This course introduces students to the history, theory and practice of science communication at an advanced level. It covers contemporary competing theories in science communication, the historical roots of the discipline, fundamental practical skills for communicating science with the public, and a deep understanding of science communication professional practice. It provides a solid foundation for further studies in science communication, touching on multiple communication mediums, considerations of different aims and audiences, and some specifics of communicating particular kinds of scientific information. Students will develop foundational science communication research skills in this course.

The course is compulsory for students in the Master of Science Communication and Master of Science Communication Outreach programs, but postgraduates in other disciplines, particularly in the sciences, can also benefit from its overview of the current science communication landscape.

The course will be run as a combination of online content, face-to-face or online classes and an intensive component on-campus.

This course is co-taught with undergraduate students but assessed separately.

Learning Outcomes

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

1. Research and critically evaluate published papers on science communication history, theory and practice.
2. Critically analyse examples of science communication practice in light of theory and best practice literature.
3. Synthesize relevant research in science communication and relevant disciplines and apply to practice.
4. Critically evaluate the communication context of scientific issues and apply that evaluation to communication practice.

Research-Led Teaching

This course is designed to introduce postgraduate students to research in science communication. This includes understanding the possible orientations of science communication research, the aims of science communication research, and the methods used across different science communication orientations. Weeks 10 and 11 include journal review activities that discuss the research front in science communication. The Golem project asks students to do independent research (guided by the lecturer) and write for a research audience.

Required Resources

Required readings are listed on Wattle and available online through ANU Library and other sources.

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos 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/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Week 1 (commencing 19 February)Introduction to course and introduction to Science Communication as a field of research and practice.	Reading list will be posted to Wattle. There are readings for each week of the semester and regular writing tasks.
2	Week 2 (commencing 26 February)How did it come to this? A history that ends in science communication.
3	Week 3 (commencing 4 March)Knowledge and science
4	Week 4 (commencing 11 March)Models of Science Communication
5	Week 5 (commencing 18 March)PUS/PEST/PAS: Understanding, Engagement, Awareness
6	Week 6 (commencing 25 March)Trust in science; valuing science
7	Week 7 (commencing 15 April)Ethics of Science Communication
8	Week 8 (commencing 22 April)Oral exam	ORAL EXAM: The week of 25 April will include oral exams for the course.
9	Week 9 (commencing 29 April)Introduction to Project
10	Week 10 (commencing 6 May)Science communication research	Journal review presentations in tutorial, written components due online.
11	Week 11 (commencing 13 May)Methods in Science Communication Research Overview	Continuing journal review presentations in class.
12	Final Week (commencing 20 May)Preparation for Project Submission/Course summary	Project submission due in exam period.

Tutorial Registration

Tutorial registration is through MyTimetable. Tutorials will be for two hours on Wednesdays at 2pm to 4pm. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Writing Task 1	5 %	28/02/2024	07/03/2024	1
Writing Task 2	10 %	13/03/2024	21/03/2024	2,3
Writing Task 3	15 %	25/03/2024	28/03/2024	4
Oral exam	20 %	*	*	1,2,4
Journal review task	10 %	08/05/2024	24/05/2024	1,3,4
Journal review Oral presentation	10 %	*	*	1,3,4
Writing project	30 %	07/06/2024	21/06/2024	2,4

* 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
• Extenuating Circumstances Application
• 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.

Assessment Task 1

Writing Task 1

With reference to the reading in Week 2, review the history of language use in science. 

If you could pick out one historical figure or group that impacted the future of scientific discourse the most, who would it be and why? Was this impact for the better or worse and for whom? Can we do anything about this now—would we want to?

500 words (+- 10%), references, audience is Fabien as educated reader who really do care about the answer to this question.

Assessment criteria:

• Engagement with Literature: identify, engage with, evaluate and/or synthesize literature and readings relevant to the topic
• Arguments and Evidence: concisely articulate and explain key arguments and ideas; incorporate appropriate evidence to demonstrate and support arguments and ideas
• Structure: effectively organize and order arguments and ideas to produce a logical flow
• Clarity and Expression: appropriate language and referencing conventions used; grammar, spelling, punctuation

Please also ensure that your name is in 1) the document (e.g. the header) and 2) the file name, and that you include a reference list (even if there’s only one reference)

Assessment Task 2

Writing Task 2

In 500 words: "Science is the most reliable knowledge there is". Do you agree or disagree with this view. Why or Why not?

500 words, +- 10%. 

Assessment criteria:

• Engagement with Literature: identify, engage with, evaluate and/or synthesize literature and readings relevant to the topic
• Arguments and Evidence: concisely articulate and explain key arguments and ideas; incorporate appropriate evidence to demonstrate and support arguments and ideas
• Structure: effectively organize and order arguments and ideas to produce a logical flow
• Clarity and Expression: appropriate language and referencing conventions used; grammar, spelling, punctuation

Please also ensure that your name is in 1) the document (e.g. the header) and 2) the file name, and that you include a reference list (even if there’s only one reference)

Assessment Task 3

Writing Task 3

Respond to an interlocutor who says “that’s a real problem for science communication—people just don’t trust science anymore.” You can agree, disagree, and/or question the premise of the statement but please use evidence and pay close attention to your argument.

500 words, +- 10%.

Assessment criteria:

• Engagement with Literature: identify, engage with, evaluate and/or synthesize literature and readings relevant to the topic
• Arguments and Evidence: concisely articulate and explain key arguments and ideas; incorporate appropriate evidence to demonstrate and support arguments and ideas
• Structure: effectively organize and order arguments and ideas to produce a logical flow
• Clarity and Expression: appropriate language and referencing conventions used; grammar, spelling, punctuation

Please also ensure that your name is in 1) the document (e.g. the header) and 2) the file name, and that you include a reference list (even if there’s only one reference)

Assessment Task 4

Oral exam

There will be a pool of 20 questions, randomly chosen (online students will have the questions written in the chat on zoom). Choose 4, answer 3.

• Total time (will be a timer): 8 minutes

Assessment Criteria:

•Ability to fully answer the question. 

•Use of evidence from the course readings/lecture/tutorial/discussions to help formulate your answer.

•Lucid, clear expression and demonstrated familiarity with question and areas of answer.

To be held during lecture and tutorial time April 24 & 26

Assessment Task 5

Journal review task

Choose a science communication article (one with primary research) from a peer-reviewed journal. 

Preferably, from one of the following journals from within the last 5 years or so. 

• Public Understanding of Science: https://journals.sagepub.com/home/pus
• Journal of Science Communication (JCOM): https://jcom.sissa.it/
• Science Communication: https://journals.sagepub.com/home/scx
• Science, Technology, and Human Values: https://journals.sagepub.com/home/sth

Alternatively, you can find science communication articles in science journals such as Nature Biotechnology, etc. However, be careful as some of these are opinion pieces instead of primary research in science communication.

Please write a ‘review’ of the article which includes the following.

 What is the key issue/problem/solution/scenario/case (etc) that this article addresses (in short, what is this article about?) What makes this important? 

What is the core argument? Assess the argument.

 How does this article relate to others (give literature review context)? Is this part of a tradition of scholarship or does it stand apart? 

What methods does it use? Do you think the methods are appropriate to the issue/question? If this is a theory article, does the theory or model work? 

Reflection: What have you learned from this article? What other questions does it raise? 

Anticipation/Refutation: Are others arguing about this or disagreeing/furiously in agreement? What does this mean? Consensus/dissensus/more research is needed?

Word count: 750-1000 (Some articles may require more explanation — but try to be concise as possible! No 10% rule, just the 750-1000 window.)

Assessment Task 6

Journal review Oral presentation

Following from the journal review task, and based on the same article, present the findings orally.

Oral presentation assessment criteria:

1. Structure: logical order and flow to content; focus on key ideas, findings and/or arguments
2. Clarity: content delivered clearly and concisely and in appropriate language; ability to remain with time-limit (5 minutes)
3. Style: the presentation style (confidence, flair, distinctiveness) of visual and/or verbal content

To be held during tutorial time May 15 & 17

Assessment Task 7

Writing project

This research and writing task requires writing a science communication chapter for The Golem series, or a Covid-themed piece of writing. The chapter is 2500 words (within 10%) and introduces an episode and theoretical concept or framing of science communication.

Please see the Week 9 Lecture for more information about completing this assessment task.

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

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

• 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

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

Via Wattle

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

No

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 all ANU students