- Class Number 6311
- Term Code 3260
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Rod Lamberts
- Dr Rod Lamberts
- Class Dates
- Class Start Date 25/07/2022
- Class End Date 28/10/2022
- Census Date 31/08/2022
- Last Date to Enrol 01/08/2022
Even a cursory glance at daily headlines reveals a plethora of social and societal issues in which scientific evidence is a core component. Dig a little deeper and it becomes clear that scientific evidence is often misunderstood, misused, misappropriated or ignored, especially in public and political domains. The consequences of this can range from the merely quirky to the manifestly dangerous.
Scientific evidence is increasingly wielded in arguments in the public domain, and the calls for ‘evidenced based decisions’ have never been so frequent, so broad, or so loud. To operate effectively in such an environment, today’s science communicators must be able to tell the difference between good research and bad, even if that research falls beyond their personal scientific skillset and experience.
They must possess the skills and knowledge to critique the evidence at the base of science-related issues affecting society today. In parallel, they need to understand, and be able to apply, science communication research to their own communication practice.
This course emphasizes the analysis, critique and communication of science and scientific evidence in the context of identifying, understanding and critiquing examples of social influence and change.
The course focuses on cases of critical societal challenges that have significant science bases such as
• Climate change
• Alternative energy
• Public health (e.g., vitamin supplements, vaccination, homeopathic remedies)
• Natural disaster mitigation and survival (e.g., bushfires, tsunamis)
• Health and safety legislation (e.g., illicit drugs, road safety, GM foods)
• The role of scientific research in society (e.g., curiosity driven versus applied)
To be able to successfully appraise the relative merits of evidence, both for scientific and science communication research, students in this course will be exposed to the philosophy and reasoning behind common quantitative and qualitative methods and methodological argument.
Scientific research, analysis and communication will be considered from the multiple, sometimes conflicting, perspectives of formal researchers, politicians, the media, and society at large.
Upon successful completion, students will have the knowledge and skills to:Upon successful completion of this course, students will have the knowledge and skills to:
LO1. Identify evidence from basic qualitative and quantitative research techniques as they are applied in science and social science (science communication) research.
LO2. Compare and evaluate the application of basic science and social science research techniques to communication aimed at effecting social change.
LO3. Abstract and Characterise key elements of science-based evidence underlying current ‘big’ social issues.
LO4. Construct and defend evidence-based arguments for a position based on the best available evidence.
LO5. Work as part of a team in a collaborative environment.
Recommended student system requirements
ANU courses commonly use a number of online resources and activities including:
- video material, similar to YouTube, for lectures and other instruction
- two-way video conferencing for interactive learning
- email and other messaging tools for communication
- interactive web apps for formative and collaborative activities
- print and photo/scan for handwritten work
- home-based assessment.
To fully participate in ANU learning, students need:
- A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
- Speakers and a microphone (e.g. headset)
- Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
- Suitable location with minimal interruptions and adequate privacy for classes and assessments.
- Printing, and photo/scanning equipment
For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class via wattle or in lectures
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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
|Week/Session||Summary of Activities||Assessment|
|2||Case Study lecture, Methods/techniques lecture - "what's research"?|
|3||Case Study lecture, Methods/techniques lecture - "asking people questions"|
|4||Case Study lecture, Methods/techniques lecture - "Content and media analysis "||Questionnaire QUIZ|
|5||Case Study lecture, Methods/techniques lecture - "Stakeholders & how to ID them"|
|6||Case Study lecture, Methods/techniques lecture - "interpreting and reporting on research"||Progress reports due|
|7||Case Study lecture, Methods/techniques lecture - "embracing the uncertainty"|
|8||Case Study lecture, Methods/techniques lecture - "significant, meaningful (sometimes even both)?"|
|9||Case Study lecture, Methods/techniques lecture - "influence & persuasion"||Interpreting and reporting on research QUIZ|
|10||Case Study lecture, Methods/techniques lecture - "it's not a fight, it's an argument"|
|11||Case Study lecture, Methods/techniques lecture - "does science need a PR team?"||Group Project report due|
|12||Case Study lecture, Methods/techniques lecture - "wrapping it all up"||Short reflective piece due|
Please refer to course wattle page
|Assessment task||Value||Due Date||Learning Outcomes|
|QUIZ - Questionnaire critique||15 %||*||1,2|
|Progress report||25 %||02/09/2022||1,2,3,4,5|
|QUIZ - Interpreting and reporting on research results||20 %||*||1,2|
|Group Project report||30 %||24/10/2022||1,2,3,4,5|
|Short reflective piece||10 %||31/10/2022||1,2,3,4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
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 Academic Skills 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.
This course has been adjusted to support remote participants. Remote students should identify themselves to the course convener before the start of semester.
Assessment Task 1
Learning Outcomes: 1,2
QUIZ - Questionnaire critique
You will be given a series of questionnaire and interview questions and asked to critique them for form, structure style and utility.
Due week 4
Assessment Task 2
Learning Outcomes: 1,2,3,4,5
This is a milestone report and represents the first part of the major report due at the end of semester (see assessment item 4 for more context). The details of the scoping study will be discussed in online tutorial classes early in the semester.
Assessment Task 3
Learning Outcomes: 1,2
QUIZ - Interpreting and reporting on research results
This assessment task involves interpreting some examples of research data yourselves, and critiquing / correcting some examples of other people’s efforts at interpreting research as well.
The assessment will take the form of an in-class quiz with a series of short answer questions
Due week 9
Assessment Task 4
Learning Outcomes: 1,2,3,4,5
Group Project report
We will discuss and negotiate how to do the major project for SCOM1002 this semester in online tutorial classes and via the discussion board on Wattle.
Major project - overview
The purpose of the major project is for you to examine a science-based issue of relevance to broader society, specifically:
explore and analyse how it manifests in the public arena,
identify significant stakeholders, their perspectives, evidence-claims and biases, and
research, interpret and then report on the best and most relevant scientific evidence available to help laypeople make informed decisions.
Some indicative examples of suitable topics for the SCOM1002 major project might involve looking at topics like
efforts to decrease cigarette smoking as scientific evidence of the harm became more prevalent and widely communicated
eliminating prohibition laws concerning recreational drugs use in Portugal as competing types of evidence become more, or less, acceptable
the contested/ debated importance of spending public funds on space exploration in the USA
debates and arguments in Australia about appropriate energy sources (eg., coal vs wind vs nuclear etc)
NOTE - this assessment offers you some room to be flexible and creative in the content and presentation of your projects. To do this successfully, you will need to communicate and negotiate clearly with your group (if you choose the group option) and be proactive about seeking guidance and advice from your tutor periodically throughout the semester.
For this assignment, students will choose a topic that features some connection between scientific evidence and a real or intended change in people’s opinion, beliefs or behaviours (aka: influence some kind of ‘social change’).
For the purposes of SCOM1002, social change can be broadly construed. For example, it could refer to issues that concern
- public policy
- public health or safety concerns
- the passing, or rescinding, of laws, legislation and regulation
- clashes between ideologies (religious, political, social)
- changing public acceptance of formerly unacceptable behaviour (or vice-versa)
When scoping your project your project, make sure you think broadly for potential areas of data and information. Consider perspectives and examples of relevant; data, myths, popular-culture beliefs, 'common' sense, history & traditions, vested interests, intransigent value clashes, perspectives (young vs old, faith vs evidence). The list is potentially endless!
WE WILL TALK ABOUT THIS A LOT IN THE FIRST FEW WEEKS OF THE COURSE AND ADDITIONAL INFORMATION WILL BE PROVIDED
Assessment Task 5
Learning Outcomes: 1,2,3,4
Short reflective piece
In this final piece of assessment in SCOM1002, you are asked to look back over what you have experienced and learned during the course of the semester and reflect on your experiences and consider what has changed, what hasn’t, and why.
You should try and balance writing about things you liked and did well against things you didn't like and did poorly. Note also that this is supposed to be about you, not a critique of others or the course (unless directly pertinent to your own experience).
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
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.
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 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.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Assignments will be returned via Wattle and/or email
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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.
Resubmission of Assignments
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 Access 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
science communication and public intellectualism/activism; science and ethics; perceptions of expertise in science; risk perception and communication; and science and public policy.
Dr Rod Lamberts