DEVT 3012 - Environment and Development

North Terrace Campus - Semester 2 - 2021

This course examines the interface between development and environment issues in a global and international context. The theoretical and material linkages between environment and development issues and processes, and the multiple dimensions of sustainability and their conflicts and contradictions, are discussed. This is done within the framework of analysing the discourse of sustainable development, which has emerged on the international political agenda as the dominant approach for reconciling the goals of economic development, environmental quality and social equity. The course focuses on the different theoretical perspectives of development and environment, and the various debates around the sustainability of development and environment. It explores how `nature? is conceptualised in policy-making, whether the goals of ecological sustainability and the sustainability of economic growth can be achieved together, and how global capitalism, poverty and ecological issues are interrelated. The course investigates the various dimensions of sustainability, and covers major environmental issues, such as climate change and water security, within the context of saving the Earth from ecological collapse and bringing about sustainable futures for humanity.

  • General Course Information
    Course Details
    Course Code DEVT 3012
    Course Environment and Development
    Coordinating Unit Anthropology and Development Studies
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 3
    Available for Study Abroad and Exchange Y
    Prerequisites At least 6 units of Level II undergraduate study
    Incompatible DEVT 2004, DEVT 2004EX, DEVT 2004OL, GEOG 2141, GEOG 2157EX
    Course Description This course examines the interface between development and environment issues in a global and international context. The theoretical and material linkages between environment and development issues and processes, and the multiple dimensions of sustainability and their conflicts and contradictions, are discussed. This is done within the framework of analysing the discourse of sustainable development, which has emerged on the international political agenda as the dominant approach for reconciling the goals of economic development, environmental quality and social equity. The course focuses on the different theoretical perspectives of development and environment, and the various debates around the sustainability of development and environment. It explores how `nature? is conceptualised in policy-making, whether the goals of ecological sustainability and the sustainability of economic growth can be achieved together, and how global capitalism, poverty and ecological issues are interrelated. The course investigates the various dimensions of sustainability, and covers major environmental issues, such as climate change and water security, within the context of saving the Earth from ecological collapse and bringing about sustainable futures for humanity.
    Course Staff

    Course Coordinator: Dr Thomas Wanner

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes


    1. Comprehend the complexity and various forms and dimensions of development and environment issues


    2. Understand how global capitalism and economic processes shape environmental change and policies


    3. Critically assess the politics of sustainability and the various theoretical perspectives of development and environment


    4. Conduct independent research of an environment/development case study with a high level of originality, quality and creativity


    5. Work effectively in a team and in tutorial situations; and communicate ideas about environment and development issues


    6. Critically reflect on own learning about environment and development issues
    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)
    1-4
    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
    3,4,6
    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
    1-5
    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
    5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    5,6
  • Learning Resources
    Required Resources
    All required resources (eg. lectures, required readings) will be made available on MyUni.
    Recommended Resources

    Introductory Readings

    Elliott, J.A. (2009). ‘Sustainable Development.’ In Kitchin, R. and Thrift, N. (eds.). International Encyclopedia of Human Geography, pp. 117-131.

    Perreault, T. (2009). ‘Environment and Development’. In Castree, N. et al. (eds.). A Companion to Environmental Geography. Malden, MA: Wiley-Blackwell.

    Highly recommended:

    Redclift, M. and Springett, D. (eds.) (2015). Routledge International Handbook of Sustainable Development. Hoboken : Taylor and Francis.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    The course is taught in a blended teaching and learning mode - a combination of online learning and teaching activities and face to face learning in tutorials.

    The 2 hour tutorials are pased on small group enquiry based learning. Students work in small groups on specific case studies and examples about environment and development.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.



    WORKLOAD – SELF-DIRECTED LEARNING
     
     
    5 hours reading and research per week = 60 hours per semester


    5 hours assignment preparation per week = 60 hours per semester

     
    WORKLOAD – STRUCTURED LEARNING
     

    1 hour online lecture per week = 12 hours per semester


    2 hours tutorial per week + 24 hours per semester

    TOTAL: 156 hours in the semester
     

    Learning Activities Summary
     


    LECTURE TOPICs
     
    Theories and debates about environment and development
     
    Conceptualisations of Nature

    Development and Environment ethics

    Environment and Development: Security and Justice

    Green capitalism and green economy

    Green state and green politics

    International cooperation and partnerships and SDGs

    Environment and Development issue: student choice (eg. climate change, forests, global commons etc).

    Environment and Development issue: student choice

    Environment and Development issue: student choice

    Conclusion
    Specific Course Requirements
    Tutorials are a compulsory component of the course. Students need to attend at least 90% of all tutorials.
    Small Group Discovery Experience

    Students work in small groups in tutorials on specific case studies and examples about environment and development.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    1. Personal Learning Plan (0%) Diagnostic Assignment
    2. Research Essay or Report (30%), 2,000 words; Summative Assignment
    3. Tutorial Learning Journal/Portfolio (40%);  1,500 words;  Formative and Summative Assignment
    4. Take Home Exam (30%), 1,500 words; summative Assignment
    Assessment Related Requirements


    1. Compulsory attendance at tutorials (minimum of 90% of all tutorials)


    2. Students need to submit all assignment pieces for assessment to be able to pass the course (depending on grades).
    Assessment Detail



    1. Personal Learning Plan (0%): students submit a short one page summary of their learning goals and strategies

    2. Research Essay or Report (2,000 words; 30%):
    students research specific environment and development issues of their choice and write it up in form of either a 2000 word essay or report.

    3. Tutorial Work Journal/Portfolio (1,500 words, 40%): 
    students write about their preparatory work  which they have done for the tutorials and their reflections of their learning. It also includes a self-assessment (10%) of their tutorial participation.
     
    4. Take Home Exam (1,500 words; 30%):
    students have three days for this take home exam which will cover the course content and will be scheduled at the end of the semester.
     
    .

    Submission
    Submission of assigments will be in electronic format on MyUni.

    Students need to submit all required assignment pieces for assessment.
    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 Access Adelaide.

  • 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.

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