teaching across each of our key areas (Marine Systems, Natural Terrestrial Systems, Plant Production Systems). This contributes towards the high-quality reputation of the Faculty of Science and UWA. To ensure UWA remains a leader in Ecology, the School needs to maintain capacity with early-career staff as part of our succession planning in Plant Ecology. Furthermore, this proposed appointment is a jointly-funded position with CSIRO Land and Water, with the important aim to enhance UWA-CSIRO collaborations. The proposal is that a Lecturer (level B, Teaching& Research academic) be appointed (50% CSIRO funded, 5 year fixed-term) to gain benefits from collaborations between our two organisations. Moreover, the planned timing of this appointment would enable the appointee to benefit from our current senior academics in Ecology (including ISI highly-cited authors) and would provide the capacity needed to grow income through the further development of our 1st and 2nd Cycle coursework programs, increase HDR student recruitment/supervision and continue our research grant success.

The importance of this initiative for succession planning in Plant Ecology, an area of high priority given our natural advantages of being located in a biodiversity hot-spot and our sensitive environments requiring ecological research related to protection and rehabilitation, is reflected by the existing strength of our staff in Plant Ecology and that two level B appointments were made about 5 years ago as part of capacity building (quantitative ecology) and succession planning in Plant Ecology. Unfortunately, both of these academics (level B, Price; level B recently promoted to C, Laliberte) have resigned and returned to their home countries (both were successful in research grants and publication outputs). This proposal presents the opportunity to appoint one replacement level B Plant Ecologist to re-establish capacity with an early-career Teaching & Research academic to re-affirm our succession planning, and in addition to enhance our collaborative links with CSIRO Land & Water (Floreat) in Plant Ecology, via a jointly-funded UWA-CSIRO 5 year fixed-term level B appointment.

The School of Plant Biology has commenced discussions for our IPE. The incoming Head of School candidates, together with the current Head and the other members of the School Executive, consider that succession planning in terrestrial ecology and marine ecology are clear priorities – both areas are in high demand by students. This proposal focuses on terrestrial plant ecology. The proposed level B academic (jointly funded by CSIRO and UWA) would add to our current staff profile in areas of terrestrial plant ecology of: Level E (Hobbs, Hopper (0.2 PB), Lambers, Mucina (ILUKA Chair)), Level D (Veneklaas), Level C (Grierson, Poot, Skrzypek). These staff collectively contribute to coursework teaching, research training and research areas of plant terrestrial ecology and conservation biology.

The appointee would also collaborate with CSIRO Land & Water staff in the area of Ecology, and in particular with Dr Bruce Webber (Senior Research Scientist and Team Leader - Ecosystem Change Ecology); Dr Webber is located at CSIRO Floreat and he is an active adjunct in the School of Plant Biology – see: https://www.socrates.uwa.edu.au/Staff/StaffProfile.aspx?Person=BruceWebber&tab=publications ). This opportunity for a joint appointment between CSIRO and UWA was initially identified by Dr Webber and proposed by CSIRO, for which the School is highly appreciative. The School and CSIRO Floreat (and National Land and Water Program) are keen for a joint UWA-CSIRO appointment (level B, initially for 5 years, 50/50 funding split) in terrestrial ecology (invasive plant ecology/restoration ecology) with the aim to further enhance the UWA-CSIRO collaborations in ecology. The CSIRO group pointed to the success of the joint CSIRO-UWA appointment of Raphael Didham in Animal Biology, and are keen to expand on that model where an excellent person makes use of facilities and engages with staff and research students both at Floreat and at Crawley (also with teaching at Crawley). CSIRO will allocate support and some operating. The UWA-CSIRO collaboration is very important and productive for UWA – a joint position in Plant Ecology within the School of Plant Biology is highly attractive.

The position will be advertised and any appointment would be via a competitive process.

Opportunities: Describe how this fits with School and Faculty medium to long-term strategic priorities and how the post relates to your staffing plans.A level B ecologist (Teaching and Research Academic) is of importance for our succession planning for the staff profile in the School, but the appointment will be a fixed-term 5 year contract. Terrestrial Ecology is represented in the School by 4 senior Level E Professors, accounting for 3.2 FTEs, and successional planning is needed to maintain our excellence in this discipline. The School recently lost two early-career academics in Terrestrial Ecology, so currently in addition to Level E (3.2 FTE) we have Level D (1 FTE) and Level C (3 FTE) in this key area. Any subsequent position (see also below) would be based on performance against transparent KPIs (in teaching, research and research supervision) and collegiality and appropriate service to the School. UWA hopes that CSIRO would again assess the possibility of a further joint appointment, but any future contract or appointment would be based on achievement of UWA FoS KPIs for

https://www.socrates.uwa.edu.au/Staff/StaffProfile.aspx?Person=BruceWebber&tab=publications

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Teaching and Research Academics at this level. The appointee will be a UWA employee and report to, and receive their duties from, the Head of School of Plant Biology. There is no undertaking at this stage that UWA would continue the appointment beyond 5 years – performance assessment is essential for that to be decided – but we would hope that the person achieves excellence (with support from UWA and CSIRO) and that she/he would become an integral part of succession planning in Plant Ecology for the School. The individual needs to engage fully in teaching and research (and research training) as expected of all UWA academics to build a base that allows the position to be self-supporting, and display collegiality and appropriate service to the School, if a new contract beyond the initial term is to be considered (to be decided).

Scientific Context for the Research: Describe how the appointment relates to current state of knowledge and how it will advance understanding in the field. Also indicate how the position will contribute to research performance (target Fields of Research; ERA aspirations).

A level B teaching and research academic in Ecology (Invasive Plant Ecology/Restoration Ecology) would help enable succession planning to assist us to continue our strong reputation in Ecology. ‘Ecology, Evolution and Environment’ is one of the University’s six Strategic Research Areas and a research theme of importance to the Faculty of Science ‘Restore and maintain balance in the natural environment’. This falls under the ERA FoR Code ‘06 Biological Sciences’ (FoS contribution was 76.7% for the 2015 ERA submission) – more specifically, the appointee would most likely contribute to ERA ratings (2012 ratings indicated in brackets) in: Ecology (5), Plant Biology (4), Environmental Science and Management (5) and Evolutionary Biology (5). To ensure UWA remains a leader in Ecology, the School needs succession planning in Plant Ecology – our two more junior staff in this area recently departed UWA. Furthermore, this proposed appointment is a jointly-funded position with CSIRO Land and Water, with the important aim to further enhance our collaborations with CSIRO.

In addition to interactions with staff in the School of Plant Biology working in areas related to Terrestrial Natural Systems and restored ecosystems (Hobbs, Hopper, Lambers, Mucina, Veneklaas, Grierson, Poot, Skrzypek) and an adjunct at CSIRO (Webber), it is highly likely also that an appointee in Invasive Plant Ecology would also interact with staff in the Agriculture-focused Weed Science Group (AHRI) in the School, both in potential joint teaching on the ecology of weeds in agricultural systems and native terrestrial ecosystems, but also in research in weed ecology. The person would likely also interact with our biological process mathematical modeler (Renton) and possibly also with our Marine Ecologists (Kendrick, Wernberg) also interested in invasive marine species, with experts in population genetics (e.g. Didham, CSIRO-UWA joint appointment in the School of Animal Biology) and other ecologists (and related/complementary disciplines) at UWA and with external partners. This critical mass would provide a novel opportunity for cross-disciplinary thinking and science, as well as broaden the possible scope for research funding and research training opportunities.

Scientific Objectives: List the scientific objectives of the position which must be measurable (KPIs) and time bound (delivery schedule).

The appointee will join a strong discipline within the School of Plant Biology (Plant Ecology), and more widely (Animal Ecology and trophic interactions with staff in the School of Animal Biology). The appointee will also benefit from the collaborative arrangements and opportunities provided as a CSIRO joint appointment (working across both locations and accessing facilities and resources from both organisations).

The appointee will be expected, within 2.5 years of appointment, to meet the Faculty of Science KPIs for level B as described in the Academic Standards White Paper. Initially, the appointee will have little administrative load and the teaching will focus in curriculum design and implementation at the Masters level (Cycle 2). The appointee will be expected to exceed these minimum standards for level B for the second half of the fixed-term period, with the aim of being in the top 25% of performers in the Faculty of Science for research and research training for level B academics – such achievement should be facilitated by the opportunities via the joint CSIRO-UWA appointment. During this second half of the fixed-term contract the expectation would be for teaching also at undergraduate level (Cycle 1 in addition to Cycle 2) and to continue to build research and HDR student training, with little School administrative load (with the expectation throughout of the appointee of being highly collegial and an active participant in School events such as School Meetings, Forum, Postgraduate Summer School, Open Day, Student seminars, Honours report marking, etc.).

The appointee will be a UWA employee and report to, and receive their duties from, the Head of School of Plant Biology. There is no undertaking at this stage that UWA would continue the appointment beyond 5 years – performance assessment is essential for that to be decided – but we would hope that the person achieves excellence (with support from UWA and CSIRO) and that she/he would become an integral part of succession planning in Plant Ecology for the School. The individual needs to engage fully in teaching and research (and research training) as expected of all UWA academics to build a base that allows the position to be self-supporting, if this position were to go beyond the initial term (to be decided).

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SEC 29-Apr-15 Att-GBSc/BSc Hons/MSc/PhD Teaching and Supervision Objectives: Identify the role of this position in undergraduate and postgraduate teaching and research training.The appointee will be a Teaching & Research academic (level B) for the entire 5 year fixed-term contract. The person would spend about 2.5 days per week at Floreat CSIRO and 2.5 days per week at Crawley campus of UWA (with an office and lab use at both locations). The individual needs to engage fully in teaching and research (and research training) as expected of all UWA academics, and to be an active and collegial member of the School.

The position is necessary for succession planning to build on the achievements of current staff and continue our strong reputation in Ecology and Conservation Biology. Enquires for HDR research student training in Plant Ecology are strong, so recruitment of a cohort of PhD students is expected to exceed the FoS White Paper KPIs for the relevant level and Coursework Teaching-to-Research (and Research Training) ratio. The appointee will contribute to coursework teaching. Initially, the appointee should assist us to grow our profile and income via Cycle 2. Our current Cycle 2 offerings do not reflect our research strengths in Plant Ecology. The School is currently considering our new opportunities in Cycle 2, and a ‘Master in Ecology’ is one area of potential interest (or applied discipline within, e.g. ‘Master of Restoration Ecology’). Such plans need wider discussion within the School and with our partner Schools. This appointment would provide the spark needed to develop this new Cycle 2 area, in collaboration with the existing ecologists in Plant Biology and also our partner Schools (ARE, SEE and AB) for such an area of study.

The appointee could contribute to a range of undergraduate units depending on their exact skills set and background, which could include a sub-set within: ENVT2250 ‘Ecology’ (199 students), ENVT2221 ‘Global Climate Change’ (177 students), ENVT3363 ‘Ecological Processes’ (138 students), PLNT3301 ‘Plant Physiological Ecology’ (27 students), and more generally to first year Biology (if required). The School is also considering our current teaching of weed science. This appointee could also interact with staff in the Weed Science group (AHRI) to teach about ecology of weeds in agricultural systems, as well as invasive plants in non-agricultural terrestrial ecosystems. The diversity in perspective, and this joint strength in weeds/invasive species, would provide an opportunity.

Resourcing and Budget Implications: Detail the financial case including budget, capacity to fund, and source of funding if externally funded. Where a joint appointment, indicate the lead School; the partner Business Units and the agreements reached about sharing the costs of the appointment and the funding flows arising from the appointment.The appointee will be a full-time UWA employee located in the School of Plant Biology, with funding of the first 2.5 years from CSIRO and then from UWA for 2.5 years (in both cases salary plus on-costs). Both organisations will refer to the position as a ‘joint UWA-CSIRO position’ for the full 5 year term (both addresses on papers, conference talks, etc.). All funding flows from earned FFM income from the position will be retained by the School of Plant Biology, as these funds will underpin the School’s 50% contribution to this position.

The keen interest of CSIRO Land & Water for partnership in funding this position provides an opportunity for the School/Faculty/University for succession planning in a priority area within the current challenging financial situation. The proposed timeline will enable succession planning prior to $ outlays from the School which would only commence in January 2019. The incoming HoS, in conjunction with the FoS HR Manager, will undertake retirement planning discussions with appropriate staff. The first $ outlays will occur in January 2019 since: (i) the position would be advertised in late 2015 with interviews scheduled for early 2016 and the earliest start date of July 2016, and (ii) CSIRO would provide the first 2.5 years of funding (July 2016 to December 2018), with the School of Plant Biology to then contribute 2.5 years (January 2019 to June 2021).

As a UWA employee, the person would report to the Head of School of Plant Biology. The Head of School will meet (e.g. initially 6 monthly and then annually, or some other appropriate frequency) with a CSIRO nominated delegate to discuss the progress of the staff member and the collaboration (i.e. we would like to ensure this collaboration works for UWA, CSIRO and the staff member, but there also needs to be clear line management from the Head of School).

A level B Plant Ecologist is of importance for our succession planning for the staff profile in the School, but the appointment will be a fixed-term 5 year contract. Any subsequent position (to be decided towards the end of the 5 year fixed-term contract) would be based on performance against transparent KPIs (in teaching, research and research supervision) and collegiality and appropriate service to the School. UWA hopes that both parties (UWA and CSIRO) would again assess the possibility of a further joint appointment, but UWA would also consider a subsequent contract in our own right (if CSIRO were not able to contribute again), but this would be based on achievement of UWA KPIs for a Teaching and Research position (at this level) with performance and expectations as per UWA FoS KPIs and with the position holder reporting to and receiving their duties from the Head of School. There is no undertaking at this stage that the UWA funding will continue beyond 5 years and therefore no undertaking on the part of UWA to extend the contract – performance assessment is essential for that to be decided.

Possible alternatives to filling the vacant position are summarised belowThe following alternatives have been considered, but are not viable for the following reasons:

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Position Title: Lecturer Position Classification: Level B Position Number: ?Faculty: Faculty of Science School: Plant Biology Centre/Section: -Supervisor Title: Head of School Supervisor Position Number: 303031

About the University

The University of Western Australia has an international reputation for excellence and enterprise and has been rated as one of the best comprehensive universities in Australia. It is one of the country’s leading research institutions as demonstrated by our Nobel Laureate and is the only WA member of the prestigious “Group of Eight” research universities.

Vision and ValuesThe University of Western Australia vision is achieving international excellence. Its core values underpinning our activities are a commitment to:

A high performance culture designed to achieve international excellence Academic freedom to encourage staff and students to engage in the open exchange

of ideas and thought Continuous improvement through self-examination and external review Fostering the values of openness, honesty, tolerance, fairness, trust and responsibility

in social, moral and academic matters Transparency in decision making and accountability Equity and merit as the fundamental principles for the achievement of the full

potential of all staff and students

All staff are expected to comply with the Code of Ethics and the University’s Code of Conduct and demonstrate a commitment to its Equity and Diversity and Safety principles and the General Capabilities of personal effectiveness, working collaboratively and demonstrating a focus on results. Details of the University policies on these can be accessed at http://www.hr.uwa.edu.au/publications/code_of_ethics , http://www.equity.uwa.edu.au and http://www.safety.uwa.edu.au/policies . All Staff are to complete an annual Professional Development a n d Appraisal (PDA). Policies on Professional Development are available at: http://www.hr.uwa.edu.au/development A Commencing PDA should be completed within six months of commencement. Please discuss this with your supervisor who is responsible for undertaking the PDA.

About the work area

http://www.hr.uwa.edu.au/development

http://www.safety.uwa.edu.au/policies

http://www.equity.uwa.edu.au/

http://www.hr.uwa.edu.au/publications/code_of_ethics

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The School of Plant Biology http://www.plants.uwa.edu.au/ conducts research on plants in

http://www.plants.uwa.edu.au/

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SEC 29-Apr-15 Att-GPlant Production Systems, Natural Terrestrial Systems and Marine Systems, and is the primary plant science teaching and research school at UWA. We have a budget of nearly 16 million dollars p.a., approximately 110 postgraduate research students and about 90 staff members, including highly cited authors. In the area of Natural Terrestrial Systems, the School has strengths in Plant Ecophysiology, Biogeochemistry, Community Ecology and Restoration Ecology. In this area of research we also have strong links with Scientists at the Department of Parks and Wildlife (DPaW), Botanic Gardens and Parks Authority (Kings Park), and CSIRO (Land and Water).

The School of Plant Biology, in collaboration with many of the other eight Schools in the Faculty of Science, contributes high-quality teaching to several majors in the BSc and also to Masters by coursework degrees. Our partnership in the discipline of Ecology is particularly strong with the School of Animal Biology. Ecology is a key discipline in our teaching of majors in Botany, Conservation Biology, and Marine Science. The School is a partner in the UWA Institute of Agriculture and the Oceans Institute.

Organisation chart

Head of School 303031

Lecturer (Level B, 1 FTE)

Role statement

The appointee will be a Plant Ecologist with strong quantitative skills and interests in Invasive Plant Ecology and Restoration Ecology. The appointment is a joint UWA- CSIRO initiative and the appointee will make use of facilities and establish collaborations in Research, Research Training and Coursework teaching with staff at UWA and CSIRO. The appointee will be a teaching and research academic in the School of Plant Biology, supervised by the Head of the School. T h e ap p o i n t ee will h av e t h e ca p ac i t y t o t e ac h i n v ar i o u s ar e a s o f e co l o g y as r eq u i r ed i n un d e r gr a du a t e u n i t s ( c yc le 1 ) , b u t i n i t i a ll y w i l l p la y a ma jo r r o le i n c ol l a bo r a t i on w i t h s e ni or a c a de m i c s i n t he de s i gn a nd i m pl e m e nt a t i on of M a s t e r s b y c ou r s e w or k un i t s t o im pr ov e / i nc r e a s e o ur of f e r i n gs i n E c ol og y; e . g . a ne w s pe c i a l i z a t i on i n ‘ E c ol og y’ w i t hi n t he M as t er o f Bi o l o gi c a l S ci en ce . The appointee will significantly contribute to t h e s t r e n g t h i n E c o l o g y at UWA through research, research training and coursework teaching, and to o u r relationship with CSIRO and important government (BGPA and DPaW) and industry links.

Key responsibilities

Develop and lead an externally funded research program focused on Plant Ecology, in the areas of Plant Invasive Ecology and Restoration Ecology.

Contribute to coursework teaching in the areas of Ecology.

Recruit and supervise PhD students in areas of Plant Ecology.

Produce high quality scholarly publications in international, well-ranked scientific journals.

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Develop and nurture our important research and research training collaborations with CSIRO Land and Water, as well as other local, national and international collaborative partnerships in Ecology.

Establish good working relationships with l o c a l a n d national industry groups with interests in partnerships in applied Ecology.

Other duties as required in consultation with the Head of School.

Specific work capabilities (selection criteria)

1) Relevant PhD qualifications in plant ecology, with demonstrated quantitative skills.

2) Demonstrated ability for excellence in research, including scientific journal publications, in the area of plant ecology or related disciplines.

3) Ability for successful postgraduate research student supervision and some experience in supervision of student project work.

4) Ability for successful coursework teaching with focus on the student experience, and a keenness to contribute to curriculum design.

5) Demonstrated leadership skills and ability to effectively manage collaborations within a multi-organisation and multi-disciplinary environment, including well-developed organisational and communication skills.

6) Demonstrated understanding of Health & Safety risk assessments and planning as related to the workplace, including field-based research.

Special Requirements

Willingness to undertake travel regionally, nationally and internationally.

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Search and Appointment Plan

Lecturer in Plant Ecology

School of Plant Biology

Timeline

Advertise in November 2015, Short-listing in February 2016, appointee not to start earlier than mid- 2016.

The Search and Screen Committee (Draft at this stage):

Incoming Head of School (Finnegan or Kendrick) - Head of School of Plant Biology

Deputy Head of School -

Pauline Grierson – Botany and Biogeochemistry, School of Plant Biology

Pandy Du Preez - Executive Officer (School HR Manager)

Bruce Webber (Adjunct in Plant Biology and Senior Research Scientist and Team Leader (Ecosystem Change Ecology, CSIRO Floreat;

Search Plan:

1) Advertise online on the UWA web-site jobs pages for external applicants (and on the School and appropriate CSIRO web-sites)

2) To be disseminated to national and international email list of collaborators of staff in the School and of staff at CSIRO

3) Advertise through http://www.nature.com/naturejobs/science/jobs

3) Advertise through http://globalacademyjobs.com/

4) Advertise on the web-sites of appropriate Ecological Societies (Australian, American, European).

5) Contact colleagues in the field to canvas for strong candidates that could be encouraged to apply:

CONTACTS (make aware, as they might then help pass it on via their networks)

• List will be developed: name, institution, and e-mail address

http://globalacademyjobs.com/

http://www.nature.com/naturejobs/science/jobs

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Drafted postgraduate course concept plan as at 25-03-2015

{"Code" blank} Master of Agricultural Economics (coursework)

TRIM: {"TRIM" blank}ID: 440

Faculty Science

Responsible Organisational Entity

Agricultural and Resource Economics

Course coordinator Winthrop Professor David Pannell

Course code {"Code" blank}Title Master of Agricultural Economics

Abbreviation of award

MAgrEcon or MAgEc

Type of degree course

Master's by Coursework

Structure type Named

About this course The course covers all key elements of agricultural economics, with the overall course emphasis on the application of theory to real world circumstances. The core themes of the course are: applied economic analysis, policy analysis, and agribusiness management and analysis. The academic staff teaching the course have extensive real world experience in the agribusiness and government sector, and graduates are well suited to employment in both government and industry positions.

Created 11/03/2015First year of offer 2016

Maximum volume of learning

96 points

Minimum volume of learning

72 points

Does minimum volume of learning correspond to standard admission requirements?

Yes

Admission requirements: categories

Bachelor`s pass degree (cognate)Bachelor`s pass degree (non-cognate study area)

Articulated? Master`s degree;

The concept plan for this postgraduate course has not yet been submitted.

Administrative details

Details

Volume of learning

Admission requirements

Articulation

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1

Rationale for offering course

Globally, there continues to be strong demand for agricultural economists with technical analysis skills. The proposed degree, which is a professionally degree based around coursework, aims to provide students with skills that are a good match to the market demand. UWA currently has strongest agricultural and environmental economics group in Australia. By growing the total load in agricultural economics this degree contributes to ensuring the financial sustainability of this research group. The degree will also include as compulsory units the two units the School has offered as part of the recently introduced Master Economic Development course.

The School has also recently adopted a policy of encouraging PhD students to formally enrol in a number of units offered by the School in the first year of their studies. The switch to an online mode of delivery for these units, and the potential for flexible start and finish dates for these units will be a benefit for these students.

Strategic and Operational Priorities

By providing education in Agriculture and Environment to a wider student base the development of the online Master degree in Agricultural Economics contributes to the Faculty of Science's strategic priorities of ‘Feeding the World' and ‘Restoring Balance in the Natural Environment'. The Master degree in Agricultural Economics is also consistent with UWA's Education Futures plan, and at least two of UWA's defining characteristics: (1) be technologically-innovative, to maintain our currency and maximise our flexibility; and (2) be engaged, to respond to the needs of the community, our students and ourgraduates.

Proposal is outcome of review?

In 2014 the School of Agricultural and Resource Economics undertook a substantial review of all activities to identify initiatives that could assist with the financial sustainability of the School. The development of the online Master degree was an option identified, and a working party was subsequently established to further research and develop the program.

Market Research and Analysis

Target markets for course As the course will be offered online, we have a global market. The local market includes ass government departments and

agencies with an applied economics focus, including ABARES, Treasury departments, Regional Development organisations, DAFWA, water utilities etc.

Target markets: delivery of teaching

All teaching will be either dual format or online only.

Target markets: demonstrate viable demand

Globally we have a limited number of comparison points.

Kansas State, which is an online only course and possibly the market leader in this specific space has an annual enrollment of over 100.

For a similar program that is on campus only, the enrollment at UBC has settled at around 25, and at UC Davis the enrollment has increased to 40.

The research profile and reputation of academics in the School is sufficient for the School to be competitive in the market. As an online course we will be competing with locations Kansas State and SOAS.

Projected enrolment for domestic and international students

Steady state enrollment estimate: Australia 8-10, International 15-25

Employment prospects The main online recruitment websites for the profession have many positions available for agricultural economists.

Distinctive employment prospects for graduates

The emphasis on the thee areas of applied economic analysis, policy analysis, and agribusiness management and analysis will make graduates from the program different from straight agribusiness/ agricultural economics programs

Course professionally accredited?

Economics does not have an accreditation body.

Competitor analysis

There are no online options for a master program offered in Australia. New England offer a program up to graduate certificate only.

SOAS and Kansas State offerings are the two leading online offerings and price will be a key issue.

The SOAS course, which includes a substantial research component is approximately $19,000.

The Kansas State course, which has an agribusiness focus is approximately $34,000.

The New England grad cert cost is approximately $18,000 for local students and approx $19,000 for international students.

Why offer the proposed course

Target market and size

Graduate employment prospects

The emphasis on the thee areas of applied economic analysis, policy analysis, and agribusiness management is what sets the proposed offering apart from the K-State offering. The coursework focus sets the program apart from the SOAS offering.

Marketing strategy Nodeveloped?

Course offered to student categories

Domestic fee-paying; International students (student visa holders); International students (non-student visa holders);

Course enables international/cross institutional students?

Yes

Course enables UWA students for overseas credit?

No.

Risk management for course

All teaching associated with the course will be covered from existing resources.

Benchmarking teaching loads across schools in the faculty suggests that a small increase in the teaching load in the school, as implied by offering the program, would not result in an average school level teaching loads that are different to other schools in the Faculty.

The core risk is that if enrollment numbers are lower than expected the opportunity cost of staff time, measured in terms of the foregone revenue generated for the school from research, is higher than the revenue generated through offering the program.

As a School of applied economists the School is well equipped to monitor and evaluate the financial performance of the program. Should the program fail to deliver the expected financial return the program can be discontinued.

Additional information from proposer

There are no other Western Australian Universities offering similar courses.

The discussion with the Economics group in the Business School have been very preliminary, but are continuing. Economics and ARE have a series of units that students enrolled in either course can take, and we have a long history of working together on unit offering supervision of students holding joint seminars etc.

In February the School held a workshop on program structure and content with Professors in Agricultural Economics from UC Davis and University of British Columbia. The workshop was made possible by financial support from the Australian Agricultural Economics Society.

Professor Pannell has developed and delivered a successful high quality MOOC. For details see: http://www.are.uwa.edu.au/courses/online

Phase Event Date Outcome Notes

1 Faculty Not yet endorsed

Displaying data as it is on 25/03/2015. Report generated 25/03/15 08:03.

Course availability for students

Risk management

Additional Information

History and committee endorsements/approvals

http://www.are.uwa.edu.au/courses/online

SEC 29-Apr-15 Att-M

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Active major as at 01-01-2016

MJD-GENET Genetics

TRIM: F29687ID: 808

Code MJD-GENET

Title Genetics

Undergraduate degree

BSc

Faculty Science


Chemistry and Biochemistry

Coordinator Associate Professor Martha Ludwig

Approved date

unknown First year of offer

2012

Structure 2+2+4

Major type

MajorType Single

Degree-specific 1major?

Second major? 1

Graduate Entry 1Diploma?

Corequisites as second major

Nil.

Major has end-on 0honours?

Details

Objectives Genetics is the study of biologically inherited traits as diverse as those that cause human disease, allow a rare plant to live in a single, isolated lloocation, or result in a desirable characteristic found in a domestic animal used in agriculture. Your studies in genetics will involve the analysis of DNA and the many ways in which it is expressed. The knowledge you acquire by studyyiinngg the Genetics major will be important for study in all biological sciences including agriculture, biochemistry, botannyy,, ccoonnsseervation biology, ecology, medicine, microbiology, molecular biology and zoology. This major will deliver a brooaadd oovveerrview of the universal principles, potentials and problems associated with DNA-based life, and will provide you with the essential skills of a geneticist.

Outcomes SSttuudents are able to (1) appreciate that as genetics is the study of inheritance, it is a cornerstone of the biological sciences;

(2) demonstrate knowledge of how traits are inherited and the molecular nature of these patterns, how genetic processes control development and disease and are affected by the environment and evolution, and how and why genomes are studied; (3) demonstrate oral and written communication skills; (4) practise technologies used in various fields of genetics; and (5) demonstrate skills in critical thinking, experimental design, data analysis and interpretation, and teamwork.

Prerequisites Nil.

Corequisites Nil.

Incompatibilities Nil.

Requirements for Graduate Entry Diploma

Showing drafted annual changes for 2016

Major information

Rules

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Nil.

1

SCIE1106 Active

Level 1

Take all units (6 points):

Molecular Biology of the Cell

6 points

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

ANHB1101 Human Biology I: Becoming Human

6 points Activ

eBIOL1130 Frontiers in Biology

6 points

Active

Students with WACE Chemistry, take all complementary units (12 points):

CHEM1001 Chemistry—Properties and Energetics6 points Activ

eSTAT1400 Statistics for Science

6 points Activ

e

Students without WACE Chemistry, take all complementary unniittss (12 points):

CHEM1003 Introductory Chemistry6 points Activ


6 points Activ

e

Rationale and impact A Review of the Genetics Major was undertaken in Dec 2014 / Jan 2015. The working party (WP) considering the review was composed of assessment for representatives from all the Schools teaching into the Genetics Major (CB, Ab, PB, PaLM). One of the recommendations of the WP was to change to Unit make GENE3350 a core unit within the major (NC2012 had it as an option), and ANIM3362 Evolutionary Processes an option (NC2012 had

sequence the parallel unit GENE3360 Evolutionary Genetics, which differs from ANIM3362 in the tutorial and practical components, as a core). The rationale for this recommendation is a greater breadth and exposure to more genetic fields in the core units while offering some specialisation (either human or non-human) in the optional units. The WP considered the scope and types of assessment tasks, as well as communication and research skills in the NC2012 Genetics Major progression versus the proposed progression, and determined there would be no loss of diversity, or generic or discipline-specific skills.

Introduced units:+ ANIM3362 Evolutionary Processes [Active]

Removed units:

Level 2


GENE2230 Molecular Genetics I 6 points Active

GENE2250 Principles of Inheerriittaannccee 6 points Active

Level 3

Note: Students takkee core uunits GENE3370 Genomics and GENE3340 Molecular Genetics II and either GENE3350 Evolution and Development and GENE3360 Evolutionary Geneticss ffoor the specialisation in Genetics Evolution and Diversity or GENE3380 Genetic Origins of Health and Disease or PATH3305 Medical Genetics for the specialisation in Human Genetics

Students are encouraged to take all six Level 3 genetics units to appreciate the diversity of the discipline and its application in all areas of biological sciences, and to acquire the broadest knowledge and the skills for future study and / or employment.


GENE3340

Molecular Genetics II 6 points Active

GENE3360

Evolutionary Genetics 6 points Active

GENE3370

Genomics 6 points Active

2

Unit sequence

Current unchanged sequence

http://www.caidi.uwa.edu.au/summary.php?type=Unit&id=669















ANHB1101 Human Biology I: Becoming Human 6 points Active

BIOL1130 Active

GENE3340 Molecular Geneettiiccss II 6 points Active

GENE3350 Evolutionn and Deevelopment 6 points Active

GENE3370 6 points Active


Frontiers in Biology

6 ppooints

Students with WACE Chemistry, take all complementary units (12 points):

CHEM1001 Chemistry—Properties and Energetics6 points

Active

STAT1400 Statistics for Science

6 points

Active

Students without WACE Chemistry, take all complementary units (12 points):

CHEM1003 Introductory Chemistry6 points Activ


6 points

Active

Level 2


GENE2230 Molecular Genetics I

6 points Activ

eGENE2250 Principles of Inheritance

6 points Activ

eLevel 3

Note: Students are encouraged to take all siixx Level 3 genetics units to appreciate the diversity of the discipline and its application in all areas of biological sciences, and to acquire the broadest knoowwlleeddggee and the skills for future study and / or employment.


Gennoommiiccss


0 Evolution and Development 6 points Active

PATH3305 Medical Genetics 6 points Active

Proposed changed sequence

Level 1


6 Molecular Biology of the Cell 6 points Active


ANIM3362

Evolutionary Processes 6 points ActiveAdditio

n to sequence

PATH3305 Medical Genetics 6 points Active

3


















Event Date Outcome Notes

Faculty Not yet endorsed

Dean of Coursework Studies Not yet approved

Comparing current approved data to the data as it will be on 01/01/2016 if changes are approved. Report generated 24/03/15 05:03.

4

History of endorsements/approvals for changes

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MJD-MARSC Marine Science

TRIM: F29724ID: 1242

Code MJD-MARSC

Title Marine Science


BSc

Faculty Science


Earth and Environment

Coordinator Assistant Professor Julian Clifton

Approved date


2012

Structure 2+2+4

Major type

MajorType Single


Second major? 1



Nil.


Details

Objectives If you are fascinnaatteedd by our amazing marine and coastal environments then Marine Science is the major for you. Western Australia’s marine eennvironment is a biodiversity hotspot with up to 80 per cent of fish, invertebrates and other organisms found nowhheerree eellsse in the world, making WA an ideal living laboratory for your studies. This major includes marine biology and ecoollooggyy,, mmaarine and coastal management, and oceanography. It combines knowledge of marine aquatic life with a solid undeerrssttaannddiinng of the physical environment. Through experimental design and research you will learn to appreciate the commpplleexx iinnteractions that occur in marine ecosystems. It is envisaged that there will be up to three overnight field trips (cost of food and accommodation of up to $500 for around 10 nights to be borne by the student).

Outcomes SSttuudents are able to (1) appreciate the complex interactions between the physical and biotic components of marine ecosystems; (2) understand the range of scales at which these interactions can occur; (3) demonstrate a knowledge of the diversity, life history strategies and functional traits of marine biota; (4) appreciate how the interactions between the physical and biotic components can influence decisions about sustainable management; and (45) conduct quantitative marine research in a safe and professional manner.

Rationale and impact The addition of a new outcome 'demonstrate a knowledge of the diversity, life history strategies and functional traits of marine biota'

assessment for change reflects the introduction of the new unit BIOL2204 Marine Biology.to Outcomes

Prerequisites Nil.

Corequisites Nil.



Major information

Rules

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Nil.

1

BIOL1131 Plant and Animal Biology 6 points Active

EART1105 Active


The Dynamic Planet

6 points

Take all complementary units (12 points):

SCIE1103 Science, Society and Communication

6 points Activ

eSCIE1104 Science, Society and Data Analysis

6 points

Active

Level 2


ENVT2221 Global Climate Change and Biodiversity

6 points

Active

SCIE2204 Marine Systems

6 points Activ

e


BIOL2261 Conservation Biology6 points

Active

EART2201 Geographic Information Systems

6 points Activ

e

ENVT3306 Coastal Conservattiioonn and Management 6 points Active

ENVT3307 Oceanograpphhyy 6 points Active

ENVT3363 Ecologgiiccaall Prroccesses 6 points Active

SCIE3304 Field Teec nniques in Marine Science 6 points Active


Rationale and impact The current structure of the Marine Science major contains very little biology. The major also contains very few units that are specifically assessment for or even at all marine focussed. Specifically, nowhere in the major are students introduced to the diversity of marine life and to the way change to Unit marine organisms function. The introduction of a unit in marine biology addresses this imbalance and will mean that four of the eight core

sequence units now specifically deal with marine topics. Students will have a working knowledge of local marine species, where they are found and how they function within the marine environment.

Introduced units:+ BIOL2204 Marine Biology [Drafted]

Removed units:- BIOL2261 Conservation Biology


Level 1

Level 3


Level 1


BIOL1131 Plant and Animal Biology 6 points Active

5 The Dynamic Planet 6 points Active

2

Unit sequence

















EART2201 Geographic Information Systems

6 points Activ

eENVT2221 Global Climate Change and Biodiversity

6 points Activ

e

History of endorsements/approvals for changes

EventDate

Outcome

Notes

Faculty

Not yet endorsed

Dean of Coursework Studies

Not yet approved

Comparing current apprroovveedd daata to the data as it will be on 01/01/2016 if changes are approved. Report generated 25/03/15 08:03.


3 Science, Society and Communication 6 points Active

4 Science, Society and Data Analysis 6 points Active

Level 2

4 Marine Biology 6 points DraftedAdditio

n to sequence

4 Marine Systems 6 points Active

Level 3


6 Coastal Conservation and Management 6 points Active

7 Oceanography 6 points Active

3 Ecological Processes 6 points Active

SCIE3304 Field Techniques in Marine Science 6 points Active

3











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MJD-ZOOLY Zoology

TRIM: F29712ID: 1230

Code MJD-ZOOLY

Title Zoology


BSc

Faculty Science


Animal Biology

Coordinator Dr Jane Prince

Approved date


2012

Structure 2+2+4

Major type

MajorType Single


Second major? 1



Nil.


Details

Objectives The Zoology maajjoorr will pprovide you with the opportunity to study animals and their habitats including Western Australia’s unique faunaa.. These habitats are diverse, and range from deserts through to temporary wetlands and rainforests. Zoologists discover thhee ssoolluuttiions to the problems presented by these habitats. This major will provide you with a sound knowledge and understtaannddiinngg oof animal structure and function and the evolutionary processes that have engendered animal diversity.Zoolooggiissttss also study physiology, reproduction, behaviour, community ecology and molecular genetics. Zoology underpins socciieettyy’’ss iinnterest in conservation and marine science including major contributions to current research in fisheries and ecosystem management. It is envisaged that there will be up to two overnight field trips (cost of food and accommodation of up to $200 for around four nights to be borne by the student).

Outcomes Students are able to (1) demonstrate basic knowledge of the development, structure and functioning of animals, ecological processes, and animal diversity in a phylogenetic context; (2) demonstrate awareness of the local importance of animals in a conservation context; (3) demonstrate awareness of the ethics of working with animals; (4) understand methods of working with animals under laboratory conditions; (5) demonstrate knowledge of sampling and handling animals under field conditions; (6) demonstrate knowledge of quantification of animal laboratory and field studies; and (7) understand how research advances knowledge.

Prerequisites Nil.

Corequisites Nil.



Nil.


Major information

Rules

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1


Level 1


BIOL1130 Frontiers in Biology

6 points Activ

eBIOL1131 Plant and Animal Biology

6 points Activ

e


SCIE1103 Science, Society and Communication

6 points Activ

eSCIE1104 Science, Society and Data Analysis

6 points Activ

eLevel 2


ANIM2207 Animal Function and Structure

6 points Activ

eENVT2250 Ecology

6 points Activ

e


ANIM2208 Animal Ethics and Welfare

6 points Activ

eGENE2250 Principles of Inheritance

6 points Activ

eLevel 3

Take all units (24 poiinnttss))::

ANIM3361 Animaall Populations

6 points Activ

eANIM3362 Evoluttiioonary Processes

6 points Activ

eANIM3363 Environmental Physiology

6 points Activ

eANIM3365 Behavioural Ecology

6 points Activ

e

Rationale and impact SCOM1101 covers the same skill set as SCIE1103, albeit from a different perspective. Allowing Zoology majors to count SCOM1101 as assessment for complementary to the major will mean that students pairing Zoology with majors that require SCOM1101 will not have to take both change to Unit SCOM1101 and SCIE1103. Fieldwork is an essential part of being a zoologist. In the past, the Zoology major included fieldwork as part of

sequence its core business and students were attracted to the major knowing that they would gain experience in working with animals in a field situation; experience that would help them get employment in government agencies such as DPaW and DoF and in the environmental consulting industry. In recent years, we have not been able to offer students this opportunity until Level 4. This is in contrast to other similar majors, for example, Conservation Biology, Marine Science and Botany, all of which have field units at Level 3. The introduction of a dedicated field unit in zoology redresses the balance between practical experience and theory within the major and will become our flagship unit.

Introduced units:+ SCOM1101 Introduction to Scientific Practices [Active]+ ANIM2209 Field Studies in Zoology [Drafted]

Removed units:


Level 1


0 Frontiers in Biology 6 points Active1 Plant and Animal Biology 6 points Active

2

Unit sequence
















Take any two of these three units:

ANIM2208 Animal Ethics and Welfare

6 points Activ

eANIM2209 Field Studies in Zoology 6 points

DraftedAdditio

n to sequence

GENE2250 Principles of Inheritance

6 points Activ

e

Take either SCIE1103 or SCOM1101, plus SCIE1104:

SCIE1103 Science, Society and Communication 6 points ActiveSCIE1104 Science, Society and Data Analysis 6 points Active

SCOM1101

Introduction to Scientific Practices 6 points ActiveAdditio

n to sequence

Level 2

7 Animal Function and Structure 6 points Active

0 Ecology 6 pointts Active

Level 3


ANIM3361 Animal Populations 6 points ActiveANIM3362 Evolutionary Processes 6 points Active

ANIM3363 Environmental Physiology 6 points Active

Dean of Coursework Studies

Comparing current a pproved data to the data as it will be on 01/01/2016 if changes are approved. Report generated 24/03/15 09:03.

3

History of endorsements/approvals for chaannggeess



Not yet approved













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MJD-PHYSC Physics

TRIM: F29639ID: 1585

Code MJD-PHYSC

Title Physics


BSc

Faculty Science


Physics

Coordinator Associate Professor Peter Hammond

Approved date


2012

Structure 2+2+4

Major type

MajorType Single


Second major? 1



Nil.


Details

Objectives Physics examineess the wworld around us at the most fundamental level, from the origin and fate of the universe, to the behaviour of matter oon subatomic length scales—and everything else in between. The overarching objective of the Physics major at UWA is to provide students with access to the frontiers of modern physics via an emphasis on essential mathemmaattiiccaall sskkills. Students will apply the key pillars of relativity and quantum physics to atomic, molecular, nuclear and particcllee physics, condensed matter physics, photonics and astrophysics. Students will understand the role of physics as the driivviinngg ffoorrce behind many advanced technologies, from radar to lasers, from GPS to quantum computers and MRI and PET scanners. The choice of Western Australia as the site for part of the Square Kilometer Array makes the Physics major an eexxcciittiing prospect.

Outcomes Students are able to (1) develop increasing levels of conceptual understanding of the physical principles which underpin a wide range of applications; (2) develop and apply increasing levels of critical thinking skills in a range of physical situations;(3) develop and apply problem identification, exploration and solution skills in physical situations that range from simple to complex; (4) apply increasing levels of appropriate mathematical sophistication in the expression and communication of physical concepts; (5) develop in-depth understanding of the physical principles of measurement, experimental technique, quantitative analysis and data analysis; and (6) develop and demonstrate skills relevant to the communication of physics concepts including writing, oral presentations, critical information literacy skills and interpersonal skills.

Prerequisites Nil.

Corequisites Nil.


Major information

Rules

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Nil.

1

Take all units (1188 pooinntss):

Rationale and impact assessment for change to Unit

sequence

The School of Physics takes the view that CITS2401 does not meet the needs of Physics major students. In particular it does not appropriately meet the Australian Institute of Physics Accreditation guidelines for the development of computational skills: "Degree programs must include a clear development sequence of physics computation skills either studied as discrete subject(s)/unit(s) or embedded within physics subjects/units. Computational skill development should cover more than one area of physics computation, e.g. algorithm development, high level data processing, and algebraic computing." We currently embed within units of the Physics Major aspects of computation that are either required in laboratory work prior to students commencing CITS2401 (Data Analysis in PHYS2001) or subsequent computational work in PHYS3001, for which students have commented CITS2401 does not appropriately prepare them and does not address three computational we need: algorithm development, high level data processing, and algebraic computing. In addition students who take Physics as a second major are not required to take CITS2401 and so fail to satisfy the Institute of Physics guidelines. The impact of removing CITS2401 as a complementary unit will be addressed by embedding a measured development of computational skills from Level 1 through to Level 3 units. The detailed aspects of this will be finalised when the capabilities of the new Learning Management System, Blackboard, can be explored. This will improve the computational capabilities of students at Level 1, where currently their exposure to computation is minimal. For Physics Major students who are also not studying an Engineering Science major, they will gain an elective unit space in the major sequence.

Removed units:- CITS2401 Computer Analysis and Visualisation


Level 1


PHYS1001 Physics for Scientists and Engineers 6 points Active

PHYS1002 Modern Physics 6 points Active


MATH1001 Mathematical Methods 1 6 points Active


Level 2


PHYS2001 Quantum Mechanics 1 and Electromagnetism 6 points Active

PHYS2002 The Physics of Particles 6 points Active

Take all complementary units (12 points))::

CITS2401 Computer Analysis and Visualisation 6 points Active

MATH2501 Mathematical Methooddss 3 6 points Active

Level 3

PHYS3002

Classsiiccaall Mechanics and Electrodynamics 6 points Active

PHYS3011

Mathematical Physics 6 points Active

PHYS3012

Frontiers in Modern Physics 6 points Active


PHYS3001

Quantum Mechanics 2 and Atomic Physics 6 points Active

PHYS3003

Astrophysics and Space Science 6 points Active


Level 1

Unit sequence




















PHYS2001 Quantum Mechanics 1 and Electromagnetism 6 poinnttss

Active

PHYS2002 The Physics of Particles 6 points Active



Level 3


PHYS3002 Classical Mechanics and Electrodynamics

6 points Activ

ePHYS3011 Mathematical Physics

6 points Activ

ePHYS3012 Frontiers in Modern Physics

6 points

Active


PHYS3001 Quantum Mechanics 2 and Atomic Physics

6 points

Active

PHYS3003 Astrophysics and Space Science

6 points

Active

History of endorsements/approvals for chhanges


1 Physics for Scientists and Engineers 6 points Active

2 Modern Physics 6 points Active




Level 2

Dean of Coursework Studdiieess

Commppaarriinngg current approved data to the data as it will be on 01/01/2016 if changes are approved. Report generated 24/03/15 09:03.

3



Not yet approved













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Drafted unit as at 24-03-2015

EART3351 Mineral Resources


Code EART3351

Title Mineral Resources

Level 3

Unit type Undergraduate unit in major(s)

Undergraduate degree BSc

Faculty Science



Unit coordinator Professor Steffen Hagemann

Created

13/03/2015 First year of

offer 2016

Credit points 6 points

Contact hours Lectures: 4 hrs per week; Laboratories: 2 hrs per week.

Broadening category

Broadening Category B

Content This unit aims to introduce students to the fundamentals of mineral resources. It examines the distribution, origins and characteristics of mineral systems (gold, base metals, iron ore, alumina, mineral sands and coal), methods of exploration for these resources, and issues related to mining and extraction. The unit also covers topics in mineral resource modelling includng geostatistics (variograms and kriging), wireframe modelling, block modelling, grade estimation and the JORC reporting code.

Outcomes Students are able to (1) locate and critically evaluate sources of information; (2) demonstrate knowledge of the geological setting of the world's main mineral resources and characteristics of the mineral systems; (3) apply statistical and geostatistical methods to assess various aspects of mineral resources; and (4) demonstrate understanding of the basic techniques in mineral resource modelling..

How outcomes will be assessed

Assessment items Typically this unit is assessed in the following way(s): (1) written assignments during semester; and (2) final theory examination. Further information is available in the unit outline.

# Assessment Likely weighting

1 written assignments during semester

50%

2 final theory examination 50%

Supplement ary assessment statement

This unit has not yet been submitted.

Unit information

Academic information

# Outcome How outcome will be assessed

1 locate and critically evaluate sources of information written assignments

2 demonstrate knowledge of the geological setting of the world's main mineral resources and characteristics of the mineral systems

written assignments, exam

3 apply statistical and geostatistical methods to assess various aspects of mineral resources

written assignments

4 demonstrate understanding of the basic techniques in mineral resource modelling. written assignments, exam

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Supplementary

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

Teaching responsibilities

1

Teaching organisation Notes %

00762 Earth and Environment

Coordination and teaching

50%

00609 ECM Teaching 50%

Prerequisites EART2231 Earth Materials

Corequisites Nil

Incompatibilities MINE4405 Mineral Resources

Intended courses Geology major [already approved]

Intended courses: Geology major [already approved]

Teaching period Location Mode Details

Semester 1, 2016 Crawley Face to face

Description of content duplication

The taught content of this unit will be the same as MINE4405 Mineral Resources which is jointly taught between the School of Civil, Environmental & Mining Engineering and School of Earth & Environment (Geoscience) in that the lectures and practical classes will be the same and students will be taught along with MINE4405 students. Changes to degree rules with the introduction of New Courses has precluded Geology majors in BP004 from taking this unit - which has been co-taught by Engineering and Geology for many years - as an elective. The differences will be in the assessments which will be different because the outcomes have been reduced compared to MINE4405 and final exam content will be different. Hence the major difference is in non-contact learning in EART3351.

Disciplines affected by content duplication

GeologyMining Engineering

Justification for content duplication

EART3351 provides an opportunity for Geology majors to take an elective in mineral resources that is currently unavailable to them in New Courses. It is important to note that the geological component of MINE4405/EART3351 is appropriate for level 3 geology students and level 4 engineering students because they have undertaken very different prior study in their bachelors degrees with no common units at all unless they are engineering/geology double majors. This means that the geological component of EART3351 is most appropriate for level 3 geology students and not level 4 geology students. In New Courses, geology students do not study focused resources units until level 4 (e.g. GEOS4411 Mineralising Systems). This has drawn some criticism from employers in the resources industries. The Faculty of Science Undergraduate Major Review of the Geology major identified this unit as providing students who elect to graduate after three years (rather than completing Honours or Masters) some very practical knowledge and skills for minerals industry employment particularly because of its geology-engineering overlap which gives the graduates some breadth in the geotechnical aspects of mining. These are aspects that are certainly not covered elsewhere in the undergraduate Geology major. This is a unique opportunity that we would like made available to a particular cohort of students undertaking the major.

Proportion of 60content duplication

Consultations made about content duplication

Re-instatement of EART3351 Mineral Resources is being undertaken with the full knowledge and support of Prof. Richard Durham who coordinates MINE4405.


Faculty Not yet approved


Unit rules

Unit offered/shared in courses

Availabilities

Content duplication


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BIOL2204 Marine Biology


Code BIOL2204

Title Marine Biology

Level 2



Faculty Science


Animal Biology

Unit coordinator Dr Jane Prince and Professor Gary Kendrick

Created


offer 2016


Contact hours workshop: up to 4 hours per week for 13 weeks

Broadening category

Not broadening

Why not broadening This unit is intended specifically for Marine Science majors.

Content This unit will introduce students to the diversity of algae, seagrasses and animals that inhabit our oceans. Students will attain a broad general knowledge of the biology and life histories of marine species plus specific knowledge of certain focus groups. They will learn identification skills that will enable them to identify common species in the field and work with collections in the laboratory. There will be an emphasis on local species. Contact hours (nominally called workshops) will consist of tutorial style discussions, occasional guest lectures, practical exercises, field excursions and computer laboratories. Background information will be provided on-line. Attendance at workshops will be compulsory.

Outcomes Students are able to (1) demonstrate a knowledge of the diversity of marine organisms; (2) identify common species by sight and less common species using keys and/or pictorial guides.; (3) demonstrate an understanding of the biologicalrequirements of marine species and the way these are met in the marine environment.; and (4) demonstrate a knowledge of the form and function of marine organisms, and the consequences of uniquely marine lifestyles..


Assessment items Typically this unit is assessed in the following way(s): (1) Final exams (theory and practical); (2) Regular quizzes; and (3) Essay and/or scientific report. Further information is available in the unit outline.



Unit information



1 demonstrate a knowledge of the diversity of marine organisms final exam, regular quizzes

2 identify common species by sight and less common species using keys and/or pictorial guides.

final exam, regular quizzes

3 demonstrate an understanding of the biological requirements of marine species and the way these are met in the marine environment.

final exam, regular quizzes, essay or report

4 demonstrate a knowledge of the form and function of marine organisms, and the consequences of uniquely marine lifestyles.

final exam, regular quizzes, essay or report

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1 Final exams (theory and practical)

50%

2 Regular quizzes 20%

3 Essay and/or scientific report

30%

Unit has a failed component?

Unit has component(s) that, if failed, would lead to a Failed Component grade.

1

Assessments that if failed, would give rise to a failed component (FC) grade

{"Assessments that if failed, would give rise to a failed component (FC) grade" blank}

Supplementary assessment statement

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


Prerequisites SCIE2204 Marine Systems

Corequisites Nil

Incompatibilities Nil

Advisable prior study

BIOL1131 Plant and Animal Biology

Intended courses B.Sc. major in Marine Science

Course Course type Status in course Role

Teaching period Location Mode Details

Semester 2, 2016 Crawley Face to face

Semester 2, 2016 Albany Face to face

Incidental fees apply to this unit

Yes, incidental fees will be proposed to apply to this unit.




Unit rules


Availabilities

Additional information


Teaching organisation

Notes %

00761 Animal Biology

ROE 60%

00763 Plant Biology 40%

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ANIM2209 Field Studies in Zoology


Code ANIM2209

Title Field Studies in Zoology

Level 2



Faculty Science


Animal Biology

Unit coordinator Dr Jason Kennington

Created


offer 2016


Contact hours 6 hours of lectures/practicals in animal ethics and animal handling (PAWES course), 60 contact hours of fieldwork (5 x 1-day projects, 3-day small group project)74 hours of other work - some face-to face on campus (e.g.oral presentations), database entry, and preparation of a major report based on a group project.

Broadening category

Not broadening

Why not broadening This unit would be attractive as a broadening unit, but is specifically designed to be the centrepiece of the Zoology major. As such it can only be offered to students who select Zoology as their first major. The unit would also be very challenging to run with high student enrollments. We expect that it would be viable to run with about 100 students.

Content This eight-day field-based (residential) unit will be available to students nominating Zoology as their first major. The unit will be divided into two components. The first will comprise a series of field-based exercises that will run over five consecutive days (each exercise led by a different Animal Biology academic). While individual projects will change from year to year, the unifying aim of these exercises will be to equip students with field based skills and experiences, and an understanding of the regulatory systems that underpin these activities (e.g. PAWES accreditation, permits etc.). The second component will comprise a single research project run over three days. In this latter component, students will work collaboratively in groups to collect and compile data for subsequent organisation, analysis and dissemination by each student (students will laterwrite an individual paper and present an oral presentation to the whole class).

Outcomes Students are able to (1) work responsibly, ethically and competently in the field demonstrating appropriate use of techniques and equipment.; (2) enter field data into databases and produce exploratory graphical plots.; (3) produce a scientific article or report based on a 3-day group project on an aspect of animal biology that has been studied in the field.; and (4) communicate the rationale and results of their group project via a team presentation.



Unit information



1 work responsibly, ethically and competently in the field demonstrating appropriate use of techniques and equipment.

Student performance will be evaluated by a supervising academic, using a well-designed and detailed marking rubric

2 enter field data into databases and produce exploratory graphical plots.

Academic will visually assess the entered data and will score this outcome as a pass/fail

3 produce a scientific article or report based on a 3-day group project on an aspect of animal biology that has been studied in the field.

Scientific article, assessed via a marking rubric. Note that students will have prior experience with writing scientific articles via the Journal Project in BIOL1131 (Plant and Animal Biology)

4 communicate the rationale and results of their group project via a team presentation

Team presentation (marked by teaching staff and peers)

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Assessment items Typically this unit is assessed in the following way(s): (1) Assessment of individual performance across 5 separate fieldwork modules, including data entry; (2) Completion of data entry requirements for a 1-day fieldwork module; (3) Write an individual report based on a 3-day group project; and (4) Deliver an oral presentation on the same group project study, as part of a small team.. Further information is available in the unit outline.


1 Assessment of individual performance across 5 separate fieldwork modules, including data entry

25%

2 Completion of data entry requirements for a 1-day fieldwork module 5%

3 Write an individual report based on a 3-day group project 60%

4 Deliver an oral presentation on the same group project study, as part of a small team.

10%

Unit has a failed component?

Unit has component(s) that, if failed, would lead to a Failed Component grade.

Assessments that if failed, would give rise to a failed component (FC) grade

To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve a mark of 50 per cent or higher for the Assessment of individual performance across 5 separate fieldwork modules, including data entry component(s) of the unit.




Prerequisites BIOL1130 Frontiers in BiologyBIOL1131 Plant and Animal Biology

Corequisites Nil


Intended courses BSc Zoology Major

Note that this unit will ONLY be available to students who select Zoology as their first major.

Course Course type Status in course Role

Teaching period

Location

Mode Details

Non-standard, 2016

Exmouth Face to face

Description: Attendance of a one-day 'Program in Animal Welfare, Ethics and Science' (PAWES) course at UWA's animal care facility at Shenton Park in July. Attendance of 8-day field course in the Exmouth region in July, excluding travel time.Satisfaction of academic standards: Students will be required to complete the equivalent workload to a standard 6pt unit (i.e. 150 hours).

Textbooks Nil.


Yes, incidental fees will be proposed to apply to this unit.

Unit rules


Availabilities

Handbook fields



Notes %

00761 Animal Biology

ROE 100%




3


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TRIM: {"TRIM" blank}


ENVT3309 Tropical Marine Fieldwork

ID: 5432

Code ENVT3309

Title Tropical Marine Fieldwork

Level 3



Faculty Science



Unit coordinator Dr Julian

Clifton Created 19/01/2015

First year of offer 2016


Contact hours Fieldwork: 8 hrs per day for 14 daysPost fieldwork: group tutorials for 5 hrs during semester

Broadening category

Not broadening

Why not broadening {"Why not broadening" blank}

Content This unit will provide students with intensive practical experience of marine and coastal scientific data collection techniques in tropical coral reef, mangrove and seagrass environments. The unit activities will be located in a well-established field school in the Wakatobi National Park which is a marine protected area in south-east Sulawesi, Indonesia. In the first week, students will learn key diving skills to the Professional Association of Dive Instructors (PADI) Open Water diving level and the option of further training to PADI Coral Reef Research Diver level. In weeks 2 and 3, students will be trained in a range of underwater species and ecosystem monitoring techniques used in tropical marine ecosystems as well as organising, analysing and presenting their results. Non-diving participants will be able to develop similar skills using snorkelling techniques and alternative terrestrial-based monitoring procedures. Alongside regular practical sessions each day, lectures, workshops and excursions will take place. These will introduce many of the in-water and practical skills whilst also providing broader contextual information regarding tropical marine resource management and conservation, thereby maximising student learning opportunities and experiences.

Outcomes Students are able to (1) Gain practical experience in essential diving and snorkelling skills necessary for scientific data collection in tropical marine and coastal environments; (2) Learn to correctly identify key marine organisms; (3) Learn to apply a suite of monitoring techniques in varying marine and coastal environments; and (4) Gain experience in the organisation, analysis and presentation of tropical marine data.



Unit information



1 Gain practical experience in essential diving and snorkelling skills necessary for scientific data collection in tropical marine and coastal environments

Practical test covering underwater and snorkelling skills

2 Learn to correctly identify key marine organisms Practical test covering species identification skills

3 Learn to apply a suite of monitoring techniques in varying marine and coastal environments

Group report covering design and implementation data collection exercise suitable to either coral reef, mangrove or seagrass environments

4 Gain experience in the organisation, analysis and presentation of tropical marine data

Group projectIndividual written report

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Assessment items

Typically this unit is assessed in the following way(s): (1) Four practical tests in the field; (2) Group project; and (3) Individual written report. Further information is available in the unit outline.


1 Four practical tests in the field

40%

2 Group project 40%

3 Individual written report 20%




Prerequisites SCIE2204 Marine Systems

Corequisites Nil


Advisable prior study

Nil

Quota number 25

How quota is allocated

Those students interested in the unit will be required to submit a statement outlining the reasons for their interest and the expected personal benefits during Semester 2 of Year 2. These will be assessed by the unit co-ordinator to identify students for whom the experience will provide optimal academic value.Previous academic performance may also be taken into account in student selection.

Reason for quota For reasons of fieldwork delivery and health and safety, a maximum group size of 25 students is envisaged. Two academics (one male, one female) will participate in the fieldwork, allowing an optimal staff:student ratio to be maintained.

Intended courses Marine Science

Intended courses: Marine Science

Teaching period

Location

Mode Details

Non-standard, 2016

Crawley Face to face

Description: Attendance on residential overseas fieldwork three weeks January-February Satisfaction of academic standards: Daily fieldwork activities and post fieldwork classes and unit submission requirements equate to 150 hours of work.



No history or approvals found.


Unit rules

Quota

Availabilities



Teaching organisation Notes %

00762 Earth and Environment

ROE 100%

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PHYS3043 Overseas Research Placement (A)


Code PHYS3043

Title Overseas Research Placement (A)

Level 3

Unit type Undergraduate unattached elective


Faculty Science


Physics

Unit coordinator Associate Professor Paul C. Abbott

Created


offer 2016


Why not 6 creditpoints

In recent years, the School of Physics has offered the possibility to students to undertake an overseas research placement(funded by Australian Government schemes such as Asia Bound, Short Term Mobility Programme, and the New Colombo Plan). This research placement was assessed in-lieu of a laboratory experimental project as part of either PHYS3002 or PHYS3012. Because of the timing of the research placement in December/January this had the consequence of their marks for these units being unavailable until their project reports had been marked resulting in significant administrative overhead.

As a not-for-credit unit the work & experience of a student on the existing system of overseas research placements can be explicitly recognised on the academic record of the student while not impacting the New Course structure - students who are taking two majors with a full suite of complementary units do not have room for a unit-for-credit in the New Course structure, but nevertheless should not be denied the opportunity for an overseas research placement.

Contact hours This is a research experience unit with no set contact hours, but with an expectation of 150 hours study. Normally this would be achieved in a four-week research placement with 37.5 hours per week working on a research project in an overseas research group.

Broadening category


Content Students undertake the research project under the close supervision of an overseas researcher who mentors the student in all aspects of research practice and report writing. It therefore reflects the ethos of New Courses in which research experience and overseas study are key pillars.

In UWA Old Courses the summer units PHYS3341 Physics Vacation Project I and PHYS3342 Physics Vacation Project II enabled students to undertake a research project within a UWA Physics Research Group. These units provided the student with a full-time embedded experience of work, projects and activities in a research group. The proposed unit reflects the recognition of an overseas research placement, of similar format to the PHYS3341/42 units, for explicit recognition on the academic record of a student.

The School of Physics currently seeks and obtains external funding [e.g. Asia Bound, Short Term Mobility Programme, New Colombo plan] to provide the possibility for students to undertake an overseas research placement (e.g. China and Japan in December 2014) and this would continue to be the expected funding arrangement.

Outcomes Students are able to (1) Appreciation of the universality of research approaches in Physics research; (2) Critically evaluate research literature applicable to the research project undertaken; (3) Understanding the key physics concepts and approaches enabling the research


Unit information


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project; and (4) Appreciation of cultural differences in the approach to study and life.


1


1 Appreciation of the universality of research approaches in Physics research

Overseas study reflective essay

2 Critically evaluate research literature applicable to the research project undertaken

Overseas research report

3 Understanding the key physics concepts and approaches enabling the research project


4 Appreciation of cultural differences in the approach to study and life Overseas study reflective essay

Assessment items Typically this unit is assessed in the following way(s): (1) Overseas study reflective essay; and (2) Overseas research report.

Further information is available in the unit outline.


1 Overseas study reflective essay

30%

2 Overseas research report 70%


Not applicable.

Justification for additional supplementary assessment

This unit is ungraded pass/fail

Ungraded pass/fail exemption category

Exemption Category A: where the involvement of external assessors makes it difficult to compare students' performance in an equitable manner and provide appropriately graded results for the units


Prerequisites ((PHYS3001 Quantum Mechanics 2 and Atomic Physics or PHYS3003 Astrophysics and Space Science ) and PHYS3011 Mathematical Physics ) or ( PHYS3002 Classical Mechanics and Electrodynamics and PHYS3012 Frontiers in Modern Physics )

Corequisites Nil

Incompatibilities all PHYS Research Placement units

Intended courses This unit is not, nor is it intended to be, part of any undergraduate major sequence or postgraduate course. The unit allows a student gain an overseas educational experience via an overseas research placement without needing to take a full semester on exchange.

Unattached elective in BSc

Teaching period

Location

Mode Details

Summer, 2016 Crawley Face to face

Satisfaction of academic standards: Personal research supervision in an overseas research groupEstimated enrolments: 1Examinations: NoneHR not consulted.Not available for self service enrolment




Unit rules


Availabilities



Notes %

00560 Physics ROE 100%

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PHYS3044 Overseas Research Placement (B)


Code PHYS3044

Title Overseas Research Placement (B)

Level 3



Faculty Science


Physics


Created


offer 2016


Contact hours This is a research experience unit with no set contact hours, but with an expectation of 150 hours study. Normally this would be achieved in a four-week research placement with 37.5 hours per week working on a research project in an overseas research group.

Broadening category


Content Students undertake the research project under the close supervision of an overseas researcher who mentors the student in all aspects of research practice and report writing. It therefore reflects the ethos of New Courses in which research experience and overseas study are key pillars.

In UWA Old Courses the summer units PHYS3341 Physics Vacation Project I and PHYS3342 Physics Vacation Project II enabled students to undertake a research project within a UWA Physics Research Group. These units provided the student with a full-time embedded experience of work, projects and activities in a research group. The proposed unit reflects the recognition of an overseas research placement, of similar format to the PHYS3341/42 units, for explicit recognition on the academic record of a student.

The School of Physics currently seeks and obtains external funding [e.g. Asia Bound, Short Term Mobility Programme, New Colombo plan] to provide the possibility for students to undertake an overseas research placement (e.g. China and Japan in December 2014) and this would continue to be the expected funding arrangement.

Outcomes Students are able to (1) Appreciation of the universality of research approaches in Physics research; (2) Critically evaluate research literature applicable to the research project undertaken; (3) Understanding the key physics concepts and approaches enabling the research project; and (4) Appreciation of cultural differences in the approach to study and life.


Assessment items Typically this unit is assessed in the following way(s): (1) Overseas study reflective essay; and (2) Overseas research report.

Further information is available in the unit outline.


Unit information



1 Appreciation of the universality of research approaches in Physics research

Overseas study reflective essay





4 Appreciation of cultural differences in the approach to study and life Overseas study reflective essay

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1 Overseas study reflective essay

30%

2 Overseas research report 70%

1


Not applicable






Prerequisites ((PHYS3001 Quantum Mechanics 2 and Atomic Physics or PHYS3003 Astrophysics and Space Science ) and PHYS3011 Mathematical Physics ) or (PHYS3002 Classical Mechanics and Electrodynamics and PHYS3012 Frontiers in Modern Physics )

Corequisites Nil


Intended courses This unit is not, nor is it intended to be, part of any undergraduate major sequence or postgraduate course. The unit allows a student gain an overseas educational experience via an overseas research placement without needing to take a full semester on exchange.


Teaching period

Location

Mode Details


Satisfaction of academic standards: Personal research supervision in an overseas research groupEstimated enrolments: 1Examinations: NoneHR not consulted.Not available for self service enrolment



Curriculum Committee Not yet endorsed

Academic Council Not yet approved


Unit rules


Availabilities



Notes %


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PHYS3045 Research Placement (A)


Code PHYS3045

Title Research Placement (A)

Level 3


Undergraduate BAdegree

Faculty Science


Physics


Created


offer 2016


Why not 6 creditpoints

In previous years this research opportunity has been available to Old Courses students through the units PHYS3341 PhysicsVacation Project I and PHYS3342 Physics Vacation Project II.

In recent years, the School of Physics has also offered the possibility to students to undertake an overseas research placement (funded by Australian Government schemes such as Asia Bound, Short Term Mobility Programme, and the New Colombo Plan).

This proposed unit allows students to gain a research experience in a UWA research group. It is intended for students who were either unsuccessful in obtaining a place in an Overseas Research Placement unit or who are unable to take up an overseas opportunity.

As a not-for-credit unit the work & experience of a student in a research placement can be explicitly recognised on the academic record of the student while not impacting the New Course structure - students who are taking two majors with a full suite of complementary units do not have room for a unit-for-credit in the New Course structure, but nevertheless should not be denied the opportunity for a research placement.

Contact hours This is a research experience unit with no set contact hours, but with an expectation of 150 hours study. Normally this would be achieved in a four-week research placement with 37.5 hours per week working on a research project in a UWA research group.

Broadening category


Content Students undertake the research project under the close supervision of a UWA researcher who mentors the student in all aspects of research practice and report writing. It therefore reflects the ethos of New Courses in which research experience is a key pillar.

In UWA Old Courses the summer units PHYS3341 Physics Vacation Project I and PHYS3342 Physics Vacation Project II enabled students to undertake a research project within a UWA Physics Research Group. These units provided the student with a full-time embedded experience of work, projects and activities in a research group.

Outcomes Students are able to (1) Appreciation of the research culture in Physics research; (2) Critically evaluate research literature applicable to the research project undertaken; and (3) Understanding the key physics concepts and approaches enabling the research project.



Unit information



1 Appreciation of the research culture in Physics research Research reflective essay


Research report


Research report

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Assessment items Typically this unit is assessed in the following way(s): (1) Research reflective essay; and (2) Research report. Further information is available in the unit outline.


1 Research reflective essay

15%

2 Research report 85%


Not applicable


The unit is ungraded pass/fail





Corequisites nil


Intended courses This unit is not, nor is it intended to be, part of any undergraduate major sequence or postgraduate course. The unit allows a student gain an in depth research experience working in a UWA research group.

Unattached elective in BA

Teaching period

Location

Mode Details


Satisfaction of academic standards: Personal research supervision in a UWA research groupEstimated enrolments: 1Examinations: NoneHR not consulted.Not available for self service enrolment






Unit rules


Availabilities



Notes %


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PHYS3046 Research Placement (B)


Code PHYS3046

Title Research Placement (B)

Level 3



Faculty Science


Physics


Created


offer 2016


Contact hours This is a research experience unit with no set contact hours, but with an expectation of 150 hours study. Normally this would be achieved in a four-week research placement with 37.5 hours per week working on a research project in a UWA research group.

Broadening category


Content Students undertake the research project under the close supervision of a UWA researcher who mentors the student in all aspects of research practice and report writing. It therefore reflects the ethos of New Courses in which research experience is a key pillar.

In UWA Old Courses the summer units PHYS3341 Physics Vacation Project I and PHYS3342 Physics Vacation Project II enabled students to undertake a research project within a UWA Physics Research Group. These units provided the student with a full-time embedded experience of work, projects and activities in a research group.

Outcomes Students are able to (1) Appreciation of the research culture in Physics research; (2) Critically evaluate research literature applicable to the research project undertaken; and (3) Understanding the key physics concepts and approaches enabling the research project.


Assessment items Typically this unit is assessed in the following way(s): (1) Research reflective essay; and (2) Research report. Further information is available in the unit outline.


1 Research reflective essay

15%

2 Research report 85%

Supplementary assessment

statement


Unit information



1 Appreciation of the research culture in Physics research Research reflective essay


Research report


Research report

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Not appicable



1





Corequisites nil


Intended courses This unit is not, nor is it intended to be, part of any undergraduate major sequence or postgraduate course. The unit allows a student gain an in depth research experience working in a UWA research group.


Teaching period

Location

Mode Details


Satisfaction of academic standards: Personal research supervision in a UWA research groupEstimated enrolments: 1Examinations: NoneHR not consulted.Not available for self service enrolment






Unit rules


Availabilities



Notes %


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