The interface between evidence and political decision making is of fundamental importance to modern society. Yet while our techniques of enquiry have allowed us to learn ever more about the world - and our collective ability to enact change has become ever more powerful - the relationship between evidence and action has never been entirely smooth. Indeed, things may even be getting worse. This course traces the dynamics, contours and fractures of the interface between science and politics. Topics covered include: uses of science in political decision making; differing attitudes to scientific advice and the values underpinning them; ways of countering hostility to science; the role of new technology in changing the dynamics of the relationship between science and politics.

Note: 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. Locate, assess and critically synthesise literature and other evidence relevant to political debate and policy formation, drawing on a variety of relevant sources. 
2. Drawing on a range of scientific and other sources, compose clear, persuasive and contextualised arguments for a range of audiences. 
3. Understand and describe the key issues guiding the science / policy interaction.
4. Engage with expert insights through question- and scenario-based discussion.

Research-Led Teaching

A range of elements in this course draw directly from research conducted within the Australian National Centre for the Public Awareness of Science and elsewhere. This includes research conducted and undertaken by the course convenors, and by guest speakers who will be invited to insights from their own research and expertise.

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, 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	Introduction / Foundations of knowledge in modern society I: Boundary work
2	Foundations of knowledge in modern society II: Values
3	Governing knowledge in practice I: Uncertainty, risk, expertise
4	Governing knowledge in practice II: Contexts	Blog post 1
5	Contestation and reconfiguration I: Politicisation and scientisation
6	Contestation and reconfiguration II: Actors and agency
7	Responsibility and Democratisation
8	Guest speaker 1	Blog post 2
9	Guest speaker 2	Labour Day public holiday - 5 October 2026
10	Guest speaker 3
11	Group presentations I	Blog post 3; Question and scenario-based discussion of expert insights
12	Group presentations II	Question and scenario-based discussion of expert insights
13		Reflective essay collating learning

Tutorial Registration

There are no tutorials timetabled for this course.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
3 blog posts drawing on relevant literature to address key science policy questions	50 %	*	*	1,2,3
Question and scenario-based discussion of expert insights	30 %	*	*	1,2,3,4
Reflective essay collating learning	20 %	06/11/2026	20/11/2026	1,2,3,4

* 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 ‘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.

Assessment Task 1

3 blog posts drawing on relevant literature to address key science policy questions

These individual blog posts are opportunities to explore, use and apply the concepts and frameworks covered throughout the semester to analyse particular cases and contexts. These blog posts will be spread throughout the semester to provide chances to engage with varied ideas and insights.

Blog Post 1: (1000-1300 words, worth 15%)

Blog Post 2: (1000-1300 words, worth 15%)

Blog Post 3: Relates to the guest speakers in Weeks 8-10 and involves two tasks (worth 20% total):

• Posting a question on Canvas forum by the end of the guest speaker presentation part of the lectorial (these questions will be used to inform the discussion that takes place afterwards) (5%)
• 1000-1300 word piece (15%)

Due dates:

Blog Post 1: Friday August 21 (11:59pm)

Blog Post 2: Friday October 2 (11:59pm)

Blog Post 3:

• Question posted on Canvas forum by the end of the guest speaker presentation each week: Monday September 28 (Week 8) and Monday October 12 (Week 10); Monday October 5 is a Labour Day holiday and there won't be an in-person guest speaker
• Written Blog Post: Friday October 23 (11:59pm)

Marked pieces will be returned within 2 weeks after submission. Further details can be found on the Canvas site.

Assessment Criteria 

Comprehension: sophisticated, thorough and nuanced understanding of key course concepts and frameworks, including how they may relate to each other

Analysis: thoughtful exploration of the case or context using course concepts to generate insightful perspectives, including potential analytical limitations

Structure: arguments, ideas and information effectively organised to produce a logical flow 

Clarity and expression: appropriate language and referencing conventions used, including proper grammar, spelling, punctuation 

Assessment Task 2

Question and scenario-based discussion of expert insights

In this assignment, you will work in a group to analyse a real-world case using concepts and ideas from the course. You will then present your findings to your peers and facilitate an engaging class discussion through prompts and questions.  

Over the course of the semester, groups will familiarise themselves with a case study, getting a clear sense of the key actors, institutions, and knowledge claims involved. This will require conducting research to engage with and draw upon academic and other expertise. As you do this, start thinking about the case through the conceptual approaches and frameworks covered in the course. Some useful questions to guide your preparation include: Where are the boundaries between science and politics being drawn, and by whom? What values and forms of expertise are at stake? How is uncertainty or risk being framed? Are there dynamics of contestation, politicisation, advocacy, etc. at play? 

 

In Week 11 or 12, your group will lead a 20-minute session in class. This will involve introducing the case, connecting it to relevant course concepts, and facilitating the broader class discussion.  

Marked pieces will be returned within 2 weeks after the Week 12 presentations. Further details can be found on the Canvas site.

Assessment Criteria  

Case analysis: Accurate and thorough understanding of the case informed by research, including the key actors, institutions, knowledge claims, and broader context in which the science-politics interface is at play. 

Application of course concepts/ideas: Explicit and meaningful use of conceptual frameworks from the course (e.g. boundary work, values, expertise, uncertainty, politicisation) to analyse and interpret the case. 

Facilitation: Discussion prompts and questions are thoughtful, open-ended, and designed to invite peers to think critically about the case and connect it to course themes. Presenting group encourages peer participation, builds on contributions, and steers conversation productively (i.e. not only presenting information); effective facilitation means creating the conditions for genuine intellectual exchange. 

Clarity and organisation: The presentation is clearly structured and appropriate for the facilitated discussion, and time is managed effectively.

Assessment Task 3

Reflective essay collating learning

The purpose of this assignment is for you to step back from 1) the group presentation experience (the case study and about the process of analysing and communicating it) and 2) the overall course, and reflect critically on what you learned. This is an individual task, which means that while you will reflect on the group project and the overall course, your essay should represent your own personal reflections, showing your own thinking and voice (Word limit: 1000 words) 

Due date: Friday November 6 (11:59pm)

Marked pieces will be returned within 2 weeks after submission. Further details can be found on the Canvas site.

Assessment Criteria  

Depth of reflection: Moving beyond description to think in critically nuanced ways about your experiences throughout the course (e.g. what surprised you, what challenged your assumptions, how your understanding shifted throughout and/or after the process of preparing for and facilitating the discussion). 

Engagement with course concepts and frameworks: Synthesising across conceptual frameworks from the course in order to make sense of your group’s case study and your individual learning, and ensuring that these threads are skilfully brought together in novel or creative ways. A strong essay shows how these connect and what they collectively reveal, and what they mean to you and your future thinking/practice.  

 Originality of perspective: This is your reflection, not a generic account that anyone in the class could have written. Strong reflections carry a distinctive perspective (your particular way of engaging with the material, your honest thinking about the topic, and your own intellectual journey); as such, there is no “right” answer. 

Clarity and expression: Clearly written, with a distinct style and a considered academic voice. References also can be used to support arguments and insights.  

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 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

Assessment feedback 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

Resubmission of assessment is not possible.

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