Students in this course develop their science communication skills in authentic science engagement settings, creating real-world impact and building networks and pathways to support career development. The course allows students to choose from a range of one-year intensive fieldwork placements at Australia’s leading science engagement organisations. Students explore the fundamental theory that underpins science communication in such settings, then apply it to deliver, evaluate and improve existing programs, develop novel programs and work on other suitable priorities of the fieldwork host – including working alongside and learning from their staff.

To see current fieldwork placement opportunities see the 'Class' tab or visit the National Centre for the Public Awareness of Science website.

 

Learning Outcomes

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

1. Implement, analyse and critique common activities of science communication organisations such as program design, delivery and evaluation.
2. Design, implement and critically evaluate novel science communication activities in real-world settings.
3. Demonstrate high-level proficiency and theoretical understanding of science communication techniques including presentation, facilitation, online and in-person engagement, and creation of equipment/resources.
4. Effectively and inclusively communicate science to audiences of varied ages and backgrounds, including youth, families, culturally and linguistically diverse communities and minoritised groups.
5. Identify, utilise and formulate bidirectional relationships between the theory and practice of science communication.

Research-Led Teaching

Theory informs practice; practice refines theory – Alongside the ‘practical’ fieldwork/placement component that makes up much of 8004, students will also become familiar with the academic literature and research that underpins the kinds of science communication used at MF and other public engagement/informal learning settings. Key ideas and literature (e.g. emotional engagement, inclusive science communication, narrative, etc.) will be presented in a series of Deep Dives through the year (see calendar on wattle). Note literature relevant to MF comes from many fields including science communication, environmental education, ecology, tourism and many more - keep an open mind when searching. Students should also consult the collection of papers on wattle, particularly as they encounter more niche areas of practice. SCOM8014 will also provide concepts relevant to your placement. Students are expected to take initiative and do their own literature searches or consult lecturers/other experts to locate relevant research, in addition to that presented during lectures.

By the end of the course, you should not only be able to present effective science communication at MF, but be able to research and understand the theoretical basis for what makes it effective.

Field Trips

Mulligans host coordinator: Lauren Brown - Lauren.Brown@woodlandsandwetlands.org.au

Timing of MF placement. Students in this course undertake an extensive work placement at Mulligans Flat alongside assessments and coursework. Exactly when students spend at MF or its offices is flexible, however should be negotiated at the start of the year with Lauren Brown so as to best fit requirements of both the student and MF. If changes need to be made, students should provide ample advance warning to MF. A suggested annual breakdown of time commitment is below - you could opt for regular days each week, doing things in blocks (great for holiday programs, etc), or most likely a mix will work best.

1. Mulligans Placement (in field or offices, as suits tasks): ~360 hours (approx. 1.5 days per week during semester or equivalent)
2. Independent/group study/assessments: ~140 hours
3. ANU lectures, workshops, catch-ups: ~20 hours

Total: ~520 hours.

Assessment pieces overlap with your field placement, so in practice 1 and 2 from the list above may be combined.

Students should keep rough track of time spent at MF to make sure course requirements are satisfied, and they are not overworked (though you are welcome to spend more time there if you like), however no formal time-sheets or similar are required.

We welcome student feedback on timings and the overall workload.

Required Resources

There is no single set text for this course; readings and other resources from relevant journals and websites will be provided on the class Wattle page.

Recommended Resources

ANU Makerspace – Near the start of the year you’ll be familiarised with the ANU Makerspace. The Makerspace is a fantastic resource if you need to make or fix anything and may be handy for your program development assessment - especially if you are making equipment, exhibits, installations or signage. It has a range of hand and power tools, 3D printers, a laser cutter, wood carving CNC and more. Some consumables (3D printer filament, screws, electronic components, etc.) are provided free of charge from the Makerspace, however if you need additional materials for your placement activity consult with Graham or MF. Graham is happy to assist you with course-related activity in the Makerspace. Contact the helpful team there on makerspace@anu.edu.au.

Recommended (generic) 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.
• Webcam
• 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 (also available in ANU computer labs and at CPAS)

For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements

Specialist science communication and IT/AV equipment will be provided.

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). 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.

Other Information

Class Schedule

Week/Session	Summary of Activities	Assessment
1		This summary provides a general information for a student enrolling in SCOM8004 for first time. It is necessary students enrol in this course twice over consecutive semesters (12 units each semester) to a total of 24 units in the full-year. This course is available to students enrolled in the Masters of Science Communication Outreach and students in the Master of Science Communication. This Class Summary covers the full year of SCOM8004 - Mulligans Flat.
2	Mulligans Flat (MF) program familiarisation, training, program delivery, etc. (work placement) Community engagement/attitudes research Introduction to science engagement theory and literature including Deep Dives	Semester 1
3	Research communication pilot	Term 3
4	MF training, program delivery, etc. (work placement - continued) MF program development	Semester 2

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Community engagement paper - Part 1: Introduction, literature review, provisional method	20 %	31/03/2022	1,4,5
Community engagement paper - Part 2. Results, discussion, conclusions and recommendations	20 %	26/05/2022	1,4,5
Research Communication Pilot	10 %	29/08/2022	1,3,4,5
Program delivery reflections	15 %	*	1,2,3,4,5
MF Program Development Plan	15 %	07/09/2022	2,3,4,5
MF Program Development Presentation	20 %	*	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 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

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 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.

Participation

Students must complete their work placement at Mulligans Flat (see details in Fieldwork above) to the satisfaction of MF staff.

Assessment Task 1

Community engagement paper - Part 1: Introduction, literature review, provisional method

Details of task: This two-part assessment aims to give you and Mulligans Flat (MF) a better picture of community attitudes to, awareness of, and/or actual or desired engagement with MF. As this is a very broad area, it is strongly suggested you focus on a particular area in depth, rather than doing a broad but shallow study – Part 1 of the assessment will help with this focussing process. The assessment is structured in a similar way to a short format academic paper, providing an introduction to research. Don’t stress if you’ve never written a paper or done social research – that’s what you’re here to learn!

This assessment is completed in a team of two with equal effort/contributions.

For an example of community attitudes research in conservation settings, please see the below papers on wattle:

• Nimmo, D. G., Miller, K. K., & Adams, R. (2007). Managing feral horses in Victoria: A study of community attitudes and perceptions. Ecological Management and Restoration. https://doi.org/10.1111/j.1442-8903.2007.00375.x
• Haensch, J., Wheeler, S. A., & McWhinnie, S. (2020). Community attitudes towards marine parks in South Australia. Marine Policy, (February), 104121. https://doi.org/10.1016/j.marpol.2020.104121
• Rossi, S. D., Pickering, C. M., & Byrne, J. A. (2016). Not in our park! Local community perceptions of recreational activities in peri-urban national parks. Australasian Journal of Environmental Management, 23(3), 245–264. https://doi.org/10.1080/14486563.2015.1132397

NOTE these papers are just examples – it’s likely and expected yours will be less in-depth, may involve lower sample sizes, use primarily existing data, use simpler statistics and statistical analysis – if any (though if you have this expertise you're welcome to use it), or generally not as involved in a journal article. So don’t panic if your assessment doesn’t look quite like a peer reviewed paper.

That said, if you are eager to try and publish following receiving marks for the assessment, that’s encouraged and Graham is happy to collaborate if you like. Note if you are collecting data from the public and intend to publish in an academic journal, you need to apply for ANU Human Research Ethics clearance before collecting data (or talk to Graham about other options such as joining an existing ethics protocol).

Structure and key sections: The format is flexible and you can adapt sections, subheadings, etc. to suit your needs, however should include:

Part 1: Introduction, literature review, research questions, provisional method

• A very brief introduction to the Mulligans Flat context, its mission, approaches, infrastructure and anything else you feel is relevant to succinctly set the scene.
• A brief summary of current MF community engagement and communication, community awareness and attitudes – note there is little formal research on this topic (hence this assessment!) so get creative… talking to MF staff and volunteers (ESSENTIAL), reviewing social media feeds and websites, or chatting to friends, teachers or other potential MF users could all be avenues. You should also consider unengaged or excluded audiences. This summary doesn’t need to be exhaustive, just enough on MF's current engagement activity to provide context for the study. Consider how to make this scene setting section lead into your chosen focus area.
• A basic literature review. This may include how places like MF engage with communities, what influences community attitudes/engagement, and how this influences outcomes/impacts. MF is a unique place, so broadly comparable venues like national parks, botanic gardens, zoos, aquariums, etc. may provide transferable insights from the literature. As your research focus becomes clearer (see below), your literature review should cover this area in detail. The literature review should go beyond describing/cataloguing the literature – ideally, it should create new knowledge and ideas by highlighting novel links, observing new patterns, connecting evidence with different theory, and bringing in your own thoughts, critique and creativity (this is partly what is meant by ‘synthesis’ in the marking criteria).
• 1-3 key research questions suggested by the literature review, MF context and areas you're most curious about. These research questions will focus/bound your study.
• The proposed method for your research, including how you’ll source/collect data, where, from whom, any instruments (surveys) or areas of questioning (interviews), any existing data you’ll use, and anything else you feel is relevant. The literature review and the MF context should inform and scope/bound the design of your research; things to consider may include:
• What kind of questions/areas should you investigate, and why?
• What data is already available (existing survey data, social media, Tripadvisor comments, MF reports, etc.) and where is effort best directed collecting new data? You are vigorously encouraged to make use of existing data.
• How should you gather data and what kind (qualitative, quantitative, surveys, interviews, mixed methods, etc.)?
• Who should you ask; and should you focus on specific publics/audiences?
• Can you find out what unengaged/excluded audiences think (i.e. those not aware of, excluded from or not visiting/interested in MF)?
• Any ethical issues or controversial areas, particularly if you think there is risk to yourself or participants. In some cases, an ethics application may be required. You should not collect formal data from people aged under 18, ask potentially personally sensitive or controversial questions, or involve Aboriginal and Torres Strait Islander peoples without talking to Graham first.

Check the research resources on Wattle and Graham is happy to work though ideas, particularly if social research is new to you.

Note the scope of this assignment could be hugely broad – use your literature review, the MF context and staff input, and what you are most curious about to decide and argue towards what you will focus on. You are better to investigate valuable areas in depth, rather than cover a huge number of things too shallowly.

Please wait for feedback on Part 1 before getting into the nitty gritty of part 2.

Part 2. Results, discussion, conclusions and recommendations

• Recap your methods including any changes.
• Report your results:
• Summarise your experience and any lessons sourcing/collecting the data.
• Present your results in a format suitable for the data using text, tables, graphs, indicative quotes, major themes, figures, images, etc. (as suits your findings).
• Discussion of what the findings mean:
• Provide answers to the research questions based on your data.
• Drawing on the literature and the MF context, are there other intriguing things the data tells you? Do your findings extend, agree/disagree, or have other bearing on what we know already? Do your findings speak back to the theory/research (including wider science communication)? Your findings may mean you need to incorporate additional literature in this section.
• Conclusion and recommendations:
• What specific recommendations do you have for the MF team?
• Bigger picture, what does all this mean for how MF engages with the community?
• Are any of your findings more broadly applicable, e.g. to other similar settings, goals, etc., or provide a call to action for the field?
• A short statement on how the team worked together, who did what, what you did together, etc. to show equitable contributions.

PLAN AHEAD! The structure of this assignment means you need to work on it over a period of time to produce a quality outcome. It is recommended you begin drafting, researching and ESPECIALLY TAKING NOTES during your experiences at MF.

 

Marking Criteria

Both:

• Integrate academic literature throughout (not just a token reference or generic paragraph at the end) – make links between theory and practice.
• Show evidence of independent literature research, expert consultation and other efforts to create a broad evidence base and make sense of your findings.
• Synthesise, bring together and triangulate evidence (use multiple sources of evidence to support a common conclusion) to create strong, structured, logical arguments.
• Be original and creative, show evidence of novel thinking, new ideas, etc.
• Consider publics who are engaged by MF, along with those who are unengaged or excluded.
• Be neatly formatted, written in clear and concise language, have excellent spelling, punctuation and grammar, clear structuring and signposting (telling the reader how the piece is structured)
• Include pictures/photos, diagrams and figures that enhance communication.

 

Part 1

To be eligible for a pass on this assignment Part 1 must:

• Be 1500-2000 words long, excluding your final reference list (note for all assessments, word limits have 10% wiggle room and you may include background/supplementary information – but never key info – as appendices that don't count towards the word limit).

Overall, it should ideally:

• Address the structure and key sections/points listed above – including insights from theory/literature.
• Consider a range of community engagement aspects, but craft an argument that focuses in on those you think are most relevant.
• Create a well-structured, easy to follow argument that starts broad, focuses in, and ends with your research questions and methods – these should flow smoothly and logically from the MF context and literature review.

Word limit: 1500-2000

Value: 20%

Due: 31 March

Estimated return date: approximately two weeks later

Submission: via Wattle

Assessment Task 2

Community engagement paper - Part 2. Results, discussion, conclusions and recommendations

See description above.

To be eligible for a pass on Part 2 your piece must:

• Be 1500-2000 words long, excluding your final reference list.
• Demonstrate that you have conducted the research.

Overall, your assignment should ideally:

• Address the structure and key sections/points listed above including insights from theory/literature.
• Present results using methods that make the key findings clear, accurate and easily digestible.
• Think deeply on the meaning of your results to produce a creative, novel and well-structured/argued discussion.
• Provide both obvious and profound conclusions and recommendations useful for you and – critically – the MF team and science communication more broadly.

See also common criteria for both Parts 1 and 2 above.

Word limit: 1500-2000

Value: 20%

Due: 26 May

Estimated return date: approximately two weeks later

Submission: via Wattle

Assessment Task 3

Research Communication Pilot

Details of task: In this assessment piece you’ll communicate ecological research happening at MF to the community. From those listed on https://www.mulligansflat.org.au/research or elsewhere, you’ll take an MF based scientific paper or report and communicate it in a way that will be interesting for the community – including using insights from your community engagement research. You may choose to focus on more than one paper or a few related papers depending on the depth of the research and communication (but keep things realistic). This assessment piece is submitted individually, however you should coordinate with peers to avoid double-ups.

Deciding on the research to communicate – there are many criteria you could use to decide this; start by considering your audience – what’s relevant to them, are you targeting a particular group, and what kinds of research might engage emotionally? Are there easily-accessible implications of the research; is it complex enough to be interesting without being overwhelming; are the findings likely to ‘cut through’ with the general public or media; can you craft a intriguing narrative around around it; etc.? You should also consider how central the research is to MF’s mission.

Deciding how to communicate the research – so your efforts can become part of a library of MF research communication, and keep the scope of the assessment manageable, the following formats are recommended (however if you have other suggestions – especially if supported by your community engagement research – they are welcome):

• An info-graphic suitable for use on a website and/or social media.
• A series of 3-6 posts or thread including images suitable for MF social media channels. Longer text format platforms like Facebook will be at the low end (e.g. 3 posts) while shorter text format like Twitter will be at the high end (e.g. 6 posts).
• A short video, animation or similar (maximum 2.20 minutes) of the research suitable for use on MF social media and/or website.

Make sure you have permission to use any images or footage.

Note your outputs may be used for real-world science communication by MF - you are encouraged to seek MF feedback during the selection and development process.

Marking Criteria

To be eligible for a pass your piece must:

• Use a format as above or as negotiated with Graham/MF to communicate MF research.

Overall, your assignment should ideally:

• Use techniques and principles of science communication to make MF research easily accessible by the public (note SCOM8014 may help here).
• Create intriguing, engaging, relevant content with consideration of the target audience(s).
• Select visual elements such as video, pictures and figures that effectively communicate the science and grab the attention of busy scrollers.
• Use insights from your community engagement research or other evidence/literature to support your approaches.

Content limit: as above

Value: 10%

Due: 29 August

Estimated return date: approximately two weeks later

Submission: via Wattle

Assessment Task 4

Program delivery reflections

Details of task: During your MF placement you’ll get to shadow and assist their expert team, co-deliver programs, and generally contribute to MF’s science communication activity. You might work with the public, schools, volunteers or other audiences and stakeholders. This assessment asks you to reflect on those experiences in three forum posts. This task is completed individually.

 

Exactly what you reflect on is somewhat open, but you should aim to fuse your practical experiences at MF with deeper insights from your own thinking, the academic literature and theory associated with the course, and/or wider science communication or associated areas. It’s suggested you look for broader patterns/themes in your practice, rather than focussing narrowly on one delivery experience.

 

The key idea is to bring theory and practice together in a more personal, reflective way that will make you and MF more effective communicators.

 

Marking Criteria

To be eligible for a pass on this assignment you must:

• Make three 300-500 word posts over the year (timing is flexible to accommodate your MF activity).
• Comment meaningfully on at least one post of other students.

Overall, your posts should ideally:

• Combine deep insights on your own or others' practice at MF with relevant theory and literature.
• Find broader patterns or principles in your practice that can be applied to other contexts.
• Contain clear recommendations or outcomes (and apply them in practice going forward).

Length: three 300-500 word posts

Value: 15%

Due: post 1 during April / post 2 during August / post 3 during October

Estimated return date: 2 weeks following

Submission: link for Wattle online discussion forum will be supplied

 

Assessment Task 5

MF Program Development Plan

Details of task: Following activity and assessment in semester 1 that grounds you in the MF context, this assessment asks you to create new programming, installations, etc. for MF. You may work in a team or independently. The project is an opportunity to get creative and evidence based by bringing together:

• your practical experience and reflections of working with MF and its audiences
• your community engagement research
• input from MF staff (especially), peers, audiences, etc.
• your passions and expertise
• any gaps, opportunities, etc. you have noticed along the way.

These will help shape your creative endeavours.

What could you create? That’s up to you in consultation with MF, however could include a tour, presentations, signage or other installations, workshops, holiday programs, interactive exhibits, hands-on activities, art or creative/tinkering workshops, Indigenous or cross-cultural programming, school/teacher programs or resources, physical or digital content, programs for particular audiences, etc. Two current priorities identified by MF are geology focussed activities and programs for teenagers and/or young adults – talk to the MF team for more priority areas.

CRITICAL – to ensure you are on track and identify any major issues early, you MUST discuss your project idea with Graham and MF staff before proceeding with your detailed planning (i.e. this assessment).

How big should it be? Keep in mind this is an assignment, you have limited time/resources available, and you need (ideally) to get it to a point you can try your project with the public. It’s OK if your concept is a prototype or small scale trial that can be further developed later, however if your scope allows a more polished final outcome then that's ideal.

What should your plan contain? Content in your plan will vary based on the project however should include the below (you may add additional sections as suit your project):

• Name of your project
• Detailed and specific aims/goals
• Project description, including target audience and how the activities/components will achieve your aims. This might also include background for implementation or visitor interactions, external partners (if relevant), and anything else you think is needed to understand/run/operate your concept (e.g. draft event running sheet, tour speaking notes, materials list, instructions, schematic, etc. – these can be appendices where suitable – as suits your project).
• Rationale – does it address a pressing need or solve a problem, why did you choose it, what gap/niche does it fill? How is your approach supported by the academic literature, expert input or other evidence?
• A simple flow chart, gant chart, hierarchical list, or similar identifying the key tasks, the order they need to occur, and critical interdependencies between tasks (e.g. guest speaker needs to be confirmed before workshop promotions can proceed) - this aims to make you think in detail about development logistics.
• Any risks and how you will avoid/minimise/manage them, including risks due to covid. NOTE A FORMAL RISK ASSESSMENT MAY BE REQUIRED FOR SOME PROJECTS.
• Budget (if any) – MF may be able to make modest budget available for suitable projects, however this can’t be guaranteed. Please check with Graham and MF early if your project idea involves costs or requires special materials. If you need facilities or materials to make things, the ANU Makerspace is a fantastic resource.

Overall, your plan should give a clear idea to MF staff on what you are proposing, how you’ll get there and why it’s a valuable, affordable and safe idea.

Please wait for feedback on your Plan before moving to detailed implementation (chat with Graham first if you want to get balls rolling earlier).

Marking Criteria

To be eligible for a pass on this assignment your plan must:

• Be 1500 words long, excluding your final reference list and appendices.
• Groups - 2000-2500 words long, excluding your final reference list. The Plan should be written in one "voice" and read as a homogeneous, integrated document, rather than disjointed sections by individual group members.

 

Overall, your plan should ideally:

• Include the sections above and any others specific to your project.
• Convince the reader that the program is highly novel, creative and worthwhile for MF.
• Show clearly and in detail how the aims will be achieved through the program activities.
• Demonstrate that you have thought in detail about logistics and planning.
• Justify your approach/program/method using the academic literature, expert input, and/or other credible sources, and show how this has influenced your design.
• Be neatly formatted, written in clear and concise language, have excellent spelling, punctuation, grammar and sentence/paragraph structure.
• Include diagrams, pictures, tables and/or figures that enhance communication.

Length: individuals 1500 words / groups 2000-2500 words

Value: 15%

Due: 7 September

Estimated return date: 1-2 weeks later (email Graham if you need quick turnaround for implementation)

Submission: via Wattle

Assessment Task 6

MF Program Development Presentation

Details of task: This assignment asks you to reflect and report on implementing your plan and what the final outcome was, exploring both logistical/practical and conceptual/literature-based aspects. This is formatted as a seminar type presentation so MF and ANU staff, volunteers, etc. can learn about your project.

To be successful in this presentation, you will need to have trialled all or key parts of your concept, ideally with the intended target audience. If this is not possible, look for other ways you can test your concept, and explain what prevented you from deeper trialling.

Your presentation should include:

• A quick summary of your original plan, including your specific aims and initial rationale.
• A detailed description of what you actually created and how you trialled/tested it – wherever possible this should include actual examples (e.g. an excerpt from a tour, signage you created, etc.).
• Analysis of any feedback, data, anecdotes, observations, etc. from the public or elsewhere that show effectiveness, ideas for improvement, or other aspects. You are not required to formally evaluate your project, however if you decide to that is welcome.
• A justification of why your project is valuable to MF and what kind of outcomes/impact it may have.
• Insights from the literature or other credible sources that (1) support the design/methodology/etc. you used, and (2) to better understand how it was received by the audience.
• Key background information so that other MF staff or volunteers can use/facilitate what you created (e.g. key content or running sheet for a tour, instructions for a school workshop, etc.). It is not expected this presentation will ‘train’ other MF staff, but should provide an introduction towards that.
• Recommendations for refinements and next steps that would allow MF to make your concept part of ongoing activity, and any key questions for MF staff on how this should proceed.
• A reference list (this may include sources used in the presentation and elsewhere in the development of the project).
• Active discussion and Q&A to allow the ideas to be fleshed out collectively.

Marking Criteria

To be eligible for a pass on this assignment your presentation must:

• Run as per the length below and make best efforts for active discussion and Q&A.
• Demonstrate you have developed and tested your idea.
• Incorporate academic literature and a reference list.

 

Overall, your presentation should ideally:

• Include the sections above and any others specific to your project.
• Be presented in a clear, engaging, professional and personable manner, showing evidence of planning and rehearsal.
• Include illustrative and engaging examples of what you developed.
• Include physical or screen based visual aids such as props, video, diagrams, pictures, tables and/or figures that enhance communication.
• Convince the audience that the program is highly novel, creative and worthwhile for MF.
• Justify your approach/program/method and understand its outcomes using the academic literature, expert input, and/or other credible sources.
• Be neatly formatted, written in clear and concise language, have excellent spelling, punctuation, grammar and structure.

 

Length: individuals – 15-20 minutes presentation/20 minutes discussion; groups – 25-30 minutes presentation/20 minutes discussion

Value: 20%

Due: early November timing TBC

Estimated return date: 1-2 weeks later

Submission: via Wattle

 

Academic Integrity

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.

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

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

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.

Returning Assignments

Assignments will be returned via Wattle/Turnitin and/or by email. Feedback and grading is typically via comments in the documents and a feedback summary and grade.

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.

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 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