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This year the course was supposed to be taught together with an incoming PhD student, but the candidate dropped out last minute. The course is also transitioning from the title Migration and Development to Migration and the Humanitarian-Development Nexus. It was therefore impacted by the course plan being adapted throughout the semester. Despite this, the students reported that the course was taught in a coherent way. The readings for the course has changed quite a bit since last year, with the emphasis being more on the humanitarian-development-peace nexus, effects of climate change on migration, and dilemmas present in humanitarian work. The basis of important migration theories and concepts are, however kept. This year we also included an excursion to the Norwegian People's Aid office here in Trondheim as part of an effort to strengthen the work life relevance of the course. As can be seen from the attached survey, the course is experienced as high in societal and work life relevance. The course is developing in the sense that it is taking up more recent debates on crises as the new normal, and connects more to work life by focusing on how different actors work with migration, humanitarianism and development. Next year, this will be even more visible as the course is changing title as well as content.

Judging from the exam responses, the students have had a very high achievement of the learning outcomes. They command both the essential concepts and theories in the course as well as the critical reflection needed to engage with current debates on the topic. Some of the feedback from the students was that some of the lectures were a bit rushed, that a lot of reading was required, and that the exam format should change. The amount of reading is well within the standards set for a 7,5 credit course, but the pace of the lectures as well as the format for assessment will be worked on. One reason for keeping the assessment as a final four hour exam was the introduction of ChatGPT this year, and limited resources at the department for introducing alternative forms of assessment.

The group presentation was perceived differently among the students. More could be done to see how to ensure a better learning outcome from the presentations.

NTNU:TIA:REST

Department of Geography

Institutt for geografi

Ingen hjelpemidler tillatt.

Engelsk

Forkunnskapskrav

Bachelor i samfunnsvitenskap. Andre relevante kvalifikasjoner kan godkjennes av Institutt for geografi.

Approved group work and seminar presentation

Migration and Development

Geografi

Samfunnsvitenskapelige fag

Childhood Studies (Master's Programme)

Lektorutdanning i geografi for trinn 8 − 13 

Geografi - masterstudium

Globalisation and Sustainable Development (Master's Programme)

Urban Ecological Planning (Master's Programme)

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Tiltak

Review the role of the teaching assistant in the class

This course is still under development, as it had not been revised for several years. The major change from last year is a new main book. The new book, Age of migration from 2021 was perceived as useful for both the lecturer and the students as it provided a holistic overview and a more easy to read introduction to the themes covered in the course. One guest lecture was also added to respond to the call for more cases to be discussed in the lecture. In addition, the film was moved up in the lecture series so that we had more concrete examples to connect our theoretical discussions on.

Due to other teaching responsibilities and the lecturer being on sick leave for parts of the semester (covid and then long-covid), the follow-up with students was less than it would have been in a normal situation. In addition, the use of a teaching assistant (as was also done the year before) did not work the way it was intended. The students wished for the lecturer to instead to be present in all the group presentations to give feedback and facilitate the discussion. This role was intended for the teaching assistant, but it shows that more presence from the lecturer was required throughout the course. At the same time, there were also fewer students coming to class than normal. This could be due to the lectures being recorded and accessible in Panopto. The opportunities to discuss was less for those not coming to class, as it was just the general lecture that recorded and not the discussions and activities covered in class. The students not being present physically therefore benefitted less from the lectures.

Alle trykte og håndskrevne hjelpemidler tillatt. Alle kalkulatorer tillatt.

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In evaluating this course, the class mentioned that the course was well structured. Lectures were delivered in a way easy to understand. The use of films and documentaries during the course made it easy to follow the course, this increased the interest of students. Learning materials were most of the time not complex to comprehend and the use of recent happenings as examples added to the relevance of the course. Learning activities in the form of group presentations and discussant groups enhanced the participation of students. It gave students the opportunity to digest various articles and come out with their own interpretations. Elaborations from several student teams emphasized on various aspects of the curriculum that presented a clear picture on the main themes of the course. The presentations made by students in the seminar sessions allowed students to ask questions in areas that brought more clarity to the course. The constant follow-up by the Professor on learning activity through both emails and Blackboard kept students well informed on what was expected of them. This activity kept students updated on where they were in the course and which part of the curriculum to focus on. Due to some Corona regulations, not all lectures were physical meetings but when physical meetings were possible, an alternative was created for students who could not make it through digital platforms. Though a few technical challenges were experienced as students in digital meetings sometimes missed on a few sentences usually at the beginning or at the end of a lecture, important issues were communicated after each lecture. This ensured that students did not miss out on important aspects of learning activities. Finally, the majority of students were pleased with recordings from previous lectures that were made available on Panopto. This made it possible to revisit old lectures at convenient times of students. It enhanced the student’s ability to revise and understand various aspects of the course. In general, the entire course promoted student’s participation in learning activities which reflects in the positive feedback provided by students of this course.

During the engagement with the participatory group and the attendance of the course, the reference students managed to obtain valuable knowledge regarding the methodology and the organization of the course as well, valuable feedback for further amelioration of the course results and resolve of any challenges raised mostly from the online attendance which was a general phenomenon during this semester. To sum up, the learning outcomes will be separated accordingly:Knowledge:During the course students obtained valuable new knowledge in terms of migration, urban migration, new challenges such as the environmental aspects of migration, the collaboration required between different actors in order to resolve some of the basic challenges, the refugee status, forced and voluntary migration, the feminization of the migration process and what it results to. In general, the course enabled students to learn about the migration process and the development as well as the interconnection between local and/or internal, global and/or external factors that affect the migration process.At the same time, more interesting subjects were discussed during the class and the seminars which were a practical way to use and discuss upon the course content and curriculum. In this way, the students engage in a more practical way to contemporary challenges of the migration processes and ways to develop solutions to these issues or at least, think about them as a first step towards changing. Skills:The attendance and collaboration between the students for the seminars’ presentation and engagement with specific academic literature as well as the theories and tools used during the course such as the discussant groups, provided student with a set of tools and theories regarding migration and development, push and pull factors of the migration procedure as well as the improvement of personal skills, such as critical thinking, teamwork and academic analysis of a text. General competence:The course material is well organized, the PowerPoints are well written with given details to assist the learning procedure and suggested videos included. There is also, a well thought and organized curriculum and reading list for the course which further analyzed during the seminars and the lectures. Lastly use of graphs, images and multimedia made the course more accessible to every participant, easier to follow up the thinking procedure and better understand the course’s concept.

1. From this course, the use of videos in the course was very helpful. It made it possible for students to relate to the theories and concepts taught in a practical way. We suggest that it should be maintained. Course materials were read thoroughly on occasions where there were seminars, that too should be maintained as it makes the student feel responsible for such articles.  2. We also recommend the inclusion or referring to the course readings even more during lectures. This will enable students find it easy to associate specific concepts and theories to corresponding readings relevant to them. 3. Another suggestion is that little more time can be allotted for the question-and-answer session during the seminars. This can be possible if about two groups are made to present instead of three groups. It will allow more time for further discussions to be done. 4. As part of our recommendations, the class through answers from the questionnaires suggested that a little more clarification should be given on the goals for the seminars in relation to theories of the course. 5. Since participation is crucial to how students respond to the course, students can be encouraged to share their experiences on migration more as many of us in the course are migrants. 6. We recommend that where a meeting is held both physically and digitally, students present in the physical meetings should be given a microphone when they ask questions or give contributions. This will help those on the digital platforms follow through the discussion. 6. We suggest that discussant groups could be organized differently. They could make contributions to the presentations made or answer some questions in addition to the questions they come up with themselves. 7. As some articles were quite difficult to understand, though few of such articles were found in the course. It would be nice to get some explanation of such articles before the lecture and how the articles are connected to the lecture´s theme. Another alternative is to consider using easy to understand articles that serve the same purpose of the course. An example could be articles with simple English that still communicates the core concepts of the course. 8. As all these recommendations may be too demanding for the Professor of the course, it could help if the professor is offered an assistant who can concentrate on some of these issues mentioned. Generally, the class appreciates all efforts made in the delivery of this course, it has been relevant in all aspects

Bachelor i samfunnsvitenskap. Andre relevante kvalifikasjoner kan godkjennes av Institutt for geografi.


Faglig innhold

Kurset har som målsetting å forstå migrasjonsprosessene ved å introdusere årsaker, praksiser, migrasjonsregimer og strategier og derved forstå hvordan migrasjon fører til endrete livsvilkår og muligheter lokalt og globalt.   Kurset diskuterer interne og internasjonale migrasjonsprosesser i en global kontekst. Spesielt konsentrerer kurset seg om å forstå relasjonen mellom migrasjon og utvikling ved å diskutere hvordan ulike former for migrasjon begrepsfestes og hvordan teorier om migrasjon og utvikling forklarer globale migrasjonsprosesser. 


Læringsformer og aktiviteter

16 timer forelesninger og 10 timer gruppearbeid og presentasjon (avhengig av hvor mange studenter som deltar på kurset). Forelesningsmetoder inkluderer film, diskusjoner og presentasjoner. Det er forventet at obligatoriske aktiviteter og eksamen gjennomføres på engelsk. Unntak må klareres med faglærer ansvarlig for kurset. 

Læringsutbytte

Kunnskap: Studentene skal tilegne seg kunnskap om lokale og globale, indre og internasjonale, migrasjonsstrømmer og spesielt hvordan migrasjon påvirker utviklingen i det globale sør. Ferdigheter: Etter gjennomført kurs skal studentene kunne vise en kritisk forståelse av: 1)Nasjonale, regionale og globale migrasjonsmønstre med spesiell referanse til Det Globale Sør. 2)Årsaker, motivasjoner og strategier for intern og internasjonal migrasjon. 4)Teoretiske perspektiver på migrasjon. 5)Forholdet mellom ulike forståelser og perspektiver på migrasjon og utvikling. 6)Tvungen og frivillig migrasjon og forholdet mellom dem. 7)Migrasjonsstyring. 8)Migrasjon som en utviklingsstrategi. Generell kompetanse: Kurset gir grunnleggende ferdigheter for å forstå og analysere den komplekse migrasjonssituasjonen verden står overfor, spesielt i forhold til situasjonen i det globale sør. 


Afrikastudier

Globalization (Master's Programme)

Lektorutdanning i geografi - masterstudium (5-årig)

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This was the first time I ran this course, and while I chose to base it on the previous fundament it required some new thinking in terms of including more recent debates and updating the readings. Except for some issues outlined in the different sections below, the course works well and it is my impression is that the student think it is both relevant and useful. The feedback from the students were good (see own report). As everyone else, we faced some challenges when Covid 19 struck, but managed the transition fairly well.

At the beginning as well as towards the end of the course we go through the learning objectives of the course. Each lecture also have their learning objectives connected to the overall goals. One thing that was brought up was how many of the readings covered the same things. The readings therefore need to be reviewed with this in mind, and possibly a new main book should be considered. The course also had some overlap with the course GEOG 3053, which some students had with me the semester before. This has now been addressed as the GEOG 3053 has less of a focus on migration.

The classes were relatively interactive, and students participated actively both before and after the teaching went online.One challenge was the group exercise that was changed from live presentations to recorded presentations or group papers. In the midst of the worst insecurity of the pandemic it was challenging for the students to make their groups work. They did, however make it work, and I have to say that the motivation and efforts of the students were stellar. This also enabled me to experiment with various ways of using online teaching tools. While there might have been some that were not able to follow everything in class, those who participated reported back that the learning environment itself was good.

The one day home exam was challenging in terms of formulating a good exam question. It also became very visible how the capacity and skills of taking an exam like that was very unevenly distributed (speed of reading, structure, using the internet to access resources fast and so on). A home exam over several days might help on this and redistribute some of the weight towards what they have learnt (although the skills I described above is of course also something that they learn). The group presentations and papers (pass/fail) were also a good preparation towards the exam as it required to think through structuring answers to questions and so on.

Development Studies (Master's Programme)

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Migration and Development - GEOG3522