GEOG 3022 - Food Security
North Terrace Campus - Semester 1 - 2025
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General Course Information
Course Details
Course Code GEOG 3022 Course Food Security Coordinating Unit Geography, Environment and Population Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Prerequisites At least 6 units of Level II undergraduate study Incompatible GEOG 2146 Assessment Workshop attendance, Report outline, History paper, Politics paper, Oral presentation, Exam Course Staff
Course Coordinator: Associate Professor Douglas Bardsley
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1. Understand food security and agricultural issues in Australia and internationally. 2. Analyse the relationship between food and agricultural activities and society and the environment. 3. Translate generic concepts and methods into reviews of contemporary, real-world food production, exchange and policy using a variety of methods of conceptualisation and critical analysis. 4. Critically assess theoretical and conceptual issues relating to the emerging risks both to food and agricultural systems. 5. Present synthesised and critically evaluated information in oral and written forms. 6. Work effectively to create outputs of professional quality, both independently and within team environments. 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) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1-6 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2-5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
2-6 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1-6 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1-4, 6 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
1-2, 6 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2, 5-6 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
There are no required resources for this course.Recommended Resources
On-line recommended readings will be provided on MyUni.Online Learning
A detailed course guide and key course-related material will be made available through MyUni. These materials include amongst other information:
• Links to on-line reading materials.
• Announcements.
• Powerpoint slides from the lectures and workshops. Detailed slides will be posted in MyUni before lectures and workshops, and lecture recordings will be posted on MyUni.
• Students will also be assisted to undertake academic reference searches online.
• Assignments will mostly be submitted and assessed online.
• There are also numerous internet sites specialising in food and agricultural themes. Make sure you don’t depend too heavily on these internet sites when searching for literature on a particular topic for a presentation or essay – but they can help support your discussion or provide interesting examples. -
Learning & Teaching Activities
Learning & Teaching Modes
This course is based around the development of the students’ critical analysis skills. Content is provided in lectures and students learning will be scaffolded in workshops to ensure that they are learning the skills to enable them to critically evaluate and approach to agriculture or food security policy. The pedagogical approach is therefore constructivist but with guided discovery-based learning. There are a number of teaching and learning modes in the course:
• The course lectures provide factual information and the presentation of concepts about food and agricultural issues, following a framework that includes the state of food and agriculture, the important issues that are emerging, and the current and likely responses to those challenges. Thus, the lectures move from an explanation of the physical, historical & socio-economic experiences, to an examination of risks to food security and agroecosystems, to a review of the development opportunities for global agriculture.
• The compulsory workshops are again framed by the state/issues/response conceptualisation of issues. The fortnightly workshops run over two hours and provide a forum for students to work in small groups to learn about techniques to critically analyse current issues of food security and agricultural development approaches. The workshops will also provide an opportunity for students to raise questions or points of interest during discussions and students will be asked to present their analyses of commodities, systems or places during debates and oral presentations to other students.
• The report assignments and the presentation provide opportunities for students to undertake an extended research project that will allow them to articulate in both oral and written form, their appraisal of contemporary food and agricultural issues, practices and policies.
• Finally, the exam will assess the extent to which students have developed their understanding throughout the course.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
WORKLOAD TOTAL HOURS 2 X 1 hour lecture per week 24 hours per semester 1 x 2-hour tutorial per fortnight 12 hours per semester 6 hours report research and presentation preparation per week 72 hours per semester 2 hours workshop preparation per week 24 hours per semester 2 hours exam revision per week 24 hours per semester Learning Activities Summary
WEEK LIKELY 2hr LECTORIAL TOPICS LIKELY 2hr WORKSHOP TOPICS 1 1. Vital Issues for Food Security 1. Course introduction 2 2. A history of Food Security 2. No workshop 3 3. Current Food Security 3. Discussing agricultural history 4 4. Risk and Global Food Supply 4. Discussing future risk to food security 5 5. Agroecological risk 5. No Workshop 6 6. Urbanisation and Developing Countries 6. Discussing food and agricultural politics 7 7. Climate change and food security 7. No workshop 8 8. Climate change adaptation and pandemics 8. Adapting to risk 9 9. Global agriculture and social change 9. No workshop 10 10. Food policy to respond to risk 10. Imagining innovative futures 11 11. GMOs, agrobiodiversity & Summary 11. No workshop 12 12. No lecture 12. Report presentations Specific Course Requirements
There are no specific course requirements. -
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 Course Learning Outcomes Workshop Attendance Formative 5% 1-6 Report Outline Formative & summative 10% 1, 2, 5, 6 History & Socio-ecological issues paper Formative & summative 20% 1-6 Politics & opportunities paper Formative & summative 30% 1-6 Oral presentation Summative 5% 3-6 Take-home Exam Summative 30% 1-6 Assessment Related Requirements
Students must attend the workshops.Assessment Detail
No information currently available.
Submission
The assignments will be submitted electronically through MyUni.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.
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 CEQ 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 least once every 2 years. 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 can be found at: http://www.adelaide.edu.au/clpd/selt/aggregates/
The course is designed as a review of the important emerging issues for food security and agriculture, in South Australia, Australia and the globe. It aims to guide students’ critical interests in particular topics or areas of study. For that reason, there is significant opportunity for students to investigate particular issues relevant to food and agriculture that interest them. In particular, the course aims to develop students’ skills in critical analysis. Content is provided in lectures and skill development is scaffolding in workshops to ensure that students have the abilities to critically evaluate approaches to agricultural and food security policy. The pedagogical approach is therefore constructivist but with considerable guided discovery-based learning.
SELTS results from previous years suggest that some students find this independence to be one of the more challenging aspects of the course. The workshops are designed to guide you through the development of your report. Also, instead of one large report, the report has been broken up into three sections (Assignments 1, 2 & 3), which will be marked separately even though the topics interrelate. It is suggested that students begin to think of a major issue to examine for their report early on in the semester and discuss it with Dr Bardsley. Another key to getting the most out of the subject is to use the workshops to raise particular issues with your lecturer and peers. -
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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Fraud Awareness
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