Renee Medland
Science Threshold Learning Outcomes
The Science Threshold Learning Outcomes are nationally agreed capabilities that all science graduates should acquire throughout their studies, to ensure they are well-equipped members of the science community.
Scientific Knowledge
2.1 demonstrating well-developed knowledge in at least one disciplinary area.
May, 2021 - Soil and Geomorphology
During the second year of my degree, I completed 2071ENV – Soils and Geomorphology with a high distinction. This course further developed my knowledge and passion for soil science due to learning to conduct various field and laboratory analyses. The main piece of assessment for this course required the planning and design of an investigation of chosen soil properties in Toohey Forest, Queensland. Furthermore, a detailed report was produced which included the methods of all tests conducted, and their results (PDF attached below). The aim of this task was to evaluate the nutrient retention capabilities of A-horizon soils using spatial analysis which drew on slope, canopy cover, organic carbon, soil moisture, moisture factor, pH and Cation Exchange Capacity. The trends and relationships between the factors were observed, leading to the generation of various maps to indicate areas with better nutrient retention.
​
Throughout the course, there were complications regarding time and a lack of equipment available to undergraduate students. This was quickly overcome with some problem solving, resulting in the design and implementation of a new method for indirectly testing Cation Exchange Capacity. This method displayed significant flaws; however, the data was still used for the purpose of learning only, and the report states that further testing and re-evaluation of methods is required.
​
This course provided a significant challenge in terms of critical thinking, experimental design and planning, time organisation to meet deadlines, and the inclusion of spatial analysis to generate visuals of soil properties. The complications allowed for a true insight into research; accepting the notion that all not experiments produce the desired results, and further research would be recommended. The knowledge and experience gained from this course has led me to develop a deep understanding of, and passion for soil science - leading me to pursue a Work-Integrated Learning Placement within Griffith University – doing soil carbon incubation experiments to further develop research-related skills and my knowledge on soil processes.
Inquiry and Problem Solving
3.1 gathering, synthesising and critically evaluating information from a range of sources.
December, 2020 - Environmental Impact Assessment (EIA)
Towards the end of the first year of my degree, I enrolled in 2212ENV Ecotox and Impact Assessment; a second-year course which in hindsight should have been completed once I had done Intro to GIS and Environmental Chemistry. This course was by far one of the most challenging – requiring me to produce a partial draft Environmental Impact Assessment (EIA) Report with a focus on the hydrosphere. The main sections of the EIA being produced were the Terms of Reference and Receiving Environment and Potential Impacts. The final report described the proposed development and the receiving environment on which it would be built, identified the expertise required to carry out further assessment, presented any environmental impacts that could arise from the development, and identified potential methods for the mitigation or management of any adverse impacts to the environment.
With a timeframe of less than six weeks, I spent majority of that time finding a substantial amount of information from a range of sources. This included the utilisation of online mapping tools such as Queensland Globe, copious National, State and Local legislations, weather data from the Australian Bureau of Meteorology, and other key pieces of literature. Collating the large amount of information was overwhelming, and required me to develop an effective method of organisation and time management to ensure I could find the appropriate resource efficiently. The final report was of an exceptional standard, with a number of carefully prepared figures and tables to provide emphasis and clarification where needed.
While I found this assessment challenging, it also opened my eyes to the world of environmental politics – a fascinating industry filled with opportunities to preserve the natural environment while also allowing the economy to grow. I am forever grateful to have learned the need to consult all appropriate literature, legislations and key stakeholders in any future activities involving changes to the environment – I endeavour to maintain this level of professionalism in all aspect of my career as an Environmental Scientist.
3.3 selecting and applying practical and/or theoretical techniques or tools in order to conduct an investigation.
September, 2021 - GIS with R
Building on my love for data analysis and geographical information systems, I enrolled in Environmental Data Analytics. This course required a thorough understanding of how to use R to create generalised linear models and random forest models. I was assessed on my ability to write completely functional R code for a complete analysis, and correctly interpret R outputs and results. The complete analysis allowed me to assess the distribution of suitable habitat for the lovely fairywren (Malurus amabilis) in Queensland, and determine the modelling framework better suited to generating habitat suitability maps using raster data and environmental datasets of known occurrences. The major deliverables from this assessment task included the functional R code as an RMD file, and a report containing the correct context, findings and conclusions in professional, organised and well-presented format.
​
While this course was incredibly challenging, it was also highly enjoyable; leading to achieving a high distinction. I completed the course feeling competent with R, and with a sound knowledge on machine learning. Additionally, upon finishing this course, I felt compelled to continue developing my knowledge and skills around data analytics and machine learning techniques, and I endeavour to seek out future opportunities to allow the growth of these skills. I have taken the initiative to remain in communication with the professor to work on small projects in order to develop my skill in data analytics, and I am excited for what lies ahead.
Communication
4.1 communicating scientific results, information, or arguments, to a range of audiences, for a range of purposes, and using a variety of modes.
February, 2022 - Volunteer Work at the QLD Department of Environment and Science
Since participating in Griffith University’s Industry Mentoring Program, I have been offered an ongoing non-payroll role at the Department of Environment and Science as a Soil Scientist. As part of my volunteer work for the department, I have been allocated a special project related to the Queensland State Soil Collection. During my time in this role, I have attended several meetings with industry professionals to scope out information related to the special project I have been given. In these meetings, I have communicated to a range of individuals in the form of in-person and online meetings using documentation, mapping, and slide presentations. These meetings have been crucial to inform the appropriate audiences with important information, results and arguments relating to the project; and to gather further information that will be utilised in a detailed report to be presented to the Department’s Science Leaders.
​
This role has been both challenging and enjoyable as I have had to educate myself on the correct procedures used in the Department, improve my navigational skills with Queensland Globe, review a large number of government policies, and collaborate with various internal and external stakeholders. Additionally, I have created new procedure documents to ensure a smoother process when dealing with the loaning of soil specimens. I endeavour to consult all appropriate contacts for information and advice during this project as I hold a firm belief that collaboration and communication is key to developing a detailed report of a high standard. I also aim to continue to develop my knowledge around the industry, improve my written and verbal communication skills, and maintain a high level of professionalism.
Personal and Professional Responsibility
5.1 being independent and self-directed learners.
June, 2021 - Applied Data Science
After a challenging first two years of my degree due to covid-19 restrictions changing how courses are undertaken, it has helped me recognise the importance of all the small steps it takes to reach my goals, and the fun of taking giant leaps and overcoming challenges! While university can load my mind with a vast array of information relating to environmental science, I am a firm believer in self-taught learning and I know there are never-ending opportunities outside of the curriculum for developing key skills. The skill I have been the most focused on is data analytics. My enthusiasm and desire to further develop this skill has been strongly influenced by success in 1014SCG Statistics course. In 2291ENV Applied Data Science, I was met with the challenge to select a new hypothesis, or take it upon myself and learn an entirely new statistical method outside of the scope of the course to answer the hypothesis I already had. Of course, I decided to take the opportunity and teach myself something new and challenge myself to produce the results in R, and develop a high-quality statistical report.
​
I achieved a high distinction for the assignment, with some minor corrections – I requested detailed feedback to allow me to fix my mistakes and ensure I had a full understanding of the content. This experience showed that I am capable of learning more advanced statistics and have since started using DataCamp - an online program where I have completed a variety of courses relating to statistics and the use of R. These courses cemented the knowledge I already had from my university courses, and set tasks which were out of my comfort zone to challenge me and allow the improvement of this essential skill. I aim to complete the courses required to obtain a recognised Data Scientist certification, as well as other courses to contribute to becoming an Environmental Scientist with a high level of competency in data analytics and machine learning.
5.2 working effectively, responsibly and safely in an individual or team context.
November, 2021 - River in Focus
In my second year, I presented information on the geomorphological component of the Whanganui River as part of a team project. Prior to presenting, I completed a concise, yet thorough literature review on the topic. This included the compilation of more than 25 peer-reviewed journal articles, which enhanced my knowledge on generalised riverine processes, and processes specific to Whanganui River. The literature review then provided majority of the information used in my part of the presentation, and equipped me with the knowledge to answer questions at the end. While finding relevant information on my component, I also found relevant information on the other component, which I eagerly shared with my group members.
This experience required me to step up and demonstrate leadership by keeping everyone on track with their portion of the presentation; I achieved this by communicating consistently and politely to check-in on my group members, offering my assistance, and creating and editing a visual presentation of a high standard. Throughout this course, I demonstrated my ability to work efficiently in a team and also individually, as I not only compiled research for my own component but also efficiently and effectively presented information with my group members.
My time spent working on my literature review provided insight on the ways of research, which I found enjoyable and have since decided to follow the study path to become an Environmental Scientist with a specific interest in soil and water research. The force to step up and be a leader has given me a boost of confidence and encouraged me to apply for the University Council and Academic Committee. I am determined to continue enhancing my leadership skills in future opportunities.