“Science and technology (S&T) affect—and insights rooted in understanding of S&T therefore are germane to formulating policy about—practically every issue on the agenda of governments: the economy, public health, education, energy, agriculture, environment, defence, diplomacy, and more" (Professor John Holdren, former Assistant to President Obama for Science & Technology and Director, White House Office of Science & Technology Policy). Australia is no less in need of understanding the interactions of science and technology with policy. This understanding includes the evidence S&T can provide to underpin policy, and the areas where science and technology could influence the directions of Australia in the absence of effective policy.

This course provides a comprehensive approach to exploring the interactions between science, technology and public policy across a suite of policy areas. It is built on a teaching collaboration between two ANU Colleges (Asia and the Pacific; and Science), bringing together expertise from the Crawford School of Public Policy and the Australian National Centre for Public Awareness of Science (CPAS).

It will be interactive, and every session will use policy experts along with academic staff to ensure relevance and depth in the analyses. The course will be flexible, and arranged to maximise access by students who may be either full or part-time. It will consist of two 6-unit components; the first will be a prerequisite for the second. The first 6 units will be split between sessions exploring theoretical and practical underpinnings of how science, technology and public policy are undertaken and case studies exploring how these underpinnings play out, and might need to be revised, in real-world public policy situations. The second 6 units will consist entirely of case studies of increasing complexity as students hone their skills in extracting lessons and developing deeper understanding from examples presented by experienced academics and practitioners of public policy.

Students will be allowed to take its first 6 units or the full 12 units as contributions towards a postgraduate qualification, the 12 unit option contributing to a Science, Technology and Public Policy specialization.

Learning Outcomes

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

1. Understand major themes in studies of the relationship between scientific/technical evidence and other inputs into policy-making
2. Develop robust ways of assessing diverse sources and forms of evidence for policy analysis and policy-making
3. Understand key challenges in governing scientific and technological research and innovation, and the salient frameworks put forward for coping with these issues
4. Critically reflect on lessons from a series of case studies at the interface of science, technology and public policy
5. Recognise demands for transparency in STPP and develop better ways of engaging at the interface of science, technology, the public and other stakeholders

Additional Course Costs

As explained under "Required Resources", below, it is desirable for participants to complete the Introduction to STPP workshop before participating in case study workshops. If this is not possible, participation in case study workshops is permitted and will be supported by providing access to the written material used in the Introduction workshop. Depending on access to suitable technology, we might be able to provide the option of taking the Introductory workshop as an on-line module (for a fee - to be advised).

Required Resources

Participants in case study workshops should ideally have completed the Introduction to STPP workshop. If that has not been possible, we will provide the written material from that Introduction workshop. We will expect participants to be familiar with it when attending the case study workshops and to refer to relevant parts of it when preparing post-workshop submissions. Depending on access to suitable technology, we might be able to provide the option of taking the Introductory workshop as an on-line module (for a fee - see "Additional Course Costs" above).

Staff Feedback

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

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

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 key knowledge and cross-cutting issues Presented by: the ANU course convenors and guest presenters Date and time: September 27, 2019, 0930-1630 Canberry/ Springbank Rooms, Crawford School of Public Policy, ANU This full-day workshop will introduce participants to key literature and ideas about topics such as: why science and technology matter for various policy domains patterns, processes and institutions in conduct of R&D in domestic and international contexts science, technology and the social licence to operate in Australia and the Asia-Pacific communicating science and technology, science advice and science diplomacy. how evidence can be used and assessed in a policy environment. The Introduction to this second part of the course will review topics covered in the first part (for those who have not completed that component) and will add new topics and greater depth for those who did the first part in Semester 1.	No assessment - participants are expected to reflect on what has been studied in this Introduction in their assignments for each case study.
2	Case study 2019/5: New Regulatory settings for the live sheep trade - The role of scientific evidence Co-convenor: Department of Agriculture Date and time: October 04, 2019, 0930-1630 Canberry/ Springbank Rooms, Crawford School of Public Policy, ANU Science has been decisive in establishing new regulatory settings for the live sheep trade to reflect higher animal welfare standards. In such an emotive area, it presents a number of challenges managing the tension between scientific advice, community expectations, legislative requirements and economic impact.	1000-word reflections on the case study, consisting of: 200-word abstract suitable for briefing a minister about the key issues emerging from the case study 800-word discussion of issues arising, drawing on relevant literature and ideas from the introductory materials and other relevant sources references (not included in word-count)
3	Case study 2019/6: Multi-disciplinary research for new complexities – Improving our capability in education Co-convener: Department of Education Date and time: October 11, 2019, 0930-1630 Canberry/ Springbank Rooms, Crawford School of Public Policy, ANU As governments increasingly deal with "wicked" policy challenges, there is a growing need for policy makers to understand and engage with knowledge from across the full spectrum of humanities, arts, social science (HASS) and biophysical sciences. In the Department of Education, steps are being taken to improve National Research Infrastructure for this full range of disciplines. This workshop will explore many, often overlooked, ways in which harnessing HASS and biophysical sciences in multidisciplinary ways can provide important opportunities for Australia to understand and address complex, real-world problems. For example, it was envisaged by the 2016 National Research Infrastructure Roadmap that a future HASS National Research Infrastructure capability would enable researchers to discover, access, curate and analyse Australia’s social and cultural data, combining social science disciplines such as psychology, sociology and political science, humanities such as archaeology, linguistics and history, and Indigenous studies, some of which is critical to underpinning how research generated in traditional STEM fields is applied in daily life. Reflecting this need the Government committed $0.866 million to scoping NRI needs in HASS. This workshop will also explore the range of opportunities and challenges presented to policy makers when engaging with these diverse disciplines.	1000-word reflections on the case study, consisting of: 200-word abstract suitable for briefing a minister about the key issues emerging from the case study 800-word discussion of issues arising, drawing on relevant literature and ideas from the introductory materials and other relevant sources references (not included in word-count)
4	Case study 2019/7: The agriculture innovation system Co-convenor: Department of Agriculture Date and time: October 18, 2019, 0930-1630 Canberry/ Springbank Rooms, Crawford School of Public Policy, ANU The Government and Opposition have identified the need to improve the agriculture innovation system to deliver the productivity gains required to grow the sector. The policy and governance arrangements to ensure that we have the agricultural science for the future of farming is a critical interplay, and one which is currently presenting across many areas of science and innovation in Australia.	1000-word reflections on the case study, consisting of: 200-word abstract suitable for briefing a minister about the key issues emerging from the case study 800-word discussion of issues arising, drawing on relevant literature and ideas from the introductory materials and other relevant sources references (not included in word-count)
5	Case study 2019/8: DIYbio - Biotechnology in the hands of anyone, anywhere Co-convenor: ASIO Date and time: November 1, 2019, 0930-1630 Canberry/ Springbank Rooms, Crawford School of Public Policy, ANU Biotechnology startups have democratized life sciences by bring inexpensive, semi-professional and portable labs to many biotechnology enthusiasts. However, most DIY biologists have little or no formal training in safety, ethics – or even science. While citizen scientist movements are expanding, governments (and professional scientists) are concerned about the associated safety risks. Manuals on working with living organisms are online, DNA can be ordered by mail. The DIYbio community can work in garages at home, though in the US there are over 50 DIYbio community labs and over 30,000 enthusiasts. There is a DIYbio presence in Australia with community labs in Melbourne, Sydney and Perth. When people start assembling complex systems that involve tens to hundreds of genes from a variety of different organisms, these types of experiments outstrip the current biosafety paradigm. Unpredictable effects and interactions could see self-replicating organisms escape into the environment that cause ecological damage or threaten public health – and these are just the accidental risks. The same technologies can be used with intent to cause intentional harm. Amateur scientific endeavor is moving faster than regulators and legislation. National laws that regulate biotechnology are often ambiguous and decades old, intended to regulate commercial agriculture’s use of Genetic modified Organisms (GMOs). Is the unregulated status of the DIYbio community a problem? Should hobbyists be licensed and pass ethics and safety tests? Do the risks associated with DIY biology outweigh its potential for innovation and economic contribution? Given modified organisms don’t respect international boundaries, is an international response required? Should DIYbio be restricted by law to designated and specialized facilities?	1000-word reflections on the case study, consisting of: 200-word abstract suitable for briefing a minister about the key issues emerging from the case study 800-word discussion of issues arising, drawing on relevant literature and ideas from the introductory materials and other relevant sources references (not included in word-count)
6	Case study 2019/9: The science, policy and politics of the Great Barrier Reef Co-convenor: Department of Environment and Energy Date and time: November 8, 2019, 0930-1630 Canberry/ Springbank Rooms, Crawford School of Public Policy, ANU The role of the Australian Government in protecting the Great Barrier Reef is a perfect example of the challenges for policy makers who need to understand and interpret complex science while developing and delivering policy when information and opinions are being presented to the public in many and varied forms by a wide range of interest groups. All of the key themes of this course are brought into sharp focus, including: who generates scientific knowledge in Australia and internationally and how it is disseminated; what the concept of "social licence to operate" might be interpreted in relation to complex environmental issues; and the role of government and other parties in communicating complex scientific issues, science advice and science diplomacy.	1000-word reflections on the case study, consisting of: 200-word abstract suitable for briefing a minister about the key issues emerging from the case study 800-word discussion of issues arising, drawing on relevant literature and ideas from the introductory materials and other relevant sources references (not included in word-count)

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Reflection on case study 2019/5: New Regulatory settings for the live sheep trade - The role of scientific evidence	20 %	16/10/2019	30/10/2019	1,2,3,4,5
Reflection on case study 2019/6: Multi-disciplinary research for new complexities – Improving our capability in education	20 %	23/10/2019	06/11/2019	1,2,3,4,5
Reflection on case study 2019/7: The agriculture innovation system	20 %	30/10/2019	13/11/2019	1,2,3,4,5
Reflection on case study 2019/8: DIYbio - Biotechnology in the hands of anyone, anywhere?	20 %	13/11/2019	27/11/2019	1,2,3,4,5
Reflection on case study 2019/9: The science, policy and politics of the Great Barrier Reef	20 %	20/11/2019	27/11/2019	1,2,3,4,5

* 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. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

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.

Participation

Taking the Introductory workshop and the five case studies is necessary for completion of this component of the Science, Technology and Public Policy course. To allow free and open dialogue, case studies will not be recorded and made available on-line. For ANU-enrolled students, we will discuss special arrangements if one or two workshops are missed due to illness or other exceptional circumstances. For participants enrolled externally through the Centre for Continuing Education, participation in case study workshops will be greatly enhanced by having attended the Introductory workshop but if this is not done then access will be provided to the written introductory material and participants in case study workshops will be expected to be familiar with it and the draw on it when preparing their post-workshop assessments. Depending on availability of suitable technology, it might be possible to provide a recorded version of the Introduction workshop that can be substituted for attending the face to face workshop, for a fee, although this will be an inferior option. Please note that award of a qualification in Science, Technology and Public Policy will require eventual completion of the Introduction workshop.

Assessment Task 1

Reflection on case study 2019/5: New Regulatory settings for the live sheep trade - The role of scientific evidence

Submit a 1000-word reflection on the case study, consisting of:

• a 200-word abstract suitable for briefing a minister about the key issues emerging from the case study
• a 800-word discussion of issues arising, drawing on relevant literature and ideas from the introductory materials and other relevant sources
• references (not included in word-count).

This submission is due 12 days after the workshop (i.e., due 1700 on October 16, 2019). This assessment task is worth 20% of the total grade for this course. An explanation of how grades will be assessed will be provided during the workshop (please note: we will expect this reflection to consider not only materials and ideas presented in the workshop but also relevant background literature presented in the Introduction workshop. For those who have not taken the face to face Introduction workshop by the time of this case study, advance access will be given to the written material. You will be expected to be familiar with that material before attending the workshop and to draw on it in your post-workshop submission.

Assessment Task 2

Reflection on case study 2019/6: Multi-disciplinary research for new complexities – Improving our capability in education

Submit a 1000-word reflection on the case study, consisting of:

• a 200-word abstract suitable for briefing a minister about the key issues emerging from the case study
• a 800-word discussion of issues arising, drawing on relevant literature and ideas from the introductory materials and other relevant sources
• references (not included in word-count).

This submission is due 12 days after the workshop (i.e., due 1700 on October 23, 2019). This assessment task is worth 20% of the total grade for this course. An explanation of how grades will be assessed will be provided during the workshop (please note: we will expect this reflection to consider not only materials and ideas presented in the workshop but also relevant background literature presented in the Introduction workshop. For those who have not taken the face to face Introduction workshop by the time of this case study, advance access will be given to the written material. You will be expected to be familiar with that material before attending the workshop and to draw on it in your post-workshop submission.

Assessment Task 3

Reflection on case study 2019/7: The agriculture innovation system

Submit a 1000-word reflection on the case study, consisting of:

• a 200-word abstract suitable for briefing a minister about the key issues emerging from the case study
• a 800-word discussion of issues arising, drawing on relevant literature and ideas from the introductory materials and other relevant sources
• references (not included in word-count).

This submission is due 12 days after the workshop (i.e., due 1700 on October 30, 2019). This assessment task is worth 20% of the total grade for this course. An explanation of how grades will be assessed will be provided during the workshop (please note: we will expect this reflection to consider not only materials and ideas presented in the workshop but also relevant background literature presented in the Introduction workshop. For those who have not taken the face to face Introduction workshop by the time of this case study, advance access will be given to the written material. You will be expected to be familiar with that material before attending the workshop and to draw on it in your post-workshop submission.

Assessment Task 4

Reflection on case study 2019/8: DIYbio - Biotechnology in the hands of anyone, anywhere?

Submit a 1000-word reflection on the case study, consisting of:

• a 200-word abstract suitable for briefing a minister about the key issues emerging from the case study
• a 800-word discussion of issues arising, drawing on relevant literature and ideas from the introductory materials and other relevant sources
• references (not included in word-count).

This submission is due 12 days after the workshop (i.e., due 1700 on November 13, 2019). This assessment task is worth 20% of the total grade for this course. An explanation of how grades will be assessed will be provided during the workshop (please note: we will expect this reflection to consider not only materials and ideas presented in the workshop but also relevant background literature presented in the Introduction workshop. For those who have not taken the face to face Introduction workshop by the time of this case study, advance access will be given to the written material. You will be expected to be familiar with that material before attending the workshop and to draw on it in your post-workshop submission.

Assessment Task 5

Reflection on case study 2019/9: The science, policy and politics of the Great Barrier Reef

Submit a 1000-word reflection on the case study, consisting of:

• a 200-word abstract suitable for briefing a minister about the key issues emerging from the case study
• a 800-word discussion of issues arising, drawing on relevant literature and ideas from the introductory materials and other relevant sources
• references (not included in word-count).

This submission is due 12 days after the workshop (i.e., due 1700 on November 20, 2019). This assessment task is worth 20% of the total grade for this course. An explanation of how grades will be assessed will be provided during the workshop (please note: we will expect this reflection to consider not only materials and ideas presented in the workshop but also relevant background literature presented in the Introduction workshop. For those who have not taken the face to face Introduction workshop by the time of this case study, advance access will be given to the written material. You will be expected to be familiar with that material before attending the workshop and to draw on it in your post-workshop submission.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

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) 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

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. 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