Some activities that form part of this course can be taken remotely or on-campus in Sem 2 2020. Check timetable for details. Group limits may apply.
Upon successful completion, students will have the knowledge and skills to:On satisfying the requirements of this course, students will have the knowledge and skills to:
1. demonstrate a broad and coherent understanding of science dialogue, as defined above, in its contemporary context and understand the potential roles of science dialogue in science debates and in science and technology governance,
2. critically review science dialogue activities,
3. demonstrate knowledge of key elements of dialogue and the cognitive and creative skills to participate in and facilitate constructive dialogue.
4. plan, design, conduct and evaluate science dialogue activities and communicate findings clearly, coherently and independently.
Indicative Assessment1. Report on a case study dialogue activity (15%) – a critical analysis of a case study activity based on criteria provided, using reports and articles (cases will be provided or may be selected by students). (LO 1,2)
2. In-class and online dialogue participation (15%) – this is not a simple participation mark. Specific online and face-to-face dialogues will be structured and moderated. Students will be required to develop and apply skills of participation and facilitation and to demonstrate an understanding of the key elements of dialogue. (LO 1,3)
3. Dialogue Plan (30%) – students will work independently to plan dialogue on a particular issue in two different settings, a medium-scale (30 participants) University-based dialogue and a small-scale “Kitchen Table Conversation”. (LO 1,4)
4. Dialogue and report (40%) – Students will conduct a Kitchen Table Conversation according to the established model. They will record the conversation by audio recording and will write a detailed report describing the dialogue process and results, evaluating the process and making recommendations for improvements. (LO 1,2,3,4)
In response to COVID-19: Please note that Semester 2 Class Summary information (available under the classes tab) is as up to date as possible. Changes to Class Summaries not captured by this publication will be available to enrolled students via Wattle.
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This course requires students to attend a week intensive course (35 hrs) in person. The other coursework requirements can be completed online. The intensive week is held in the December/January teaching break each year. There may be some short online tutorials or pre-reading before the intensive week, and students will complete the assessment in the weeks or months after the intensive week. See http://cpas.anu.edu.au/study/short-courses/anu-scom-intensive-course-schedule for exact dates.
Requisite and Incompatibility
Preliminary ReadingAustralian Department of Industry, Innovation, Science, Research & Tertiary Education (2012) Science and Technology Engagement Pathways. Available online:.
Chilvers, J. (2010) Sustainable participation? Mapping out and reflecting on the field of public dialogue on science and technology, Harwell: Sciencewise Expert Resource Centre
Powell, M.C. & Colin, M. (2008) Meaningful citizen engagement in science and technology: what would it really take? Science Communication 30 (1) 126-136
Sclove, R.E. (1995) “In every sense the experts”. Strong democracy and technology. In: Democracy and technology, The Guilford Press: New York
Chilvers, J. (2012) Reflexive engagement? Actors, learning, and reflexivity in public dialogue on science and technology. Science Communication, 35 (3) 283-310
Hennen, L. (2012) Why do we still need participatory technology assessment? Poiesis & Praxis 9: 27-41
Jasanoff, S. (2012) Technologies of humility: citizen participation in governing science. In: Science and Public Reason, Routledge: New York
Joly, P.-B. & Rip A. (2007) A timely harvest. Nature 450, 8 Nov, p 174
Kyle, R. & Dodds, S. (2009) Avoiding empty rhetoric: engaging publics in debates about nanotechnologies. Science & Engineering Ethics 15: 81-96
Marks, N. (2013) Six ideal types of public engagement with science and technology: reflections on capital, legitimacy and models of democracy. International Journal of Deliberative Mechanisms in Science 2 (1) 33-61
PytlikZillig, L.M. (2011) Public engagement for informing science and technology policy: what do we know, what do we need to know, and how will we get there? Review of Policy Research, 28 (2) 197-217
Russell, A.W. (2013) Improving legitimacy in nanotechnology policy development through stakeholder and community engagement: forging new pathways, Review of Policy Research, 30 (5) 566-587
Wynne B. (2014) Further disorientation in the hall of mirrors. Public Understanding of Science, 23 (1) 60-70
Assumed KnowledgeSCOM1001 and SCOM1002
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