DEVT 2100 - Poverty and Social Development
North Terrace Campus - Semester 2 - 2016
General Course Information
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 Available for Study Abroad and Exchange Y Prerequisites At least 12 units of level 1 undergraduate study Incompatible ANTH 2027 Course Description Among the biggest challenges facing the global community today are the eradication of poverty and inequality, and the needs of social development. This course introduces students to the history of the concept of poverty, the culture of poverty, the causes of poverty and its effects. Intersections between poverty and health, human rights and education will be explored in a variety of international contexts. Policies designed to reduce poverty will be analysed at both the global or international level and from community perspectives. Case studies of poverty assessments and poverty reduction projects will be a major feature of course content. The course also introduces social development, with emphasis on understanding and planning for socially sensitive development. Global attention to social development, such as the World Bank's plan and the World Summit on social development will be explored.
Course Coordinator: Professor Andrew Skuse
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesAt 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2, 3, 4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4, 5, 6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
Required ResourcesThe 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 LearningThe 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 ModesThis course consists of online lectures, documentary films and workshops.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 1-hour online lecture (or equivalent) per week 1 x 2-hour workshop (or equivalent) per week
Learning Activities SummaryCourse 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.
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 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 DetailAttendance 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.
SubmissionAll 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 http://www.adelaide.edu.au/myuni/tutorials/content/ICC_Printed_Assignment_PDF_creation.html. For instructions on submitting your PDF assignment file to MyUni for marking please see http://www.adelaide.edu.au/myuni/tutorials/content/Assignment_-_Submit_an_Assignment__as_a_student_.html. 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 firstname.lastname@example.org
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.
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 Access Adelaide.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.