Subject Outline

Subject Name: Introduction to Tourism and the Environment

Subject Code: TO5002:03
Study Period: SP23, 2015
Study Mode: Internal
Campus: Brisbane
Subject Coordinator: Dr Alastair Birtles
Subject Lecturer: Julija Ovnic

SUBJECT TO APPROVAL BY THE SUBJECT COORDINATOR

This subject outline has been prepared by Dr Alastair Birtles for the College of Business, Law and Governance,
Division of Tropical Environments and Societies, James Cook University. Updated 18 November 2015.
Q1. This subject is offered across more than one campus and/or mode and/or teaching
period within the one calendar year.

Yes

No

Q2. If yes [Q1], the design of all offerings of this subject ensure the same learning
outcomes and assessment types and weightings.

Yes

No

Q3. If no [Q2], _________________________ has authorised any variations, in terms of equivalence.

Copyright 2015
This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism, or review as
permitted under the Copyright Act, no part may be reproduced by any process or placed in computer memory without written
permission.

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Contents

Section 1. Subject at a Glance .............................................................................................................. 4

1.1 Staff contact details ........................................................................................................................ 4
1.2 Student participation requirements ................................................................................................. 4
1.3 Key dates ....................................................................................................................................... 4
Section 2. Subject Details ..................................................................................................................... 5
2.1 Subject description ......................................................................................................................... 5
2.2 Subject and course learning outcomes........................................................................................... 5
2.3 Learning and teaching in this subject ............................................................................................. 5
2.4 Student feedback on subject .......................................................................................................... 6
2.5 Subject resources and special requirements .................................................................................. 6
Section 3. Assessment Details ............................................................................................................. 8
3.1 Requirements for completion of subject.......................................................................................... 8
3.2 Feedback on student learning ........................................................................................................ 8
3.3 Assessment Tasks ......................................................................................................................... 8
Section 4. Other Information about Assessment and Student Support .......................................... 15
4.1 Submission and return of assessment.......................................................................................... 15
4.2 Plagiarism and referencing ........................................................................................................... 15
4.3 Important advice relating to examinations .................................................................................... 15
4.4 Student support ............................................................................................................................ 16
Section 5. Subject Calendar................................................................................................................ 17

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Section 1. Subject at a Glance

The following summary provides a quick reference to the most important aspects of this subject. Please ensure
that you have read the entire subject guide in full.

1.1 Staff contact details

The following staff members are responsible for the preparation or delivery of this subject. Please contact the
relevant staff member if you have any concerns during the study period.

Teaching team

Staff member

Campus

Subject Coordinator

Dr Alastair Birtles

TSV

Lecturers

Julija Ovnic
Dr Niki Macionis

JCUB

Room

L6

Email

Consultation
times*

Julija.Ovnic@jcub.edu.au
Niki.macionis@jcub.edu.au

After each
lecture

Phone#

NA

*Other consultation times by appointment only.

1.2 Student participation requirements

The JCU Learning, Teaching and Assessment Policy (4.3) indicates that, a 3 credit point subject will require a
130 hour work load of study-related participation (including class attendance) over the duration of the study
period, irrespective of mode of delivery. This work load comprises timetabled hours and other attendance
requirements, as well as personal study hours, including completion of assessment requirements. Note that
attendance at specified classes may be a mandatory requirement for satisfactory completion of some subjects
(Learning, Teaching and Assessment Policy, 5.9); and that additional hours may be required per week for those
students in need of English language, numeracy or other learning support.
Key subject activities
Lecture/Tutorial No.1

Time
Thursday 9:00 13:00pm

Room/ Location
802

Tutorial No 2

Thursday 13:00 15:00pm

301

Field Trip

TBA

TBA

For information on the days and times when lectures, tutorials, workshops, etc. are scheduled for all of your
subjects, visit JCUB Lecture Timetables at http://www.jcub.edu.au/students/subject-information.aspx

As a guideline you should therefore allocate 10 hours per subject per week. Students enrolled in
TO5002 should attend the four hours of contact time set aside for each week including lecture and tutorial. The
remaining hours should be made up of independent study, including lots of reading and preparation of
assignments.

Tutorials will commence in Week 2 but there will be an Independent Library Project in Week 1 (given to
you at the first Lecture) that will help you get started on your Essay Plan assignment. You will only have to
attend one tutorial per week. Further details and tutorial sigh-up will take place in Week 2.

This subject includes a full day FIELD TRIP (approximately 7am-5pm). The date and location will be
confirmed later in the trimester. This field trip is a very important component of these subjects and at least two
of your pieces of assessment will draw upon this experience.

1.3 Key dates

A summary of the assessable items for TO5002 is provided in the table below. Please read through the
assessment details presented later in this subject guide.
Item

Supervised
individual
assessment

Weight

Due Date

Census date

see 2015 Study Period and Census Dates

Last date to withdraw without

academic penalty

see 2015 Study Period and Census Dates

1. Essay Plan

25%

Week 4

2. Seminar Presentation

20%

During Tutorials in Weeks 7, 8 & 9

3. Field Trip Report

25%

Week 10

30%

Examination Period

4. Final Exam

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You must obtain a final mark of at least 50% to pass the subject. In addition, the expectation is to obtain at
least an average of 50% over the invigilated component (supervised individual assessment) within a subject to
pass the subject overall. Any student who does not achieve a pass in the invigilated component may, in
exceptional circumstances, be reviewed by the School Assessment Committee.
Students who have completed less than 100% of the assessment will be subject to review by the School
Assessment Committee which could result in an overall fail.

Section 2. Subject Details

2.1 Subject description
This subject examines the positive and negative impacts of tourism on the physical, economic and socio-cultural
environment. It includes an extensive introduction to key ecological theories and to a wide range of Australian
environments and the major biophysical processes which structure them. Current models of tourism
development and its impacts are reviewed and aspects of the legislative framework governing the interaction
between tourism and the environment are examined. Although the course has an Australian and Asia-Pacific
emphasis, it takes an international perspective with examples from Africa, North America and Europe also
reviewed. An additional project is also required.

2.2 Subject and course learning outcomes

The following table shows the alignment between the learning outcomes at the course and subject level and
assessment. Students who successfully complete this subject will be able to:

Subject Learning Outcomes

Assessment

1. Develop a critical appreciation of environmental factors important to

tourism development, and the social and biophysical impacts of
tourism

2. Knowledge of Australian environmental legislation regulating the

impacts of tourism

3. Evaluate the roles of tourism and environmental agencies in managing

& controlling the impacts of tourism, particularly in protected
areas

4. Critically review green tourism practices, environmental interpretation,

eco-certification, carbon offsets and other tools and techniques for
achieving sustainable tourism

5. Develop students research, field observation, report & essay writing

and presentation skills

Lectures, Tutorials, Field Trip &

Report, Essay Plan, Seminars, Exam
Lectures, Field Trip & Report, Exam
Lectures, Tutorials, Field Trip &
Report, Essay Plan, Seminars, Exam
Lectures, Seminars, Field Trip &
Report, Essay Plan, Exam
Tutorials, Essay Plan, Field Trip &
Report, Seminars

2.3 Learning and teaching in this subject

This subject uses a combination of approaches to teaching and learning, including both student-centred and
teacher-directed approaches. The content of the subject is disseminated using a variety of teaching strategies
including lectures, tutorials, group work, case studies, a seminar series, discussions, a field trip, and readings
from the textbook and other material in Reserve Online.
You are expected to be an active participant in the learning process and are encouraged to participate fully in
tutorials/workshops and undertake weekly readings. Four hours each week is not a lot of time to spend together
and one of the best ways to do well in this subject is to ensure you make the most of these learning experiences.
This subject takes a very holistic approach to the environment and is firmly based on the four pillars of
Quadruple-Bottom Line (QBL) sustainability (which includes not only the traditional economic, environmental and
socio-cultural areas but also good governance). It therefore includes quite a wide range of content and the
Seminar Series plays a particularly important role in integrating the diverse material covered in the subject. By
the time you have presented one and listened to about seven other topics (and hopefully taken part in some
vigorous discussion on each) you will have an enhanced understanding of the implementation of theory in
practical, applied situations.
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Beyond the classroom, your learning experience will be greatly enhanced if you collaborate and share ideas with
other students. One easy way to achieve this is to form a study group with 2-3 other students with similar needs
and expectations. I can assist with this.
The Field Trip is also a powerful experience which allows you to see first-hand, the realities of managing tourism
and its impacts especially in relation to natural areas/protected areas in the terrestrial and marine parks. You
will be given 2 locations to choose from and further details/resources will be provided on LearnJCU and in class.

2.4 Student feedback on subject

As part of our commitment at JCU to improving the quality of our courses and teaching, we regularly seek
feedback on your learning experiences. Student feedback informs evaluation of subject and teaching strengths
and areas that may need refinement or change. YourJCU Subject and Teaching Surveys provide a formal and
confidential method for you to provide feedback about your subjects and the staff members teaching within
them. These surveys are available to all students through LearnJCU. You will receive an email invitation when
the survey opens. We value your feedback and ask that you to provide considered feedback for each of your
subjects.

2.5 Subject resources and special requirements

Prescribed Text

Newsome, D., Moore, S.A., & Dowling, R.K. (2002). Natural Area Tourism: Ecology, Impacts and
Management. Clevedon: Channel View Publications.

A new (2 ) edition (Newsome et al., 2013) has just recently become available. Either edition is fine.

nd

Online and Electronic Resources

Further Reading (In JCU Library Reserve Online collection [now located under "Readings & Past Exams"]
search under BX3091, TO5002, EV2201 AND TO2000 [the code for a previous version of this subject] but note
there is a lot of overlap between what is listed under each subject code)
http://www-public.jcu.edu.au/libcomp/index.htm
Strongly recommended weekly readings (*) and books will be listed for most weeks lecture topic. Those for
Weeks 1 & 2 are shown below to get you started. Books, reports and journal articles identified here are all
available on Reserve Online.
Week 1 Overview: Tourism & the Environment
Aplin, G. (1998). Evolving values, attitudes & social pressures in Australia. In Australians & their
environment: An introduction to environmental studies (pp.124-155, 266-271). Oxford.
*Dowling, R. (2001). Environmental tourism. In N. & N. Douglas, & R. Derrett (Eds.), Special
interest tourism (pp. 283-306). Brisbane: John Wiley & Sons Australia.
Mowforth, M., & Munt, I. (2003). Environmentalism and new tourism. In Tourism and
sustainability: Development and new tourism in the Third World (pp. 146-164). Routledge.
*Newsome, D., Moore, S.A., & Dowling, R.K. (2002). Introduction. In Natural area tourism.
*Swarbrooke, J. (1999). The environmental dimension. In Sustainable tourism management (49-58).
Wallingford: CABI Publishing.
Weaver, D., & Lawton, L. (2006). Sustainable tourism. In Tourism management (338-343).
Week 2 Understanding the Natural Environment
Acott, T.G., La Trobe, H.L., & Howard, S.H. (1998). An evaluation of deep ecotourism and shallow
ecotourism. Journal of Sustainable Tourism, 6 (3): 238-253. [Online]
*Aplin, G. (1998). Ecological concepts and relationships & Biodiversity. In Australians and their
environment: An introduction to environmental studies (pp. 61-66, 71-82, 246-265). OUP.

Holden, A. (2003). In need of new environmental ethics for tourism? Annals of Tourism Research, 30
(1): 94-108. [Online]
McKercher, B. (1997). Benefits and costs of tourism in Victorias Alpine National Park. In C.M. Hall et
al. (eds.) Tourism planning and policy in Australia and New Zealand (pp. 99-109).
*Newsome, et al. (2002). The ecological perspective. In Natural area tourism pp. 24-78.
Wearing, S. & Neill, J. (1999). Appendix 1 select glossary. In Ecotourism (pp. 138-144).

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Any additional reading for subsequent weeks will be available online through LearnJCU
MORE GENERAL ENVIRONMENTAL TOURISM RESOURCES
Several pages of URL links will be available to you on LearnJCU but again, just to get you started with these
and to assist with your initial forays in the Library:
Tourism Books - 338.4791 to 338.4791989 & 380.14591 to 380.1459194
Environmental Books - 333.7019 to 333.954 Recreation & Parks 333.78 to 333.78409943 MOS
CRC Reef Technical Reports: 333.7809943, 333.91809943, 333.9521709943, 333.959524
http://www.reef.crc.org.au/publications/techreport/
Tourism Journals & Environmental Journals http://figaro.ingentaselect.com/
Annals of Tourism Research
http://www.elsevier.com/wps/find/journaldescription.cws_home/689/description#description
Journal of Tourism Studies http://www.jcu.edu.au/business/publications/jts/index.htm
Tourism Management http://www.journals.elsevier.com/tourism-management/#description
Journal of Sustainable Tourism http://www.tandfonline.com/toc/rsus20/current
Journal of Ecotourism http://www.tandfonline.com/toc/reco20/current
Key Government reports, plans and strategies influencing tourism planning and management in
Australia:
The new Commonwealth (Australian) Government has abolished the Department of Resources Energy
& Tourism and oversees tourism through the Department of Industry. Tourism policy. programs and
research come under Austrade and marketing is via Tourism Australia e.g. the National Long-term
Tourism Strategy - http://www.austrade.gov.au/Tourism/Policies/National-long-term-strategy/Tourism2020
Australian Government (2011). Australias National Landscapes Outcome Report, March 2011. Director
of National Parks. http://www.tourism.australia.com/en-au/marketing/5651_5544.aspx
Tourism & Events Queensland (2012). DestinationQ Tourism Strategy. http://www.tq.com.au/resourcecentre/plans-&-strategies/queensland-tourism-strategy/queensland-tourism-strategy_home.cfm
The longstanding 2001 Queensland Parks master Plan was about to be updated by the previous
Queensland Government (2011). Naturally Queensland 2020 The Master Plan for protected areas,
forests and wildlife. Queensland Parks and Wildlife Service, Department of Environment and Resource
Management. http://www.wildlife.org.au/news/2011/parksmasterplan.html . However, the change in
government has brought a change in the plans and timing. http://www.nprsr.qld.gov.au/managing/plansstrategies/parks_master_plan.html
The Queensland Ecotourism Plan 2003-2008
http://www.tq.com.au/fms/tq_corporate/special_interests/ecotourism2/Queensland%20Ecotourism%20Pl
an.pdf
has now been followed by a new Ecotourism Plan (2013-18) which has a greater emphasis on using
protected areas for tourism including infrastructure development.
http://www.nprsr.qld.gov.au/tourism/pdf/ecotourism-plan-2013.pdf
Other useful Government online resources:
Tourism Australia National Visitor Survey of Domestic Visitors (latest figures):
http://www.tourism.australia.com/en-au/marketing/default_3937.aspx
Tourism Australia International Visitor Survey (latest figures): http://www.tourism.australia.com/enau/marketing/default_3934.aspx
Australias National Landscapes website:
http://www.australia.com/campaigns/nationallandscapes/index.htm
Sustainable Tourism Online; Strategic Plan. http://www.sustainabletourismonline.com/destinations-andcommunities/destination-planning/planning-process/strategic-plan
Queensland Government Sustainable Tourism Online:
http://www.business.qld.gov.au/industry/tourism/tourismpathways/sustainability/sustainability/sustainable-tourism-online
Online and Electronic Resources
The following libguides available from the JCU Library website will provide details on referencing, plagiarism,
findings marketing books and journals
http://libguides.jcu.edu.au/referencing
http://libguides.jcu.edu.au/content.php?pid=63980&sid=472370
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Learning & Writing Skills workshops and notes to assist with writing an essay, report,presentations etc
http://www.jcu.edu.au/learningskills/index.htm
Subject Website on LearnJCU
Access the subject website through LearnJCU at learnjcu.jcu.edu.au for lecture notes, quizzes, handouts,
assessment summaries and more!
Login using your JCU email username and password. The site for this subject is opened to all participants
enrolled in the subject at least seven days prior to the commencement of the subject. Browser requirements for
LearnJCU are provided on the opening webpage of LearnJCU.

Section 3. Assessment Details

3.1 Requirements for completion of subject
You must obtain a final mark of at least 50% to pass the subject. In addition you must also obtain an average of
at least 50% across the invigilated component (supervised individual assessment) within a subject in order to be
eligible to pass the subject. In this subject the supervised invigilated assessment consists of the Final Exam. Any
student who does not achieve a pass in the invigilated components may, in exceptional circumstances, be
reviewed by the School Assessment Committee.
Students who have not completed the full range of assessment tasks will be subject to review by the School
Assessment Committee which could result in an overall fail.
It is important to be aware that assessment is always subject to final ratification following the examination period
and that no single result represents a final grade in a subject (Learning, Teaching and Assessment Policy
5.21.). Raw marks gained in part or all of the assessment will be moderated by the subject coordinator across all
campuses. Based on this process adjustments to raw marks may occur to align grading across campuses.

3.2 Feedback on student learning

Students will receive feedback on their assignments within 14 days of submission of each item.

3.3 Assessment Tasks

ASSESSMENT TASK 1: Essay Plan
Aligned course &
subject learning
outcomes

Subject Learning Outcomes 1, 3, 4, 5

Group or individual

Individual

Weighting / Length

25%

Due date

Week 4

ASSESSMENT TASK 1: DESCRIPTION

The essay plan is meant to help develop and test library research and writing skills. This will be your primary
source of written feedback and a substantial piece of on course assessment. You should choose ONE (1)
Essay Topic from the five below, for this individual piece of work. It contributes a total of 25% to your
overall assessment in the subject.
You should commence your work on this piece of assessment in Week 1 by doing the Independent Library
Project which will begin your familiarisation with the literature in your areas of interest. An Academic Writing
Workshop in Week 2 forms the second part of your preparation for your essay plan assignment and you should
attend this with your completed Library Project and if you have the beginnings of an outline or plan for your
essay that will help you greatly.

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Detailed instructions will be provided in the Week 2 Tutorial, but Essay Plan is only short (maximum of 4
pages) consisting of a piece of writing setting out your approach to the topic including a clear statement of the
objectives of your essay. It should contain enough writing that we can see your style, accuracy and check your
citing of references (approximately 200 - 250 words or 0.75 page). Ideally this would be your opening
paragraph(s) setting out your overall approach to your essay topic but this is often difficult to write early in the
development of an essay.
Probably the most important part you should include is an essay outline or plan (approx. 1.5 pages) with your
key points arranged in order and including wherever possible some of the examples you propose to use to
illustrate them (and citing the references you intend to draw upon, using the author + date system). Your essay
outline should consist of a series of headings and sub-headings with some notes associated with each one and
the key references cited for each point you want to make or example you propose to use. DO NOT submit a
draft or partial draft essay this should be a plan or outline.
Finally a list of References to be used in the essay should be included and correctly cited (either in the text of
your piece of writing, or with the notes in your outline). These will be around 0.75 page in length. They are an
indicator of your research effort and of the quantity and quality of your sources for this evidence-based piece of
research.
One of the key objectives of this assignment is to maximize the useful feedback to allow you to improve your
writing skills. Feedback on this (via a detailed marking criteria sheet) should enable you to improve your essay
structure, content and writing skills before submitting your second written assessment, the Field Trip Report.
Citation of your sources should use the author-date system. The College of Business, Law & Governance
expects assignments to be formatted in the standard APA style. Examples of papers in this style can be seen in
the Journal of Tourism Studies. College of Marine & Environmental Sciences favours the similar Harvard or
scientific system of citation and examples will be seen in the journal Australian Geographical Studies. I would
expect you to cite at least 20+ references from academic journal articles, books or appropriate reports in your
essay. Sources must be fully acknowledged and where quotations are employed the page number as well as
the other details should be given. The essay plan should show evidence of wide reading and careful analysis
of issues. It is expected that appropriate examples to illustrate arguments will be drawn from the published
literature. It should be an evidence-based piece of writing.
Essay Topics (select one only)
1.

The question of "tourism and conservation: conflict, coexistence or symbiosis" was first raised by
Gerado Budowski in 1976. Since that time there has been considerable debate on this subject. Review
arguments which support a favourable link between tourism and conservation and those which perceive
conflict. Include in your discussion specific examples of developments that have attempted to improve
the relationship between tourism and the environment, including eco-certification.

2.

In many places around the world communities have expressed serious antagonism towards tourists
and/or tourism. Using specific examples, try to identify the causes of such community backlash and
suggest actions which might lead to a better relationship with local people.

3.

Tourism is frequently accused of contributing to potential climate change and is sometimes claimed to
be unsustainable. One way to examine this topic is to develop a better appreciation of the ecological
foot-print of tourism. Discuss the literature on this topic and also specify ways in which tourism
businesses AND individual tourists can try to reduce their ecological foot-print.

4.

Coastal environments provide exceptional opportunities for tourism. Identify these and examine the
kinds of issues which must be considered when planning and managing for sustainable coastal tourism
development. Include consideration of large scale and intensive coastal development (e.g. places like
Cairns, the Gold Coast or Hawaii) rather than management at the level of an operational business or
tour.

5.

Discuss the impacts of tourism on wildlife. Include in your discussion reference to the difficulties of
measuring such impacts and the application of the precautionary principle to their management. You
should use examples from both terrestrial and marine environments.

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ASSESSMENT TASK 1: CRITERIA SHEET

TO5002:03 TOURISM & THE ENVIRONMENT
ESSAY PLAN ASSIGNMENT (TOTAL VALUE 25%) ASSESSMENT SHEET
NAME

TOPIC #

CRITERIA
Piece of Writing (30%)

FEEDBACK

DATE

Essay objectives clearly identified

Length (200-250 words approx.)
Spelling, grammar, punctuation
Writing style (clarity, expression)
Use of headings and paragraphs
Well-structured with topic, supporting & concluding
sentences
Use of evidence to support arguments
Use of appropriate examples
Citation of sources
Showing thoughtful and critical analysis

Essay Outline/Plan (40%)

Length (1.5 pp. approx.)
Demonstrated understanding of topic
Addresses the topic clearly
Comprehensiveness/coverage of topic
Logically organized
Use of headings/subheadings
Use of evidence to support key points
Selection of appropriate examples
Citation of sources
Showing thoughtful and critical analysis

References (30%)
Quantity/evidence of wide reading
Appropriateness/quality of sources
Core references included
Format/layout
Alphabetical and chronological
Appropriately punctuated

ADDITIONAL COMMENTS

LECTURER

College of Business, Law & Governance

OVERALL MARK

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ASSESSMENT TASK 2: Seminar Presentation

Aligned course &
subject learning
outcomes

Subject Learning Outcomes 1, 3, 4, 5

Group or individual

Group

Weighting / Length

20%

Due date

During Tutorials in Weeks 7, 8 & 9

ASSESSMENT TASK 2: DESCRIPTION

The seminar presentations will be done in groups (depending on numbers in the class, there may be
some variation in group size). Groups will prepare and present a 15-20 minute class presentation about
managing the impacts of tourism and lead subsequent class discussion for an additional 5-10 minutes. Topic
selection and/or allocation will occur in class. Some variation of topics and timing may be necessary. Groups
should work collaboratively to research the academic tourism literature and industry or government reports on
the impacts of tourism. Refer to legislation, minimal impact guidelines and visitor codes of conduct, management
plans, environmental audits, eco-certification or other measures for controlling the impacts of tourism. Suggest
practical ways in which the impacts of tourism could be reduced to sustainable levels.
As part of the assessment you will need to provide printed copies of your PowerPoint slides (these will also
facilitate feedback to you about your presentation).
Seminar Topics
1.
Discuss the evidence that tourism contributes directly to the management and protection of
National Parks and other protected areas. Are there examples of "good" tourism which has been
environmentally sensitive and contributed to the preservation of biological diversity?
2.

Many managers of protected areas throughout the world see tourism as the number one threat. Try to
explain why this might be and review the evidence for this view.

3.

What are the advantages and disadvantages of inviting private enterprise (in the form of tourism
operators perhaps) to help run our National Parks?

4.

Discuss the lessons that may be learned from the history of large-scale Queensland marine/coastal
tourism developments such as Port Hinchinbrook/Oyster Point and Nelly Bay Harbour/Magnetic Keys.

5.

Review Aboriginal involvement in joint park management and tourism. How is Aboriginal culture
shared with park visitors? Do Aboriginal people benefit from park tourism or not?

6.

Are there any special characteristics that should be taken into account when planning and managing
tourism in developing countries? Include in your arguments the full range of socio-cultural,
environmental and economic elements.

7.

Discuss ways of managing the environmental impacts of recreational tourist activities in marine
parks (e.g. snorkelling, diving, reef walking, boating, coral cays, fish feeding, or pontoons).

8.

What are the particular problems and concerns in managing tourism on islands? Include examples
of coral cays such as Green Island, Heron Island and/or Michaelmas Cay.

Team Conflict & Disbandment: The ability to lead, manage & contribute effectively to teams is a key JCU
Generic skill and an important skill sought by employers. Working in teams, under proper conditions, encourages
peer learning and peer support. Sometimes members of a team will not contribute equally to the task, resulting
in some students carrying more than their fair share of the load or team effort. On other occasions team
members have left the subject. Should you have conflict in your team it is important to advise the lecturer as
soon as possible. If you have not met with all of your team members by Week 5 - then you should alert your
lecturer. The lecturer will retain the right (after hearing claims from students) to decide when a group should be
disbanded. In exceptional circumstances, individual assessment options are available to students, but only after
a concerted effort has been made to work with other team members.

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ASSESSMENT TASK 2: CRITERIA SHEET

TO5002:03 SEMINAR ASSESSMENT & FEEDBACK SHEET
NAMES
WORKSHOP SESSION

WEEK/TOPIC

CRITERIA
Research content (40%)

COMMENTS

Printed copies of PowerPoint slides supplied

Topic clearly defined
Comprehensiveness/coverage of topic
Use of evidence to support arguments
Use of appropriate examples
Showing thoughtful and critical analysis
Logic of arguments (20%)
Well argued
Logically organised
Balanced treatment
Background/context (10%)
Introduction
Context for topic
Presentation speaking (10%)
Clarity
Pace
Projection
Connection with audience
Time
Presentation - technical (10%)
Powerpoint (e.g. design, font size, pictures, etc.)
Other (e.g. use of OHP, whiteboard, charts, etc.)
Questions (10%)
Ability to understand and respond
Leadership of discussion

Additional Comments

Lecturer

College of Business, Law & Governance

Overall Mark

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ASSESSMENT TASK 3: Field Trip Report

Report (1000 words) on 1-2 key issues including summary reflections and submission of field notebook
Aligned course &
Subject Learning Outcomes 1, 2, 3, 4, 5
subject learning
outcomes
Group or individual

Individual

Weighting / Length

25%

Due date

Week 10

The Field Trip is a powerful experience which allows you to see first-hand, the realities of managing tourism and
its impacts. The field trip will examine a wide range of social, cultural and economic impacts of tourism and how
they might affect the selected location - both now and in the future. You will be given 2 locations to choose from
and further details/resources will be provided on LearnJCU and in class.

Report should consists of your appropriately annotated field notebook summarising the information obtained on
the field trip from industry professionals and your own observations and including some summary reflections on
your experiences. Your seminar presentation can also draw upon your field trip experiences and Report.

Field Trip Reports are to be submitted via Safe Assign and in hard copy.

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ASSESSMENT TASK 3: CRITERIA SHEET

TO5002:03 FIELD TRIP REPORT ASSESSMENT SHEET
NAME:
DATE SUBMITTED:
CRITERIA
Field Notes (5%)

TOTAL VALUE = 25%

COMMENTS

Actual field notes taken on the day (in a notebook) to

be submitted
Appropriate length & detail
Comprehensiveness/coverage of topic
Accuracy
Evidence of appropriate amendment (e.g. corrections,
editing, post-trip annotations)
Bonus points for drawings, diagrams, images?
Written report summarising reflections on 1 or 2 key
issues for sustainable planning and management of
tourism on the Island (15%)
Length 1000 words maximum
Relevance/appropriateness of key issues
Insight & thoughtfulness of analysis
Evidence based approach
Clarity of writing and logic of arguments
Grammar, spelling, punctuation
Summary reflections on the overall field trip learning
experience (c. 0.5 page)
Use of published material in evidence-based analysis
of summary reflections of key issues (total 3%)
Appropriateness & relevance of sources
Number & quality of different sources showing evidence
of wide reading (e.g. sources recommended in Magnetic
Island Links document)
Proper citation & referencing
Use of ROS framework/approach (c.2%)
Use & citation of ROS literature
Comparison/analysis using ROS framework (e.g.
attached table of ROS criteria for Island bays)
Additional Comments

Lecturer

Overall Mark

Example ROS citations:

Clark, R.N. & Stankey, G.H. (1979). The Recreation Opportunity Spectrum: A framework for planning, management
and research. USDA, Forest Service, General Technical Report, PNW-98. Available online:
http://www.fs.fed.us/r8/boone/documents/lac/ros1.pdf.
Newsome, D., Moore, S.A. & Dowling, R.K. (2002). Natural Area tourism: Ecology, Impacts and Management.
Clevedon, UK: Channel View Publications.
(see p.157-162)
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ASSESSMENT TASK 4: EXAMINATION

Aligned course &
subject learning
outcomes

Subject Learning Outcomes 1, 2, 3, 4

Weighting / Length

30%

Date

During the exam period

Duration

2 hours

see Special Consideration, Supplementary, Deferred and Special Examinations Requirements

<http://www.jcu.edu.au/student/assessmentexams/>

ASSESSMENT TASK 4: EXAMINATION DESCRIPTION

There will be a two (2) hour written Examination, worth 30%. It may cover material presented in lectures,
tutorials, seminars, reports and the text book and will also draw upon your wider reading. Further details on the
exam format and topics likely to be covered will be provided in Week 10.

ASSESSMENT TASK 4: EXAMINATION CRITERIA

The expectation is to obtain at least an average of 50% over all invigilated components (supervised individual
assessment) within a subject to pass the subject overall. The exam is one of the supervised individual
assessments for this subject.

Section 4. Other Information about Assessment and Student Support

4.1 Submission and return of assessment
The ability to adhere to deadlines is a highly desirable attribute that employers seek in our graduates. Right from
the beginning, new students should acquire the habit of meeting deadlines for their work, by organising their
study time appropriately. The following points apply to the submission of assessment
1. Extensions will be granted in cases of illness or personal issues (medical certificate/counsellors
statement required). It is at the discretion of the subject co-ordinator/lecturer that extensions will be
granted for inescapable, unexpected, documented work commitments (provide documentation). You
should contact your lecturer before the due date if you are likely to require an extension.
2. Where no prior extension has been approved, late submissions will incur a penalty of 5% per day or part
thereof. Weekends are treated as a single full day because university buildings are not usually
accessible of over the weekend to allow for submission. Assessment tasks will generally not be graded
after 14 days past the due date.
3. Assignments must be submitted to a Safe Assignment drop box on the subject site, LearnJCU. Students
may not email or fax an assignment without prior approval from the Subject Coordinator/Lecturer.
Submission could be required as Safe Assignment and in hard copy form.
4. The assessment will be returned with feedback within 2 weeks.

4.2 Plagiarism and referencing

Plagiarism occurs when writers claim ownership of written words or ideas that are not their own. Plagiarism
is a form of cheating and any instances of plagiarism will be dealt with promptly according to University
procedures. Please see the JCU Student Academic Misconduct Requirements Policy
<http://www.jcu.edu.au/policy/student/rights/JCUDEV_005375.html>
Referencing is a systematic way of acknowledging the sources that you have used. Students should check out
the very helpful online resources relating to academic writing, referencing and avoiding plagiarism at:

Writing and Maths Skills Online http://www-public.jcu.edu.au/learningskills/resources/wsonline/index.htm

(In particular, the booklet Summarising, Paraphrasing & Avoiding Plagiarism is a very useful guide).

The Referencing Libguide <http://libguides.jcu.edu.au/referencing>

What is Plagiarism? <http://www.jcu.edu.au/student/assessmentexams/misconduct/JCU_090850.html>

4.3 Important advice relating to examinations

If you experience difficulties or serious circumstances before or up to the day of your exam, which you
believe may affect your ability to sit the exam successfully or perform at your best, you can apply for special
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consideration in the marking of your exam. Please see the JCU Special Consideration, Supplementary,
Deferred and Special Examinations Requirements <http://www.jcu.edu.au/student/assessmentexams/>
If you are unable to attend an exam at the scheduled time due to extenuating circumstances/circumstances
beyond your control, you may apply for a deferred exam. Deferred exams are granted in exceptional
circumstances such as severe medical conditions or family or personal trauma. For further information, visit
http://www.jcu.edu.au/student/assessmentexams/

4.4 Student support

James Cook University is committed to ensuring people with disabilities, injuries, illnesses or health conditions
are able to participate to the fullest possible extent in the educational programs offered by the University and all
other aspects of University life. Students with disabilities, injuries, illnesses or health conditions, who require
special arrangements or consideration, should contact Concierge Services on the Ground Floor.

If you want further information

regarding:

Visit the URL

Accommodation

Concierge Services, Ground Floor

Careers and employment

www.joblinx.com.au

Feedback and complaints

Fees and financial support
Inclusion and engagement

Email: June.Menzies@JCUB.edu.au
Office: Level 9 or visit Concierge Services, Ground Floor to arrange
an appointment
http://www.jcu.edu.au/student/enrolment/index.htm or Concierge
Services, Ground Floor
http://www.jcu.edu.au/student/complaints/index.htm
Finance Officer Ground Floor
http://www.jcu.edu.au/studentequity/

Indigenous student support

http://www.jcu.edu.au/getready4uni/life/JCU_117712.html

Information for current students

Academic Language Skills
Learning skills - including numeracy

www.jcu.edu.au/student/
Language and Learning Centre Level 8, Room 801
Language and Learning Centre Level 8, Room 801

Online Learning skills/ Language support

Library (online) and computing services
Librarians and library collection
Responsibilities and rights
Review of Assessment and Student Access to
Scripts and Materials Policy
Special Consideration, Supplementary, Deferred
and Special Examinations Requirements

http://www-public.jcu.edu.au/learningskills/ and
http://www-public.jcu.edu.au/libcomp/index.htm
Resource Centre Level 2
http://www.jcu.edu.au/student/responsibilities/index.htm

Student Academic Misconduct Requirements

http://www.jcu.edu.au/policy/allitoz/JCUDEV_005375.html

Student Policies
Student Council
Students with a Disability

http://www.jcu.edu.au/policy/student/
http://www.jcub.edu.au/students/student-services/student-council.aspx

Counselling (Personal or Emotional Support)

Enrolment

College of Business, Law & Governance

http://www.jcu.edu.au/policy/allitoz/JCUDEV_005333.html
http://www.jcu.edu.au/policy/allitoz/JCUDEV_005344.html

Concierge Services, Ground Floor

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Section 5. Subject Calendar

Week/
Session

Content

Readings

Related
Assessment

Subject Overview:
Tourism & the Environment

Chapter 1
Readings

Exam, Essay Plan,

Field Trip, Seminar

Understanding the Natural

Environment: Ecosystems &
Biodiversity

Chapter 2
Readings

Exam, Essay Plan,

Field Trip, Seminar

Impacts of Tourism: Biophysical

Impacts, Ecological Footprint,
Climate Change

Chapter 3
Readings

Exam, Essay Plan,

Field Trip, Seminar

Protecting the Environment: Visitor

Management & Interpretation

Chapter 4: 153-184,
Chapters 5 & 6
Readings
Chapter 5
Text: 48-49, 67-70, 105-111,
165-166, 275, 280, 288, 297298
Text: 51-60, 98, 103, 118-119,
192, 216, 224, 256-257, 265,
283
Readings
LECTURE RECESS

Exam, Field Trip,

Seminar

Managing Tourism in Protected

Areas
5

Tourism in Marine Parks: Great

Barrier Reef WHA

Managing the Environment:

Environmental Agencies,
Legislation & Planning
Indigenous Tourism Issues in
Natural Areas

10

Ecotourism & Wildlife Tourism

Rainforest Tourism: Wet Tropics
World Heritage Area; Managing
WTWHA tourism impacts
Greening Tourism: Environmental
Best Practice, Eco-Certification,
Auditing, Carbon Offsets,
Monitoring

Exam, Field Trip,

Seminar

Chapter 4: 146-153,
Chapter 5: 232-238
Exam, Field Trip
Text: 195-196, 225-227
Readings
Text: 14-19, 51-69, 72-77, 9597, 103, 114-117, 124-129,
230-231, 243, 247-250, 253
Readings
Text: 60-66, 141-142
Readings

Ecologically Sustainable Tourism

Chapter 5; 223-238,
Chapter 7
Chapters 1 & 8,
Chapter 6: 246-259
Readings

Review of Subject

Text & Readings

Exam, Field Trip,

Seminar
Exam, Seminar

Exam, Seminar

Tutorials
Independent
Library Project Part of Essay
Assignment
Academic
Writing Part of
Essay Assignment
Managing impacts

Visitor
management

Reef
interpretation
Field Trip
Orientation

Essay Plan
Feedback session
Review of Field
Trip
Impacts of
Wildlife Tourism
Seminars I
Topics 1, 2 & 3
Seminars 2
Topics 4, 5 & 6

Seminars 3
Topics 7 & 8

Exam

The sequence of some topics may change due to availability of staff, resources or due to unforeseen circumstances

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