GEND 4100 - Honours Gender Studies Theory

North Terrace Campus - Semester 1 - 2020

This course aims to provide an advanced exploration of the major theoretical perspectives that shape the field of Gender Studies. It offers grounding in important concepts, for instance the social construction of everyday life, including gender; feminist and qualitative epistemologies; and intersectional approaches to gender, class and ethnicity. Concepts and debates are placed in the context of traditions in social theory in general, encouraging students to develop and define their own theoretical `location' and interests.

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Course Details

Course Code	GEND 4100
Course	Honours Gender Studies Theory
Coordinating Unit	Sociology, Criminology and Gender Studies
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	6
Contact	Up to 2 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	Completed degree (72 units) with a 24 unit Major in Gender Studies at a Distinction average.
Restrictions	Available only to students admitted to the relevant Honours program
Assessment	Quizzes (6) 10%, Critical Essay (3500 words) 50%, Thesis Proposal (4000 words) 40%

Course Staff

Course Coordinator: Dr Pam Papadelos

Course Timetable

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

Course Learning Outcomes

1. understand theory and practice of key concepts ‎in gender studies;
2. critically evaluate contemporary debates around the key concepts;‎
3. demonstrate high level critical analysis and thinking skills;‎
4. apply high quality written and verbal communications skills;‎ and
5. explore the contribution that gender theory can make to wider debates in the twenty-first century.

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, 5
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
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	4
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	3, 4, 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	2, 4
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	2, 5

Learning & Teaching Activities

Learning & Teaching Modes

No information currently available.

Workload

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

WORKLOAD – STRUCTURED LEARNING
1 x 2 hour lectures (includes small group work and seminar discussion 20

TOTAL = 20

WORKLOAD – SELF-DIRECTED LEARNING
13 hours reading per week 130 hours per semester
8.1 hours research per week 81 hours per semester
8.1 hours assignment preparation per week 81 hours per semester

TOTAL =312

Learning Activities Summary

No information currently available.

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

Critical essay (50%)
Quizzes Formative (10%)
Thesis proposal (40%)

Assessment Detail

Critical Essay - Students will be required to write a 3,500 word essay addressing one of several questions about key theoretical debates
Quizzes - Students will undertake regular quizzes based around set readings
Thesis Proposal - Students will be required to write a 4,000 word thesis proposal which clearly describes the research project and robustly justifies the research project and the methods chosen to conduct it.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M11 (Honours Mark Scheme)
Grade	Grade reflects following criteria for allocation of grade	Reported on Official Transcript
Fail	A mark between 1-49	F
Third Class	A mark between 50-59	3
Second Class Div B	A mark between 60-69	2B
Second Class Div A	A mark between 70-79	2A
First Class	A mark between 80-100	1
Result Pending	An interim result	RP
Continuing	Continuing	CN

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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator