DEVT 2100 - Poverty and Social Development
North Terrace Campus - Semester 2 - 2014
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General Course Information
Course Details
Course Code DEVT 2100 Course Poverty and Social Development Coordinating Unit Anthropology and Development Studies Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Prerequisites 12 units of Level I Humanities/Social Sciences courses Incompatible ANTH 2027 Assessment Tutorial presentation, tutorial participation, multiple choice exam, major essay Course Staff
Course Coordinator: Professor Andrew Skuse
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
At the successful completion of this course, students will be able to:
1 Demonstrate in-depth knowledge of development studies at advanced levels 2 Provide a critical examination of definitions and theories of poverty, poverty reduction, and social development 3 Demonstrate the ability to frame research questions and develop effective ways of pursuing them 4 Develop and apply critical thinking skills 5 Demonstrate skills in communication and collaborative enquiry 6 Foster an awareness of ethical, social, and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2, 3 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2, 4, 5 Skills of a high order in interpersonal understanding, teamwork and communication. 5 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 6 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 6 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 6 -
Learning Resources
Required Resources
The readings required for each week will be printed and bound, and will be available through the Image and Copy Centre (Level 1 Hughes building) in the form of a brick of readings.Online Learning
The Course outline, details of assignments, lecture recordings and powerpoint slides, as well as additional materials will be available on MyUni. -
Learning & Teaching Activities
Learning & Teaching Modes
This course consists of online lectures, documentary films and workshops.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 1-hour lecture (or equivalent) per week 12 hours per semester 1 x 2-hour workshop (or equivalent) per week 24 hours per semester 6 hours reading per week 72 hours per semester 2 hours research per week 24 hours per semester 2 hours assignment preparation per week 24 hours per semester TOTAL WORKLOAD 156 hours per semester Learning Activities Summary
Course Structure
Broadly, this course is structured into two main sections, the first on the conditions and experience of poverty and the second will focus on social development.
Part 1: Dimensions and Experiences of Poverty
Weeks 1-6 of the course
The key themes in this section are: Causes, conditions and experience of poverty
The first part of this course familiarises students with the many different definitions and ways of measuring poverty, including their strengths and weaknesses. It also takes students through some of the key theories of the causes of poverty. It examines poverty in urban and rural contexts, highlighting issues of housing, livelihoods and water in the process. It also introduces students to the idea that development which displaces people is often the cause of further impoverishment of their lives. This section concludes with an examination of the World Bank / IMF process of Poverty Reduction Strategy Papers as a major initiative to reduce poverty in developing countries.
Part 2: Social Development
Weeks 7-12 of the course
The key theme in this section is: the relationship between social development and poverty reduction
The second part of the course introduces students to the concept of social development, and then examines key concepts or sectors in social development. These include the role of non-government organisations, education, health, food security and trade. While the issues addressed in this section can sometimes be seen as relatively independent of one another, they are all closely linked. Thus education is linked to better health outcomes, health is reliant upon food, and food security is linked to trade.
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Learning Outcome Attendance and participation Formative and Summative 10% 1-6 Seminar presentation Formative and Summative 20% 1-6 2 x In-class exams Formative and Summative 30% 2-6 2000 word essay Formative and Summative 40% 2-6 Assessment Detail
Attendance and participation: students attend and participate in seminar discussions and demonstrate knowledge of the readings - 10% weighting.
Seminar presentation: students participate in a 15 minute group presentation - 20% weighting.
2 x In-class exams: multiple-choice exams based on the lecture material - 30% weighting.
2000 word essay: students will submit an essay on a topic chosen from a list: 40% weighting.Submission
All assignments/some assignments in this course must be submitted online via the relevant MyUni course site.
NOTE: Assignment files must be converted to PDF before being submitted to MyUni - for assistance in converting your assignment file to PDF please see . For instructions on submitting your PDF assignment file to MyUni for marking please see . For more assistance on submitting your PDF assignment file to MyUni please telephone the Service Desk on 831 33000, 8 am – 6 pm, Monday to Friday or email servicedesk@adelaide.edu.au
Extensions:
There will be no extensions for written work without adequate documentation (such as a doctor’s or counselling certificate) or negotiation with the Course Coordinator. Late assignments will be penalised at 5% per working day. Essays more than 2 weeks late will not be marked.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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