Gender and Population considers how gender studies can be applied to realise population development goals. The course emphasizes how analytical skills can be used to examine gender-related obstacles and opportunities in a range of development contexts. The course content reviews a collection of cases from around the world where effective strategies to address gender issues have been implemented successfully. Students will have the opportunity to study and research specific gender and development issues of concern to them. Recent advances in gender analysis and their application to the field of population and development are also considered.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will have the knowledge and skills to:

1. Critique case studies on gender and development;
2. Design a development project that is gender sensitive;
3. Analyse population problems using a gender perspective; and
   
4. Prepare a policy brief based on an analysis of a gender issue.

Staff Feedback

Students will be given feedback in the following forms in this course:

• with the return of assessment.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to the Course Basic Concepts; Basic theories on Gender: Women in Development (WID), Women and Development (WAD), Gender and Development (GAD), Gender, Environment and Development (WED; universal understanding of terms used on gender, gender glossary. Policies and Laws on Gender Policy and law on Gender: Human Rights; National Ideologies; International agenda on Gender and Development, ICPD 1994, ICPD+5 1999, Chapter IV, Gender, Equality, Equity and Empowerment, Beijing Declaration; UN Asia-Pacific Population Policies and Program; Laws on Reproductive Health; Policy on ARH, Policy on Abortion; Ethical Issues in Reproductive Health, Genital Mutilation
2	Cultural, Religion and Gender Identities Gender: How has the nature/culture distinction influenced gender issues? Men and women differences; How religion and cultural values shaped gender, what are the constrained, how do you overcome it. Gender Depictions in Primary and Secondary Schools in Jakarta, West Java, and South Sulawesi
3	Development Project Design and Gender I Gender checklist-guidelines, gender analysis. Gender Awareness mainstreaming gender into projects. Project Design Gender and Reproductive Health in Indonesia Development Project Design and Gender II Class divided into groups and design a project on gender and development
4	Gendered Bodies Gendered bodies theory: issues in obesity, transgender and transexuality Gender and Behaviour Time use and risky behaviour
5	Fatherhood and motherhood Work, relationship with parents, financial contributions, gender norms and attitudes, self-rated health and wellbeing, values towards children Gender and Health Gender and health status; life expectancy, morbidity, mortality, well-being and quality of life.
6	Reproductive Health, Sexuality, and Family Planning Family Planning Movement; From Family Planning to Reproductive Health, Population Policy and Women’s Health, Abortion; HIV/AIDS; Male involvement in FP. Class discussion: Literature Review I Students	a. Gender Roles: stereotyping, stigma, culture and religious norms b. Risky Behaviours
7	Reproductive Health, Sexuality, and Family Planning Family Planning Movement; From Family Planning to Reproductive Health, Population Policy and Women’s Health, Abortion; HIV/AIDS; Male involvement in FP. Half Day Seminar (Guest Lectures: Prof. Peter McDonald, Dr. Helen Moyle, Dr. Julie Smith) Marriage, Family and Fertility: Theories of fertility transition, Gender equity; Changes in the level of gender equity overtime, its impact on fertility pattern. Historical perspective of gender roles in Tasmania: Women as agents and gender roles Breastfeeding, breastmilk and the economy: The economy of breastmilk
8	Work and family How the generation compare: cohorts and generations analysis of work patterns; Women changing family lives; how marriage patterns, cohabitation, divorce, remarriage, widowhood, influence work. Juggling between work and family and gender division of domestic duties. Class discussion: Literature Review II Students	c. Poor Working Conditions d. Motherhood and fatherhood
9	Bullying in the workplace Ageing in rural Indonesia Gender roles in providing care for older persons in rural Indonesia
10	Class discussion: Literature Review III Students 'Feminist Fieldwork Methodologies in Social Research' Theory and methods	e. Gender and Health: life style; food pattern; life expectancy, morbidity, mortality, well-being and quality of life. f. Gender and Time Use
11	No Class Individual Research Student Presentations
12	Class Presentations Student presentations Monday 12 November: Paper Due	Submission of paper at 5.00 pm. Hard copy deliver to Iwu Utomo, room 2007, Coombs building.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Literature Review I	15 %	29/08/2019	17/09/2019	1,2,3,4
Literature Review II	15 %	26/09/2019	08/10/2019	1,2,3,4
Literature Review III	15 %	15/10/2019	31/10/2019	1,2,3,4
Student proposal presentation	20 %	17/10/2019	22/10/2019	1,2,3,4
Paper on Gender and Population	35 %	12/11/2019	19/11/2019	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Literature Review I

Three pages literature review on gender issues. Each student can choose three topics on gender issues that would be discussed in class. Student should at least review 20 articles for each topic. Each topic of literature review is worth 15%.

Evaluation:

Originality

3 pages single space (words=1000-1500, excluding references)

Background

Conceptual framework/theoretical background

Findings base on themes: for example Care and Elderly: gender roles and care; types of care; male role in elderly care; female roles in elderly care; neutral roles in care.

Conclusion

Assessment Task 2

Literature Review II

Three pages literature review on gender issues. Each student can choose three topics on gender issues that would be discussed in class. Student should at least review 20 articles for each topic. Each topic of literature review is worth 15%.

Evaluation:

Originality

3 pages single space (words=1000-1500, excluding references)

Background

Conceptual framework/theoretical background

Findings base on themes: for example Care and Elderly: gender roles and care; types of care; male role in elderly care; female roles in elderly care; neutral roles in care.

Conclusion

Assessment Task 3

Literature Review III

Three pages literature review on gender issues. Each student can choose three topics on gender issues that would be discussed in class. Student should at least review 20 articles for each topic. Each topic of literature review is worth 15%.

Evaluation:

Originality

3 pages single space (words=1000-1500, excluding references)

Background

Conceptual framework/theoretical background

Findings base on themes: for example Care and Elderly: gender roles and care; types of care; male role in elderly care; female roles in elderly care; neutral roles in care.

Conclusion

Assessment Task 4

Student proposal presentation

Class presentation 10-15 minutes about the student's proposal for their paper.

Evaluation:

Originality

Powerpoint layout and design

Presentation style

Time management during presentation

Each student present their draft paper using Powerpoint in front of the class.

Each student is allocated 13 minutes to present and 2 minutes for discussion (question and discussion). The moderator (voluntary by student) will give warning to the student 5 minutes and 2 minutes before the time is up.

Coverage for the presentation include:

Title of the paper; background; objectives of the paper; conceptual framework/theoretical background; methodology (if the student is going to analyse data, include method/s of analysis and computer package used); findings; conclusion and discussion/ policy implication.

Note: Please consult with Iwu on your paper topic. Send her an e-mail with the title and one paragraph abstract of your paper outlining the above.

Latest submission for paper abstract: Tuesday, 1 October, 2018 at 5.00 pm. Email and or consult with Iwu, Iwu.Utomo@anu.edu.au

Assessment Task 5

Paper on Gender and Population

A choice can be made from a wide range of topics including reproductive health issues, maternal and child health, gender equity, gender and work, gender and migration, trafficking as a global concern etc. A gender dimension added to an existing project would also be welcome. Further details and instructions will be given and discussed in class.

Word Limits (max 3000 words, excluding figures, tables, references)

Evaluation

Originality

Title of the paper; background; objectives of the paper; conceptual framework/theoretical background; methodology (if going to analyse data, include method of analysis and computer package used); findings; conclusion and discussion/ policy implication.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students