This course will prepare you to develop a robust transdisciplinary understanding of planetary crises and proposed solutions, with global aspirations for sustainable futures (e.g., the UN SDGs) as a key reference point. It will increase your understanding of why concerns about uncertainty, diversity and equity matter when we aim to use scientific knowledge to engage with the critical challenges we face around climate change, novel technologies, resource consumption, deepening inequalities and related issues. The course will provide the foundations for recognising and engaging with different cultural lenses, both within science, and between science and other knowledge-systems. Concepts and themes around dialogical, participatory, inclusive and decolonial science communication will be introduced. Building on foundations from the course, you will reflect on the implications for doing science and for using science to inform publics, journalists, governments, industry, professional bodies or other scientists in discussions and practices intended to respond to interlocking planetary crises.

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. Understand the relevance of uncertainty, diversity and equity for communicating the sciences of planetary crises;
2. Analyse key concepts, themes and empirical examples illustrating cultural differences in doing and using science;
3. Apply the broader insights to analyse a concrete case of science or technology from different cultural lenses such as Indigenous, Western, global South and transdisciplinary knowledges ands where appropriate, reflect on this in professional environments;
4. Develop and report on research undertaken to bring a transdisciplinary approach to a case study of science communication for planetary crises;
5. Critically engage with theoretical and practical material and demonstrate its application in a research context.

Research-Led Teaching

The course content is structured in terms of key themes from research literature in the field of social studies of science and technology, including examples of research conducted by the course convener/lecturer and colleagues. Students will have an opportunity to reflect on, extend and critique research insights, and apply insights to examples of science and technology communication. Finally, students will apply core themes and insights to define and propose a concrete problem for science/technology communication and planetary crises, and translate their learning in the form of a 'mock' report for a key stakeholder (e.g., a scientific community, government body, industry body, professional association). This will give them experience of the research process.

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

Links to readings available through ANU library and associated online materials will be placed on Canvas.

Zoom - for online lectorial attendance

• The live online interactive component will operate through Zoom: https://anu.zoom.us/
• Please ensure you have installed the ANU Zoom client on your computer in advance.
• Instructions for installing the ANU Zoom client on your computer are available via the online access for courses Web page.
• Some tips for participating in a class via Zoom are given on the remote delivery Web page.

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 and in group discussions

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	Foundations and frontiers of Science Communication and Planetary Crisis	Day 1. 8 Sept 2025. Combined lecture + small group and plenary discussion; Overview of Assessments
2	Expertise for sustainability: Who speaks for the future of the Earth?	Day 2. 9 Sept 2025. Combined lecture + small group and plenary discussion; Preparing for assessment 1
3	Socio-technological systems	Day 3. 10 Sept 2025. Combined lecture + small group and plenary discussion; Preparing for assessment 2 and 3
4	Beyond a crisis framing: Alternatives and transformations	Day 4. 11 Sept 2025. Combined lecture + small group and plenary discussion; Preparing for assessment 2 and 3
5	Revisiting the Problem(s) at stake: Stakeholder Reports and Blogposts	Day 5. 12 Sept 2025. Combined lecture + small group and plenary discussion; Group work and feedback in plenary; Preparing for assessment 1, 2 and 3

Tutorial Registration

There are no separate tutorials for this course. Teaching delivery is via lectorials, with lectures combined with small group and plenary discussions, contained within the intensive 5-day face-to-face component.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Blog post	25 %	22/09/2025	06/10/2025	1,2
Proposal for Mock Stakeholder Report	25 %	06/10/2025	20/10/2025	1,2,3,4,5
Mock Stakeholder Report	50 %	04/11/2025	01/12/2025	1,2,3,4,5

* 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
• 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 ‘Canvas’ 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

Participating in class discussions will enhance your understanding of and engagement with course themes.

Examination(s)

N/A

Assessment Task 1

Blog post

Up to 700 word (+ 10% without penalty, not including reference list/bibliography) written assignment in the style of a blogpost.

The written assignment should provide an informed narrative on why a specific course theme (chosen by the student from what we cover) is important for improved science communication in an era of 'planetary crisis'. The piece should include personal reflection by drawing on details of the learning experience of the student relevant to the chosen theme (e.g. a moment in the course that was surprising to the student or where they thought an interesting discussion took place - remember to explain the situation and justify the choice). The piece should also clearly explain the theme in the context of science communication and make reference to a specific sustainability issue. The piece should draw on selected readings from the course to develop a compelling argument for a public audience. The piece should be engaging and academically analytical in nature. This means it should include a range of fully-referenced academic and non-academic literature. It is expected that marked assignments will be returned to students within 2 weeks of submission.

Marking criteria:

Does the piece appropriately reflect themes from the course?

Does it effectively engage with relevant literature and content from the course?

Does it demonstrate reflexive-thinking by describing and critically reflecting on individual learning experiences from the course?

Is it engagingly written with a clear narrative suited for evidence-informed public communication?

Word limit: Assessments more than 10% over word limit subject to 5% penalty and additional words will not be evaluated for assessment.

This course does not allow Generative AI use for generating written content for assessment. This is because submitted assessments should be the students own written work. Generative AI can be used to generate images, for brainstorming ideas, for identifying relevant literature and sources, and for grammar correction. However, all assignments should be accompanied by an AI Declaration on the final page, in the following format.

Declaration on use of AI in assessment:

I have used Generative AI tools to complete this assessment: YES/NO 

If answered, ‘YES’, complete the declaration.

I acknowledge the use of [e.g. Copilot: https://copilot.microsoft.com/]. 

The prompts I used were [list of prompts]. 

The output was used and/or adjusted to [explain use].

Assessment Task 2

Proposal for Mock Stakeholder Report

Up to 1000 word piece (+ 10% without penalty, not including reference list/bibliography) written assignment in the style of a proposal for a stakeholder report (template provided).

The piece should provide an explanation and justification for the approach that the student will take to Assessment 3 (Mock Stakeholder Report). The proposal will engage with relevant academic and online sources to provide details about:

1. Provisional title of report or area of interest;

2. Abstract;

3. Chosen audience;

4. Research design;

5. Cultural lenses;

6. Cover image;

7. Key references

Marking criteria:

How well does the proposal reflect themes and literature from the course?

Is there a clear ‘pitch’ or rationale for the proposed work that is supported with evidence?

Is it clear how the proposed work will be done in terms of sources to be used for the analysis?

Does the proposal make the audience clear and is the proposed stakeholder report well tailored to that audience?

Is it presented to a professional standard in terms of grammar, spelling, punctuation and referencing?

Word limit: Assessments more than 10% over word limit subject to 5% penalty and additional words will not be evaluated for assessment.

This course does not allow Generative AI use for generating written content for assessment. This is because submitted assessments should be the students own written work. Generative AI can be used to generate images, for brainstorming ideas, for identifying relevant literature and sources, and for grammar correction. However, all assignments should be accompanied by an AI Declaration on the final page, in the following format.

Declaration on use of AI in assessment:

I have used Generative AI tools to complete this assessment: YES/NO 

If answered, ‘YES’, complete the declaration.

I acknowledge the use of [e.g. Copilot: https://copilot.microsoft.com/]. 

The prompts I used were [list of prompts]. 

The output was used and/or adjusted to [explain use].

Assessment Task 3

Mock Stakeholder Report

Up to 4000 word piece (+ 10% without penalty, not including reference list/bibliography) written assignment in the style of a report (Further instructions provided on Canvas).

The report should fulfil the project you proposed in the Proposal for Mock Stakeholder Report (Assessment task 2) and respond to feedback received on this previous assessment.

The report should:

·       Identify an issue for science/technology communication related to planetary crisis and explain its significance;

·       Include a ‘horizon scan’ for that issue represented in a graphic illustration (see information and examples of horizon scanning on Canvas) and the method by which it was developed;

·       Draw on course materials and other relevant sources to elaborate specific insights and approaches to tackle that issue for a targeted stakeholder audience (e.g. a specific scientific community, the media, government, industry body, science academy, other professional body, civil society group);

·       Identify gaps in the insights presented and suggest areas for future academic research that fill those gaps (SCOM6029 only);

·       Format these in the style of a professional-looking and fully-referenced report with a chosen cover image (including attribution to source; this can be taken from Assessment 2 or updated).

Marking criteria:

How well does the report reflect themes and literature from the course?

Does the report demonstrate a high-level of critical thinking and creativity in its analysis?

Is the horizon scan robust, visually compelling, and well explained?

Does the report make the audience clear and is it tailored to that audience?

Is the rationale for the report and its arguments explained and well supported with appropriate references?

Is it presented to professional standard in terms of grammar, spelling, punctuation and referencing?

Word limit: Assessments more than 10% over word limit subject to 5% penalty and additional words will not be evaluated for assessment.

This course does not allow Generative AI use for generating written content for assessment. This is because submitted assessments should be the students own written work. Generative AI can be used to generate images, for brainstorming ideas, for identifying relevant literature and sources, and for grammar correction. However, all assignments should be accompanied by an AI Declaration on the final page, in the following format.

Declaration on use of AI in assessment:

I have used Generative AI tools to complete this assessment: YES/NO 

If answered, ‘YES’, complete the declaration.

I acknowledge the use of [e.g. Copilot: https://copilot.microsoft.com/]. 

The prompts I used were [list of prompts]. 

The output was used and/or adjusted to [explain use].

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 Canvas 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 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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

Assignments will be returned via Canvas

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students