- Class Number 6649
- Term Code 3050
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Prof Kuntala Lahiri-Dutt
- Prof Kuntala Lahiri-Dutt
- Class Dates
- Class Start Date 24/07/2020
- Class End Date 04/10/2020
- Census Date 07/08/2020
- Last Date to Enrol 31/07/2020
This interdisciplinary course is meant for students who are currently working (or intending to do so) on environmental sustainability, resource management, rural development and related issues in a participatory manner in developing countries. It trains students how to apply gender analytical tools in natural resource management and development projects, in environmental change, food and water supplies, and sustainable development. The course is meant for, besides students planning to opt for higher academic pursuits such as research, those who want to work as development practitioners and those who want to acquire an in-depth understanding of the critical issues before working in the field.
Upon successful completion, students will have the knowledge and skills to:
- demonstrate a critical appreciation of major gender issues in environmental and resource management in a development context;
- analyse and formulate environmental management projects from a gender perspective, and appraise such a project or policy in terms of its likely gender impacts; and
- apply the concepts and approaches used by scholars and practitioners in linking gender and environmental issues in developmental contexts;
- reflect critically on and discuss own learning as it relates to the concepts and methods introduced in the course.
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU 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.
|Week/Session||Summary of Activities||Assessment|
|1||Week 1, Module 1 - 31/07/2020: Introduction: Introducing theory: Linking GAD theory to NRM||Lecture - Kuntala Lahiri-Dutt Class Activity: Introducing gender, gender roles & relations|
|2||Week 1, Module 2 - 31/07/2020: Theory 1: Women's Inclusion and Participation in the NRM Process||Recorded Lectures: Dr Patrick Kilby & Sally Moyle, CEO, CARE, Australia Class Activity: Brainstorming on inclusion & participation|
|3||Week 2, Module 3 - 07/08/2020: Theory 2: Ecofeminism, its critique and Feminist Political Ecology||Lecture - Kuntala Lahiri-Dutt Class Activity: FPE in action|
|4||Week 2, Module 4 - 07/08/2020: Theory 3: Women and Rights: Access to Resources||Kuntala Lahiri-Dutt Recorded Guest Lecture: Dr Rebecca Monson Class Activity: Access & Control Profile|
|5||Week 3, Module 5 - 14/08/2020: Theme 1: Migration, the Changing Nature of Households & Gendered Livelihoods||Kuntala Lahiri-Dutt Recorded Guest Lecture: Professor Tamara Jacka Class Actiuvity: Researching women's migration data|
|6||Week 3, Module 6 - 14/08/2020: Theme 2: Climate Change: The connection with gender||Kuntala Lahiri-Dutt Guest Lecture: Dr Siobhan Mcdonnel - Gender & climate change in the Pacific Islands Class Activity: Disasters & gender|
|7||Week 4, Module 7 - 21/08/2020: Theme 3: Food Production, Gender and Food Security||Kuntala Lahiri-Dutt Class Activity: Researching WEIA Index|
|8||Week 4, Module 8 - 21/08/2020: Theme 4: Water and Gender: Managing Irrigation and Water Supplies for the Invisible Farmer||Kuntala Lahiri-Dutt Class Activity: Integrating gender in the project cycle|
|9||Week 5, Module 9 - 28/08/2020: Theme 5: Gender and fisheries: Gender mainstreaming and gender roles in fisheries||Kuntala Lahiri-Dutt Class Activity: Gender mainstreaming tools|
|10||Week 5, Module 10 - 28/08/2020: Application 1: Placing Gender in Community-Based Natural Resource Management||Kuntala Lahiri-Dutt Discussion on final essays|
|11||Week 6, Module 11 - 04/09/2020: Application 2: Methods and Methodologies to Consider Gender in Resource & Environmental Management||Kuntala Lahiri-Dutt Guest lecture: Dr Sandra Potter - the use of GIS in studying gender in natural resource management.|
|12||Week 6, Module 12 - 04/09/2020: Course Wrap Up & Assignment 2; Student Presentations of Major Essays||Kuntala Lahiri-Dutt Assessment Task 2: Student Presentation of Final Essays|
|Assessment task||Value||Due Date||Learning Outcomes|
|Final Essay Presentation||10 %||04/09/2020||1,2|
|Reflective Journal (not more than 2,000 words, including references, if any)||20 %||27/09/2020||1,4|
|Final Essay Writing Project (not more than 4,000 words, including references)||50 %||04/10/2020||2,3|
|General Class Participation||10 %||10/09/2020||2,3,4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU 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:
Assessment RequirementsThe 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 AssessmentMarks 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
Learning Outcomes: 1,2
The Podcast will be a short, no longer than 5-6 minute video recording of your thoughts on ‘Why gender is critically important in considering resource and environmental management. Instructions on how to record a video will be posted on Wattle.
Purpose of the assignment is to demonstrate the student’s capacity to engage with the literature of development practice and relevant institutions in terms of comprehension, analysis, engagement with the core arguments of the course, and to communicate clearly in writing in an academic style.
The suggested approach is to read the papers in the first few modules, note down their arguments, critically reflect on them, and write a note of about 800 words. To start with, introduce the argument you are making, which papers you are addressing, note if they have different points of views, give examples from the course readings, and finally, from your own experience and point of view make a powerful conclusion showing how useful the course might be in gaining an insight into the topic.
Due on Sunday, 23rd August
Check Wattle for marking rubrics
Assessment Task 2
Learning Outcomes: 1,2
Final Essay Presentation
Five-six minute presentation of final essays is a course requirement for all students.
The course ends with brief presentations or podcasts by students on their Final Essays. Off-campus students must upload their presentations on Wattle. This is a course requirement for all students in the course irrespective of their presence in the campus. You will need to present an outline of the main findings/arguments of your essay to your peers and be prepared to receive their constructive comments. You should prepare a brief (NOT MORE THAN 5-6 SLIDES) PowerPoint presentation (or a 5-6 minute podcast) on the reading. If you are a regular student, you are expected to present it in the class, and be prepared to discuss with others in the class in a workshop mode. No individual gets more than 5-6 minutes under any circumstance. Use your critical thinking to build the argument, and imagination to present the content creatively. Presentations should be clear, well organised and professional. This will be considered in the overall assessment.
All in-campus students are expected to present briefly (speak, use notes, show video or ppt slides). They are expected to ask short questions to others, in order to initiate a productive intellectual dialogue.
We expect you to stay within time. Tips for presentation: a general rule of thumb is that a speaker can fit 100 words per minute of time allotted and 1 slide may take up at least 2 minutes to present. Try NOT to use wordy slides. Use neither excessively prominent/huge fonts nor too small fonts; for general text, the font size should in no case be below 24.
All off-campus students are expected to upload their brief notes or the PowerPoint slides/podcasts on Wattle. Please check the version of Microsoft (or Mac) PowerPoint you have in your computer; these days many offer the ability to record your voice. If you are developing a short note, I will also appreciate receiving audio files.
Assessment Task 3
Learning Outcomes: 1,4
Reflective Journal (not more than 2,000 words, including references, if any)
The reflective journal will record your learnings – from the readings, from the discussions & the lectures - on each module, & will be worth 20% of your overall grade for this course. It is due after the lectures have ended, but perhaps a good idea is to make notes in a journal regularly as we move through each of the modules in the course to reduce your burden of writing.
The journal is also described in other courses as a ‘reflection paper’. Your reflective journal will address the question: ‘What are my key learnings from this module?’ You are welcome to write in first person singular number, and ground your answer – for each week – on the combination of readings, lectures, guest lectures and discussions that you have been exposed to in each module.
The purpose of this exercise is to ensure that you have understood the content of each module. It is also meant to ensure that you have engaged with the prescribed readings for each of the modules, and have been able to reflect on them. Your reflective journal will be about 2000 words in length, including references, if any. However, please ensure that the references do not exceed 20-25% of the world length. Lectures should not be cited in the reference list.
Post your reflective journal on Wattle in the allocated submission box in time.
Due: 27th September, 11:55pm
Assessment Task 4
Learning Outcomes: 2,3
Final Essay Writing Project (not more than 4,000 words, including references)
(NOT MORE THAN 4,000 words including references)
A set of essay questions are available on Wattle to choose from. Alternatively, the major essay may comprise of a specific theme/topic that the student wishes to pursue or may include an analysis of the social and gender contexts of a development project. In case of the latter, the essay must be more than a project description, but to provide critical analysis and evaluation of how the particular project objectives may or may not lead to equitable results in terms of gender, environment/resource management.
Generally the essay includes:
- A review of relevant literature setting out the key gender issues being dealt with.…
- The case study itself (this can be taken from secondary literature, primary literature such as existing development projects, or from the students own work/experience. Suitable development projects or activities to review may be found on bilateral donor websites and multilateral donor websites such as the World Bank.
- Critical analysis or evaluation with implications for gender policy and/or practice.
As well as the essay, you are expected to submit a short Powerpoint presentation which outlines the main findings/arguments of the study. Presentations should be clear, well organised and professional. This will be considered in the overall assessment.
It is possible for students to undertake their own primary research but this is complex and university ethics clearance will usually be required (with average ethics clearance rate of two months). You will need to start planning at a very early stage if you choose to do this, and consult us for advice.
Due: Sunday, 4th October, 11:55pm
Assessment Task 5
Learning Outcomes: 2,3,4
General Class Participation
Class participation is expected and typically involves:
Students should actively discuss the relevant topic and readings and respond to other students’ comments. They should write two short and succinct notes for posting in online Discussion Forums (approx. 300 words) on the discussion question/topic for the week, and participating in the class through Zoom video conference. Zoom instructions will be shared on the Wattle site.
The course site in Wattle hosts an Online Discussion Forum divided into the themes of different weeks. Participation in these Discussion Forums is mandatory for all course participants. They are a part of this assessment.
Students are also expected to prepare two questions before each class and share those with everyone during the online zoom sessions through the live chat.
Students are assessed on the quality of their inputs and their overall engagement with the topics.
They are also expected to maintain overall civility and academic manner in conversations/posts.
Academic IntegrityAcademic 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 SubmissionThe ANU uses 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. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor 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 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 RequirementsAccepted 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 PenaltiesExtensions 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.
Distribution of grades policyAcademic 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 studentsThe 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
Gender in Natural Resource Management, with particular focus on water, agriculture, fishing, extractives and food sectors, and on climate change & gender
Prof Kuntala Lahiri-Dutt