- Class Number 2773
- Term Code 3330
- Class Info
- Unit Value 6 units
- Mode of Delivery Online or In Person
- Prof Stephan Fruehling
- Prof Stephan Fruehling
- Class Dates
- Class Start Date 20/02/2023
- Class End Date 26/05/2023
- Census Date 31/03/2023
- Last Date to Enrol 27/02/2023
This course examines the theory and practice of nuclear strategy, with a particular focus on nuclear deterrence in the Indo-Pacific. While the end of the Cold War raised international hopes for the ultimate abolishment of nuclear weapons, the acquisition of nuclear weapons by India and Pakistan from 1998, followed by North Korea demonstrated their continuing attractiveness for at least some countries in the Indo-Pacific. As great power competition has intensified since 2014, the role of nuclear weapons in great power conflict has also experienced a resurgence, where many stratgic questions of the Cold War about deterrence credibility, strategic stability, the role of arms control pose themselves in a new form.
This course reviews the development and current state of nuclear weapons technology, and how nuclear weapons have enabled various deterrence and warfighting strategies during and after the Cold War. The United States, China, North Korea, Pakistan, and India are all discussed with a particular emphasis on the interplay and relationship between the political goals, available technology, and employment strategies, before the course concludes with a session on Australia's nuclear policy in past, present and future.
The course includes three 3-hour long debate sessions where the whole class will form teams to prepare and argue major questions of nuclear strategy.
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate an understanding of the importance of nuclear weapons technology as well as theories of deterrence for nuclear strategy;
- Place ideas and policies relating to nuclear weapons and nuclear strategy into their historical context
- Analyze the factors underlying nuclear strategies of countries in the Asia-Pacific; and
- Conduct research and communicate clearly about nuclear weapons related issues to academic and non-academic audiences.
There are no field trips for this course
Additional Course Costs
There are no additional class costs in this course.
Examination Material or equipment
Required readings will be uploaded to the Wattle site.
Recommended readings will be included on the Wattle site.
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
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|
|1||Nuclear Weapons and Nuclear Order (pre-recorded lecture) 1 hr synchronous online Q & A and discussion|
|2||Nuclear Weapons Technology (pre-recorded lecture) 1 hr synchronous online Q & A and discussion|
|3||3 hr in-person debate: Australia and the Treaty on the Prohibition of Nuclear Weapons Sessions avaiable for afternoon (1500-1730) and evening (1730-2000)||Debate teams are allocated via self-enrolment on wattle. All students are expected to participate in the debates.|
|4||?History of Nuclear Strategy and Deterrence (pre-recorded lecture) 1 hr synchronous online Q & A and discussion|
|5||3 hr in-person debate: 1980s NATO Intermediate Nuclear Forces Modernization Sessions avaiable for afternoon (1500-1730) and evening (1730-2000)||Debate teams are allocated via self-enrolment on wattle. All students are expected to participate in the debates.|
|6||Nuclear weapons, conventional capability and strategic stability (pre-recorded lecture) 1 hr synchronous online Q & A and discussion||(topic order TBC depending on guest lecturer availablity)|
|7||China's Nuclear Strategy (pre-recorded lecture) 1 hr synchronous online Q & A and discussion||(topic order TBC depending on guest lecturer availablity)|
|8||India and Pakistan Nuclear Strategy (pre-recorded lecture) 1 hr synchronous online Q & A and discussion||(topic order TBC depending on guest lecturer availablity)|
|9||North Korean Nuclear Strategy (pre-recorded lecture) 1 hr synchronous Q & A and discussion||(topic order TBC depending on guest lecturer availablity)|
|10||US and NATO Nuclear Strategy since the Cold War (pre-recorded lecture) ?1 hr synchronous Q & A and discussion||(topic order TBC depending on guest lecturer availablity)|
|11||Australia and Nuclear Weapons (pre-recorded lecture) ?1 hr synchronous online Q & A and discussion|
|12||3 hr in-person debate: Limited Nuclear War Sessions avaiable for afternoon (1500-1730) and evening (1730-2000)||Debate teams are allocated via self-enrolment on wattle. All students are expected to participate in the debates.|
|13||1hr synchronous online final review Q&A and exam brief|
There are no tutorials for this course. However, there are three in-person debate sessions. Enrolment to debate teams will occur via wattle.
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Debate Reflection||20 %||16/03/2023||30/03/2023||1,4|
* 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.
There are no participation marks included in this course. However, the debates are designed to assist students with their assignments.
Three hour, final online exam (as per assessment task #3 above)
Assessment Task 1
Learning Outcomes: 1,4
Word count: 1000 Words
Will be returned within a fortnight with individual written feedback
Two debates will be held before the due date of the assignment. The reflection piece should be based on the assigned literature and the learning and disucssion during these two debate.
Please note that while debate participation is not assessed, it is expected that that you attend and actively participate. Your own learning and that of your peers will depend on active and informed engagement of the whole class.
Participants will be split into two groups and prepare strategic arguments for (Group one) and against (Group two) the following proposition:
“Australia should work to support the international adoption of the Treaty on the Prohibition of Nuclear Weapons”
It is 1986. Participants will split into groups taking the role of the United States (Group one) and Germany (Group two) and prepare strategic arguments on the following two questions:
What should NATO’s initial use of nuclear weapons against a Warsaw Pact invasion be in terms of (a) timing; (b) size of response; and (c) range / targets?
Is an INF treaty therefore a good idea?
Written reflection task:
In light of the arguments put forth in the debates (and debate readings), what do you see as the main challenges in communicating about nuclear weapons with the public, and how can policymakers address these?
The general essay marking rubric included on the Wattle site applies, with the exception of research as no research is expected beyond the assigned readings.
Assessment Task 2
Learning Outcomes: 1,3,4
Word count: 3000 Words
Will be returned within a fortnight with individual written feedback
Please write a 3000 word essay on one of the following questions:
What are the main similarities and differences between US nuclear strategy during the second part of the Cold War (under 'flexible response from the late 1960s to the late 1980s) and today? What do these tell us about the likely role of nuclear weapons in deterrence strategy if tensions between China and the US and its allies intensify?
After many years of US projections about a significant rise in the size of Chinese nuclear forces, the discovery of extensive silo fields for intercontinental missiles in China in 2021, as well as ongoing nuclear-capable bomber and submarine programs, signal a much more substantive Chinese nuclear force than in the past. What has been the effect of this increase on the policy and debate regarding nuclear deterrence in the US and US allies in Asia, and how can US alliances adapt to maintain credible deterrence?
It is now 25 years since India and Pakistan began acquiring nuclear arsenals. How are these two countries' arsenals most likely to develop over the next 20 years ? What would be the most dangerous development for Australia in their deterrence relationship, short of nuclear use, even if it might not be the most likely one?
Please add the cover sheet that will be available on Wattle before making your submission via Turnitin. References are to be in the Chicago style (links are provided on Wattle).
The general essay marking rubric included on the Wattle site applies.
Assessment Task 3
Learning Outcomes: 1,2,3,4
Time and Date TBA
The final exam for STST8026 will be a 3 hour online exam – at (time TBA) you will have access to the exam script, and will need to upload your responses BEFORE (Time TBA) (i.e. three hours later).
Please upload a MS word file. You may type into the exam script or into a separate file.
The exam has three questions of equal value, and you need to answer all three (i.e. we recommend you allocate yourself one hour per question).
The questions are fairly broad, and you will not find a ‘right’ answer in the readings, course notes or on the internet.
What we are looking for is your ability to answer the question drawing on the conceptual and historical knowledge on nuclear weapons and nuclear strategy you gained throughout the course.
There is no need for footnotes. Write the exam as you would if you had no access to internet, notes or sources. However, the standard rules regarding plagiarism and academic integrity of course apply.
There is no minimum or maximum word limit, but given the time available, we would not expect you to write more than 1000 words on each question. Content in terms of reasoned argument and the ability to make use of historic evidence and concepts is more important than length.
The general essay marking rubric included on the Wattle site applies, with the exception of research as no research is expected beyond general knowledge of the course content.
As this is an exam, there will be no extension and late submission allowed.
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.
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.
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 with individual written feedback two weeks after submission.
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.
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
Prof Stephan Fruehling