Depending on staffing and student numbers, excursion sites may include:

• Flinders Ranges of South Australia, where students will be introduced to the style of sedimentation and nature of deformation and exhumation of portions of the Adelaide Geosyncline;
• Broken Hill and regions within the Curnamona Craton of South Australia and New South Wales in which students will be introduced to skills that are relevant to the understanding of packages of deformed and metamorphosed rocks and their interpretation
• Central Australia in which students will be introduced to an intracontinental fold and thrust belt and its relationship to the adjacent metamorphic basement and sedimentary basin;

This subject deals with methodologies for extracting geological information out of geophysical datasets. The subject mostly covers potential fields (gravity and magnetic methods) because these datasets are readily available, however it also visits seismic and electrical geophysical methods. GEOL30005 focusses on physics concepts and how they can be used to understand geology. Students work with industry standard software (eg. Geosoft - Oasis Montaj) which performs the maths in the background.

Topics covered include maps, projection systems, datums and GPS; theory, acquisition, processing and interpretation steps involved for gravity and magnetic methods; image enhancement and qualitative interpretation techniques; quantitative style 2.5D geophysical modelling; seismic theory, acquisition, processing and how this integrates with geophysical wire-line well logging; radiometric acquisition/interpretation; and electrical geophysical techniques such as resistivity, induced polarisation, self-potential, electromagnetics and magnetotelurics.

Topics covered include the geological setting and genesis of major metalliferous deposits; magmatic, magmatic hydrothermal, submarine hydrothermal and surficial deposits of major metalliferous and non-metallic resources will be integrated with fluid inclusions, stable isotope, petrographic and field studies.

Topics covered include facies analysis and petrology of carbonate, terrigenous and chemical sediments; techniques used in stratigraphic analysis and sequence stratigraphy; sedimentary geochemistry and its applications; principles and applications of palaeontology with respect to stratigraphy; post-depositional processes, including diagenesis and weathering, that alter rocks after their formation; chemical interactions between minerals and groundwater in weathered rocks and weathering products; the processes involved in hydrocarbon generation and organic maturation; and application of sedimentary geology to understanding sediment-hosted ore deposits.

Geobiology involves the study of interactions between Earth’s geosphere and biosphere, and how these interactions impact or reflect environmental conditions. This subject includes the fields of geobiology, biomineralization, fossilization and palaeontology. This subject will survey the fundamental principles used in geobiology and palaeobiology, explain how biological processes influenced palaeoenvironmental conditions and controlled the evolution and preservation of geologically ancient lifeforms as fossils. This subject will demonstrate how fundamental knowledge of macroscopic fossils (dinosaurs and mammalian megafauna) and microscopic fossils (using their biogeochemistry, mineral and organic biomarkers) can be used to interpret past environments, faunal evolution, paleoclimates and paleoceanography, while also informing a wide range of problems in the energy, minerals and environmental industry sectors.

Solving geological problems requires unravelling what happened and when. Petrogenesis is literally 'the origin of rocks' and in this subject several essential tools geologists employ to unravel the complexity of earth processes using chemical information preserved in rocks and minerals will be presented. These include the major, trace element and isotopic compositions of rocks and minerals. Most of this subject relates to igneous processes, however many of the tools can be applied to a broad range of geological problems. These include dating the formation of sedimentary rocks and ore deposits, constraining the ages of metamorphic events, and unravelling palaeoclimate records.

In addition to learning the principles that underpin these techniques, emphasis is placed on how or when they are best applied. It is expected that by the end of the semester you will be able to explain how specific tools work and demonstrate both when it is appropriate, and how to apply them, to resolve petrogenetic problems.

This subject covers geological processes involved in large-scale tectonics and introduces advanced topics in structural and metamorphic geology. The subject will begin with a one-week pre-semester field trip to East Gippsland, where students will develop their geological mapping and structural analysis skills. Lecture topics include the structure and composition of the Earth; plates defined in terms of the thermal and rheological structure of the outer part of the Earth; isostasy; stress and strain in the crust and lithosphere; structural and metamorphic processes in orogenic belts, their origin and their relationship to continental amalgamation and fragmentation; intraplate deformation; deformation mechanisms; shear zone processes; the analysis of poly-deformed terranes and high grade metamorphic processes including partial melting and melt loss.

The field trip will take place in the weeks immediately prior to the normal commencement of classes for Semester 1. The estimated cost of the field trip is $380 and payment options can be found at http://ecommerce.science.unimelb.edu.au/product.asp?pID=73&cID=19&c=241822. Price may vary slightly at time of field trip.

This subject will investigate, both qualitatively and quantitatively, the fundamental physical and chemical processes governing groundwater flow and composition, including aquifer properties, regional geology and hydrology, water-rock interactions, and subsurface microbial activity. Field and laboratory methods used to characterize aquifer properties and groundwater chemistry, including well pumping tests, chemical tracers, and major ion and isotope analyses will also be covered. A two-day field excursion will draw together many of these concepts and topics.

This course will cover a variety of aspects of environmental geochemistry, including equilibrium processes (thermodynamics, solubility, mineral precipitation, redox reactions), kinetics and rates of reactions, application of geochemical and isotopic tracers to understanding environmental processes, and environmental mineralogy. Applications will include hydrology and hydrogeology, contaminants, weathering and CO2 sequestration, and acid-mine drainage. The course will develop the geochemical tools required to understand processes in these environments.

This course is focussed on regolith, a vital part of Australian landscapes that is becoming increasingly important in mineral exploration and land management. We begin by presenting basic and advanced concepts in the formation and evolution of regolith, including its physical and chemical characteristics, the physical and biogeochemical processes that affect its structure and composition, and the dispersion and concentration of elements. We follow with concepts and applications focussed specifically on geochemical and geophysical exploration methods that are used to assess mineralisation potential within and underneath the regolith. Field excursions will help to consolidate knowledge and understanding developed in lectures and practical exercises.

Students are taught to map out the structures and complex geometries within a series of multiply-deformed turbite sequence. The course teaches the concepts of key locality and provides strategies to correlate between key localities to produce consistent maps and cross-sections over outcrops at Bermagui Heads and Pt Dickinson in Bermagui in a structurally complex area within a poly-deformed terrane.

The course covers the basic principles of Ar-Ar, Rb-Sr, Sm-Nd, U-Pb (conventional Pb-Pb, U-Pb, SHRIMP, LA-ICPMS, CHIME), Lu-Hf and Re-Os, as well as fission track and (U-Th)/He thermochronology. The application of these geochronology/thermochronology and isotopic tracing methods to a variety of geological problems will be presented. Afternoon sessions will be devoted to pracs (calculating ages, meaning of errors, plotting data e.g. isochrons, U-Pb plots, histograms using the computer package ISOPLOT and modelling thermal histories).

The course provides a broad coverage of gold geology and exploration, as well as some of the latest research ideas and how they apply to mineral exploration. The course covers all major types of gold deposits with emphasis on Archaean deposits of Western Australia and slate-belt deposits of the Victorian gold province. Geochemistry, structural geology, regolith and deposit geology are covered at a level to enable participants to take their place in industry and government teams and make a contribution in all of these areas. An emphasis of the course is on a holistic approach that uses all applicable fields of geology to address issues pertaining to gold.

Field observations and tasks include: nature and origin of the coastal materials, geomorphic processes, environmental history, coastal management topics such as hazard/risk assessment, steep coast dynamics, beach maintenance and nourishment, impact of marinas and other engineering structures, indications and implications of sea-level rise, and conservation of significant and sensitive geoscience sites.

This unit covers the identification of target minerals, its exploration, sampling methods, methods of estimating tonnage and grades and reporting of resources and reserves. This unit also covers the financial evaluation of mining projects.

This is a 5-day course of lectures, practical sessions, and laboratory visits focussed on modern mineral identification techniques. The course will include demonstrations of X-ray diffraction (XRD), scanning electron microscopy (SEM), and electron microprobe analysis (EMPA). A revision of basic mineralogy concepts will be provided, before visiting Melbourne Museum to use some of the museum's mineralogy facilities (including the XRD) and a tour of the museum's mineral collection provided by the museum's senior geoscience curator. At the University of Melbourne, students will be introduced to in-house analysis techniques (e.g. SEM, EMPA, ICP-MS, micro-CT), taught how to evaluate the quality of resultant data, and how such data should be presented.

The course is intended for Honours students and other Post-Graduate students with an interest in the formation and evolution of basic and ultrabasic magmas and their relationship to magmatic ore deposits.

In this course you will gain a basic introduction to geodynamics and planetary physics. We will undertake an overview of the structure of all the solid planets of the solar system and the techniques used to probe their structure. You will learn about the evolutionary processes within the solid planets and moons of the solar system which produce the wealth of distinctive "geology" observed in planetary missions. You will appreciate the ubiquitous nature of geological processes, and the distinctive expression of those processes on each planetary body. You will have a good understanding of the continuum mechanics of slow deformation and the rheology of rocks and ice under planetary conditions. We will introduce the techniques of seismic imaging, and how to download information and begin the process of interpreting earthquake data.

The course will provide an overview of the geology of major Ni-Cu-(PGE) sulphide deposits, PGE deposits, and diamond deposits with an emphasis on the processes controlling their genesis and how this information can be applied in exploration. The course will also introduce some of the theoretical concepts involved in ore formation such as the factors controlling sulphur solubility in mafic magmas and the roles of partial melting and crustal contamination in the genesis of Ni-Cu-(PGE) sulfide deposits.

This course provides an introduction to the key features of several major classes of economically important mineral deposits. Each deposit style will be discussed in terms of geological and tectonic framework, mineralisation, alteration, genetic models and exploration criteria. Lectures covering each deposit type will be complemented with exercises or practical classes which examine sample sets of typical ores and host rocks.

This subject will show how to use two computer programs (Global Mapper and ENVI) to process satellite images in order to obtain geological and environmental data. The subject is almost entirely practical, and involves processing a variety of images from a particular area, including digital elevation models, Landsat, radiometric and aeromagnetic data, to construct a geological map and geomorphic history. In addition, the use of hyperspectral imagery will be covered.

The unit is designed to give a basis for understanding the various elements that make up the mine environment, and how to control and regulate it to achieve a safe, healthy and comfortable workplace conducive to performance and efficiency.

The course provides an in-depth understanding of how and why coal basins develop, and how coal is utilised. Included in the course are location, stratigraphy and age, depositional environments, and tectonic setting of each major coal basin. Practicals involve an evaluation of coal types and rank, and how this impacts on understanding coal quality and marketing. A focus will be on how geological history impacts on coal behaviour during mining, processing and utilisation.

Geological mapping, core logging and the recognition of ore-related hydrothermal alteration mineral assemblages are essential skills for all mining industry geologists. This field-based course will examine core and surface exposures of a mixed volcano-sedimentary succession in the highly mineralised Cambrian Mount Read Volcanics and Dundas Group of western Tasmania.

The course is designed to provide practical experience in the processing of regional geophysical datasets or the purpose of undertaking geological interpretation. The course is designed to allow the student to go through step-by-step methodologies of processing data, interpretation techniques, and modelling of geophysical data.

The assessment and development of deep subsurface CO2 l storage sites requires a diverse range of technical skills as well as a good understanding of regulatory and environmental protection requirements and objectives, and socio-political advocacy. This course comprises five days of lectures and practical exercises covering the workflow of technical / scientific assessments, discussing common problems and industry best-practice to achieve safe and secure geological storage of CO2. Following an introductory ‘back-story’ to carbon capture and carbon utilisation, the work flow will commence with basin and play scale analyses and rapidly focus onto portfolio management for storage site screening, storage site selection and site analysis for future appraisal and development operations.

This module outlines the fundamental theory and techniques of field work in environmental geology. It aims to give students the essential tools for the assessement of environmental hazards associated with mining operations and how to measure their effects.

This course will provide an introduction to simple procedural programming in python with applications to Earth Data Sciences. We will teach you how to manipulate and transform data in simple ways, plotting, mapping, visualisation, interpolation, gridding, function fitting, and exporting data / images into common, interchangeable data formats.

We will learn how to orchestrate common earth science python software applications including plate reconstruction (pygplates), seismic data set acquisition and analysis (obspy), meshing and interpolation (stripy).

We will learn how to use the many publicly available extensions and modules to python, particularly those which allow efficient computation and scientific analysis, for example numpy and scipy.

We will learn how to solve very simple differential equations with application to geothermal energy and ground water flow, statistical analysis of data sets, online data repository

Course content includes: Physical Hydrogeology, Chemical Hydrogeology, Field Study/Methods and Management and Assessment.

This course will introduce the concept of a GIS as a problem solving technology within the geosciences, and through hands-on practical classes and lectures will provide the basic hands-on skills needed to design and implement a GIS project. Specific topics will include map projections and georeferencing, distortions in image data, raster and vector data models, incorporating digital terrain models and geophysical data, introduction to boolean logic and functions, data accuracy and access issues and limitations of GIS. The course will include examination of case histories of GIS projects and students will also build a GIS project of their own to solve a simulated exploration problem using MapInfo and other open-source software and a real world data set.

This 6-day field workshop visits spectacular outcrops along Victoria’s Otway Coast in SE Australia between Port Campbell and Anglesea. The field geology is integrated with seismic, remote sensing, potential field, well and thermal history data and the workshop includes lectures on basin evolution, stratigraphy and structure. The aim is to teach exploration and development geologists, geophysicists and engineers the skills needed to analyse the evolution, stratigraphy, structure and petroleum systems of a basin, and to assess its hydrocarbon potential. The sequence stratigraphy and depositional environments of outcrops are examined, including stratigraphic sections measured in the field. The outstanding extension, inversion and strike-slip structures observed are analysed to determine the nature and timing of events and their influence on deposition. Each area utilises nearby seismic sections to illustrate key aspects of the structure, stratigraphy and basin evolution.

This course is taught from first principles and assumes third year knowledge of geology. It is a sister course to the ‘Basin Evolution and Sequence Stratigraphy’ and ‘Introduction to Structural Geology’ courses that can be taken consecutively or individually to analyse the sediments and structure in basins. The aim is to learn about the types and evolution of basins, their sedimentary fill, the skills needed to analyse the sedimentary sequences and how to evaluate the potential for hydrocarbons, CO2 storage, water, geothermal energy, and minerals. Practically, this will be achieved by comparing and contrasting four eastern Australia basins, each of different type; the Drummond, Cooper-Eromanga, Gippsland, and PNG Fold Belt basins. The key assignment will be to analyse the origin, fill, sediment properties and tectonic history of each basin and to assess its resource potential.

Basins can be analysed by lithospheric processes and plate tectonic setting. Arc-related basins have high geothermal potential but their poor porosity/permeability limits reservoir capacity for hydrocarbons and CO2 storage. New extensional basins have high heat flow that diminishes with time, causing subsidence facilitating deposition of excellent quartzo-felspathic or carbonate reservoirs and shale or evaporite seals. Foreland basins associated with compression and loading have low heat flow but excellent reservoir and seal potential as well as long-distance migration of water, hydrocarbons and mineralising fluids. Strike-slip basins are variable and resources depend on their previous tectonic history. Source kitchens of organic matter control hydrocarbon potential and are dependent on basin type, anoxia, source of organic matter and heating.

This course will be run as a hands-on workshop introducing the main structural geometries seen on seismic data and in outcrop in the oil industry. The emphasis is on developing a workflow to allow exploration and production geologists and geophysicists to assess structural style and produce valid structural interpretations as well as consider alternative interpretations. The course will introduce the structural styles associated with extension, compression, inversion, strike-slip and salt diapirism. Shale diapirism and fractures are an optional extra. Examples will be shown from both seismic data and outcrop. Frequent short exercises, interpreting seismic data and outcrop images, will reinforce the theory presented.

The workshop will concentrate on practical methods to define the relationships between faults, folds, sedimentary packages and regional elevation and how they can be used predictively to validate an interpretation and prospect. Emphasis is placed on the ‘Structural Family’ present in an area, which depends strongly on the basement architecture and tectonic history. Seismic and field examples are drawn from the Timor Sea, Bass Strait, Borneo, the Gulf of Suez, the Apennines, the Taranaki Basin, New Guinea, Indonesia, Watchet, the Otway Basin, Cape Liptrap, the Pyrenees and the Canadian Rockies amongst others.

This is an intensive 12-day field trip to New Zealand, one of the best natural laboratories in which to learn about geology. Apart from being dramatically different to Australia in terms of modern day geological activity, it is a ribbon continent with a complex assembly of allochthonous terranes, part of which was formerly part of Australia. It has hyperactive back arc volcanism, spectacular geothermal activity, very active seismicity and is one of the few countries in the world with glaciers at sea level. Some of the main concepts to be covered will be:

• Arcs and back-arc architecture, seismicity and volcanism
• Transpressional fault systems
• Geothermal springs and geothermal power
• The relationship of these to ore deposits
• Glaciers as a record of Holocene climate change
• Seismic hazards and engineering responses

The subject will provide individual Masters-level training in laboratory and/or field techniques that serve as preparation for the completion of a capstone subject in the Master of Geoscience.

The techniques applied will differ depending on the individual capstone project offered by staff members.

For example, a capstone project on ‘diamond exploration’ will include laboratory training and skills development in kimberlite and related rock tectonic settings, kimberlite and related rock petrology, kimberlite and related rock mineralogy and geochemistry, kimberlite genesis and eruption processes and economic (diamond) potential.

A capstone project on ‘sedimentary basin hydrogeology’ will include field/laboratory training in sedimentary petrology, basin mapping and logging techniques, basin stratigraphy and sediment geochemistry.

The above skills will be acquired through assigned reading, field/laboratory practical classes and worked assignments.

An Examination Board, appointed by the Head of School, reviews individual content and assessment weightings.

The subject will provide individual Masters-level training in laboratory and/or field techniques that serves as preparation for the completion of a capstone subject in the Master of Geoscience.

The techniques applied will differ depending on the individual capstone project offered by staff members.

For example, a capstone project on ‘diamond exploration’ will require laboratory training and skills development in mantle petrology, mantle rock mineral chemistry, diamond crystallography and mineralogy, indicator mineral chemistry and diamond exploration techniques.

A capstone project on ‘sedimentary basin hydrogeology’ will require field/laboratory training in basin geohydrology, water geochemistry, sediment geomicrobiology, fluid flow modelling software and fluid flow modelling.

The above skills will be acquired through assigned reading, field/laboratory practical classes and worked assignments.

An Examination Board, appointed by the Head of School, reviews subject content and assessment weightings.

This capstone project will provide the culmination of the Master of Geoscience degree.

The main guiding principle of the capstone project will be applying the skills developed during the prerequisite practical training subjects to the production of new results. Working in teams or individually under only general guidance from staff members, students will use the skills developed during the rest of their degree to both design and implement the analysis and reporting of a large, fieldwork-based or laboratory-based geosciences project. Using a variety of techniques, they will work to solve an industry-relevant problem in the laboratory, or at a field site in Australia or overseas. The emphasis of the project will be on using established techniques to provide advice to an existing client, either in industry or research.

The students will overcome a number of challenges during this process. Many of the projects will involve teamwork. Students will need to make allowances for the various skills and commitment of the team members, their various cultural backgrounds and work styles. Finally, application of the technical and analytical skills that they have learned during their degree will challenge them to develop proficiencies in both analysis and reporting that approach the quality of similar work expected in the workforce. An important focus will be the development of an ability to present results in ways that can be best adopted by industry-based clients.

This subject will give an overview of the tools required to operate successfully in an organisational environment. The focus of the subject is the internal workings of an organisation and specifically addresses three main areas: working with people, managing budgets and understanding basic accounting, and managing processes and projects.

This subject examines the workplace environment and the range of competencies needed to operate effectively. Communication is central to success in the workplace, from proposing projects, consulting and influencing colleagues, through to reporting. Students will gain a range of communication skills in writing, oral and presentation skills, and using graphics and statistics, to communicate science to others with whom they work.

Successful commercialisation of scientific discoveries and new technologies occurs in a unique business environment where scientific and business interests and personalities must productively interact.

The subject will develop a critical understanding of the context in which the commercialisation of science occurs, and the opportunities and challenges encountered. Topics covered within the subject will include the nature and types of intellectual property, how it can be protected, valued, managed and strengthened, its use as a commercial tool, exploration of the barriers to commercialisation, what strategies can be used to exploit IP, how to develop a commercial plan and leverage finance for the commercialisation of IP.

Why is it essential that scientists learn to communicate effectively to a variety of audiences? What makes for engaging communication when it comes to science? How does the style of communication need to change for different audiences? What are the nuts and bolts of good science writing? What are the characteristics of effective public speaking?

Weekly seminars and tutorials will consider the important role science and technology plays in twenty-first century society and explore why it is vital that scientists learn to articulate their ideas to a variety of audiences in an effective and engaging manner. These audiences may include school students, agencies that fund research, the media, government, industry, and the broader public. Other topics include the philosophy of science communication, talking about science on the radio, effective public speaking, writing press releases and science feature articles, science performance, communicating science on the web and how science is reported in the media.

Students will develop skills in evaluating examples of science and technology communication to identify those that are most effective and engaging. Students will also be given multiple opportunities to receive feedback and improve their own written and oral communication skills.

Students will work in small teams on team projects to further the communication skills developed during the seminar programme. These projects will focus on communicating a given scientific topic to a particular audience using spoken, visual, written or web-based communication.

This subject is designed to provide students with detailed training in statistical methods as applied to the design and analysis of projects undertaken by postgraduate students, across all disciplines.

This subject will give an overview of the tools that businesses use to manage their external environment. The subject addresses three main areas: negotiation skills, marketing and competitivestrategy. Students will use case studies and simulations to practice negotiation skills. Topics in marketing will include an overview of brands, creating a marketing plan and understanding customers. Finally the competitive strategy component of the subject will focus on the topics of gains from trade, how to price and how to understand and change the competitive environment.

As a scientist, it is not only important to be able to experiment, research and discover, it is also vital that you can communicate your research effectively in a variety of ways. Even the most brilliant research is wasted if no one knows it has been done or if your target audience is unable to understand it.

In this subject you will develop your written and oral communication skills to ensure that you communicate your science as effectively as possible. We will cover effective science writing and oral presentations across a number of formats: writing a thesis; preparing, submitting and publishing journal papers; searching for, evaluating and citing appropriate references; peer review, making the most of conferences; applying for grants and jobs; and using social media to publicise your research.

You will have multiple opportunities to practice, receive feedback and improve both your oral and written communication skills.

Please note: students must be undertaking their own research in order to enrol in this subject.

The basis for decision making in biotechnology is often the analysis of data. In order for these decisions to be reliable data must be correctly collected and analysed. To control costs data should be efficiently collected and it needs to be properly stored and managed. The interpretation of an analysis requires some knowledge of basic statistical ideas and techniques and the results will often be communicated to a non-specialist audience who will make decisions based on the presentation. Alternatively decisions may be made from the analyses and interpretations of others. This subject examines the whole process of data collection, analysis and decision making.

This subject is a core subject for Master of Biotechnology (MC-SCIBIT) and examples and curriculum are designed for MC-SCIBIT students.

Projects drive most modern science organisations. Learn how to plan and manage projects, and to relate to a client, team members, and to other stakeholders. The subject covers the processes and tools / techniques in project management as well as the ‘soft side’ of managing people in projects. The subject uses the project management body of knowledge (PMBOK) covering the competencies in project management including scope, time, cost, quality, resource, risk, communication and integration management.

This subject focuses on the advanced language required for successful graduate study in English. In this subject students will develop critical approaches to researching, reading and writing. They will also develop the ability to plan and present confidently on a research topic and to write a literature review fluently and accurately. Particular attention is paid to grammatical and stylistic aspects of written and spoken academic discourse. Students write and present on a research topic that is relevant to their field of study.

This subject will provide an understanding of your university studies within Victorian schools through a substantial school based experience.

The subject includes a placement of up to 20 hours within a Victorian school classroom, offering an opportunity to collaborate as a Tertiary Student Assistant (TSA) under the guidance of a qualified teacher.

Excellent scientific leadership is not only required in academic research groups, but also in technological industries and many areas of government. This subject will examine the nature and styles and consequences of leadership and decision making in academia, industry and government.

Students will examine, through a series of lectures, seminars and workshops, the roles of leadership in: motivation, ethics, risk and the development of a productive organisational culture drawing upon case studies, personal accounts from scientific leaders and their own personal experiences.

In addition, students will learn strategies to deal with staff and clients, build teams, make decisions, think strategically, develop self awareness, identify and manage conflict of interest, identify opportunity and value diversity.

AIMS

This subject introduces the fundamental concepts of computing programming, and how to solve simple problems using high-level procedural language, with a specific emphasis on data manipulation, transformation, and visualisation of data.

INDICATIVE CONTENT

Fundamental programming constructs; fundamental data structures; abstraction; basic program structures; algorithmic problem solving; use of modules.

The subject assumes no prior knowledge of computer programming.

This subject involves completion of an 80-100 hour science or technology work placement integrating academic learning in science areas of study, employability skills and attributes and an improved knowledge of science and technology organisations, workplace culture and career pathways. The placement is supplemented by pre- and post-placement classes designed to develop an understanding of science and technology professions, introduce skills for developing, identifying and articulating employability skills and attributes and linking them to employer requirements in the science and technology domains. Work conducted during the placement will be suitable for a graduate level of expertise and experience. While immersed in a work environment, students will be expected to challenge themselves by accepting roles and responsibilities that stretch their existing capabilities. They will interrogate the requirements of specific careers and continually monitor their own progress towards developing the necessary knowledge, skills and attributes to thrive in these roles.

Students will be responsible for identifying a suitable work placement prior to the semester, with support of the Subject Coordinator. In the semester prior to your placement you should attend Careers & Employment (C&E) employment preparation seminars and workshops as well as accessing other C&E resources to assist you in identifying potential host organisations http://careers.unimelb.edu.au . You should commence your approaches to organisations at least 4 weeks before the placement. More information is available on the subject webpage here: https://science.unimelb.edu.au/students/internship-subjects/Science-Technology-Internship-Masters. If you have problems finding a placement you should contact the Careers and Industry team in the Faculty of Science (contact details can be found under the specific study period on the Dates and Times page).

On completion of the subject, students will have completed and reported on a course-related project in a science or technology workplace. They will also have enhanced employability skills including communication, interpersonal, analytical and problem-solving, organisational and time-management, and an understanding of career planning and professional development.

The research project option within the Master of Geoscience will be available for students who have demonstrated a strong aptitude for research to perform a short research project under the direction of a supervisor. The research project will build on the skills obtained in Practical Earth Science A and B, and associated coursework, to complete a short research project at the level of a portion of a Master of Science (Earth Science) project.