EXSC116 - Journeying in the Natural World

Year

Credit points

Campus offering

Prerequisites

Teaching organisation

Unit rationale, description and aim

Central to outdoor education and outdoor leadership practice is a strong base of knowledge about journeying in the natural world; an ability to apply that knowledge; and the skills necessary to be an ethical, caring and considerate leader. These foundations form part of the professional standards expected of all outdoor leaders, and are important for creating citizens who recognise their responsibility to the common good, the environment and society. The unit teaches students to move through and live in the outdoors in an independent, self-reliant and responsible manner, thereby enabling them to fieel more comfortable while educating and leading others on outdoor journeys. To help build their outdoor leadership confidence and potential, the students are provided with an opportunity to apply these skills in a variety of natural settings. Specifically, this unit aims to enable students to examine their relationship with the natural world, and to develop an understanding of the personal, social and environmental factors associated with journeying in the natural world.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include: 

• Designing, planning and implementing journeys in the outdoors. 
• Personal, group and safety preparation for journeying in the natural world. 
• Environmental management in the outdoors, including lightweight camping and minimum-impact bushwalking skills. 
• Ethical considerations, relationships and land use in the natural world. 

Learning and teaching strategy and rationale

Learning and teaching strategies include active learning, collaborative and cooperative learning, just-in-time teaching, peer and problem-based learning, along with project, small group and team-based learning strategies. This range of strategies will provide students with appropriate access to required knowledge and understanding of unit content, and opportunities for development of competency in the practical skills of outdoor leadership. These strategies aim to provide students with an opportunity to meet the learning outcomes and graduate attributes of the unit, as well as the industry professional practice standards. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and are required to actively participate in all classes, field trips and out-of-class tasks.  

To achieve the learning outcomes, this unit requires face-to-face attendance in specific physical locations with engagement between peers, the lecturer and industry practitioners. To complement the face-to-face interactions, the unit will be multimodal with self-directed and self-paced online learning activities, which require the use of online communication and collaboration tools. The proportion of face-to-face and online time will vary based on student characteristics, local resources, environmental conditions, active learning approaches and technology support; however, interactions amongst students, the lecturer and industry experts will be on a regular basis. 

Assessment strategy and rationale

In order to best enable students to achieve unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. A range of assessment strategies are used including: (i) experiential learning activities, to demonstrate the skills and competencies required for professional practice and accreditation (hurdle task); (ii) a written and practical test, to assess learning of key outdoor environmental concepts which are an important foundation for an outdoor leader; (iii) a small group activity project, designed to assess the application and implementation of outdoor journeying in the natural world; (iv) an individual reflective report, to evaluate outdoor environmental leadership skills.  

Overview of assessments

Representative texts and references

Australian Walking Maps and Books. (2010). Retrieved from the Maps, Books and Travel Guides website: http://www.mapsbookstravelguides.com.au/walking_maps_and_books 

Clelland, M. (2011). Ultralight Backpackin' Tips: 153 Amazing and Inexpensive Tips for Extremely Lightweight Camping. Guildford, CT. Globe Pequot Press.  

Colls, K. & Whitaker, D. (2012). The Australian Weather Book: Understanding our climate and how it affects us. Chatswood, NSW. New Holland Publishers.  

Gould League. (1992). Environmental Starters. Prahran, VIC. Gould League of Victoria. 

Gould League. (1992). Outdoor Environmental Games: Survival Special. Prahran, VIC. Gould League of Victoria. 

March, L. M. (2007). Fork in the Trail: Mouthwatering Meals and Tempting Treats for the Backcountry. Brimingham, AL. Wilderness Press. 

March, L. M. (2011). Another Fork in the Trail: Vegetarian and Vegan Recipes for the Backcountry. Brimingham, AL. Wilderness Press.  

Meyer, K. (2011). How to Shit in the Woods: An Environmentally Sound Approach to a Lost Art (3rd Edition). New York, NY. Ten Speed Press. 

Reynolds, V., & Bushwalking Mountaincraft Training Advisory Board. (2000). Bushwalking and Ski Touring Leadership. (3rd Edition). Melbourne: Bushcraft and Mountaincraft Training Advisory Board.  

Scaini, C. & Evans, C. (2012) 50 Games for Going Green: Physical Activities That Teach Healthy Environmental Concepts. Lower Mitcham, SA. Human Kinetics.