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 some of 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. For more details, see all work-integrated learning opportunities the Australian National Centre for the Public Awareness of Science.

 

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 SCOM8004, students will also become familiar with the academic literature and research that underpins the kinds of science communication used in your placement context and other public engagement/informal learning settings. Key ideas and literature will be presented in a series of Deep Dives through the year (see calendar on wattle). Note literature relevant to SCOM8004 placements (Australian National Botanic Gardens, Questacon, Mulligans Flat Woodland Sanctuary or Mt Stromlo Observatory) comes from many fields including science communication, environmental education, ecology, tourism, science centres, astronomy, psychology and many more - keep an open mind when searching and be ready to creatively use literature from comparable fields. Students should consult the collection of papers on wattle, particularly as they encounter more niche areas of practice. SCOM8014 and other CPAS courses 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 be able to create and implement effective science communication, AND be able to research and understand the theoretical basis for what makes it effective.

Field Trips

Questacon host coordinator: Stephanie Kraskov / management contact Dunn, Matthew

Timing of placement contact hours. Students in this course undertake an extensive work placement at Questacon alongside assessments and coursework. The placement is the equivalent of four standard courses (24 units). Exactly when students spend at Questacon is flexible, however should be negotiated at the start of the year with the Questacon placement coordinator and Graham so as to best fit requirements of both the student and Questacon. Typically contact hours occur during the standard ANU academic year/semesters (accommodating holidays and CPAS intensive courses) however may be varied if host and student agree. If changes need to be made, students should provide ample advance warning to Questacon. Similarly, please advise Questacon if you are unwell, etc. 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. Questacon Placement (in field or centre, as suits tasks): ~400 hours (approx. 14 hours/2 days per week over 28 weeks/two ANU semesters)
2. Independent/group study/assessments: ~100 hours
3. ANU lectures, workshops, catch-ups: ~20 hours

Total: ~520 hours (24 units).

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

Students should keep a simple written record of time spent in their placement (e.g. note in diary, weekly log, etc.) to make sure course requirements are satisfied, and they are not overworked (though you are welcome to spend more time if you like), however no formal time-sheets or similar are required. We welcome student feedback on timings and the overall workload.

Examination Material or equipment

Random equipment and materials potentially useful during placements can be found in The Cage at Questacon Parkes, however there is also a trove of treasure in the CPAS storerooms, and Graham has an extensive collection of doo-dads many of which he is happy to loan to prop connoisseurs. Note any non-standard equipment requires a Risk Management Worksheet (RMW) to be prepared and approved by Questacon.

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 – The ANU 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, however if you need additional materials for your placement activity consult with Graham or your placement host. 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

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	This Class Summary is for the SCOM8004 QUESTACON placement	Students in the course may be placed at Australian National Botanic Gardens, Questacon, Mulligans Flat Woodland Sanctuary or Mt Stromlo Observatory (termed 'host' or 'placement' below). During teaching students from all placements will be combined and share a Wattle page, allowing cross-context and peer-to-peer learning opportunities - make the most of them!Please ensure you have enrolled in the correct class and submit assessment to the correct Wattle portal for your placement location.Note SCOM8004 does not follow a traditional weekly lecture schedule.
2	Week 1 - Wednesday 21 Feb, 1-3pm, Welcome session - introduction to SCOM8004	A session to go over assessment, academic integrity, expectations and a general introduction to the course. You'll also meet students in other placement locations. Negotiation of Deep Dive timings (please have your timetable handy).
3	Week 1 - Meet your placement hosts at Questacon!	Students should have an initial meeting to discuss the placement in general, meet the host team, understand current host activities and priorities, and negotiate contact hours (see 'Field Trips' for more info). Graham will join you for this meeting.
4	Semester 1 - Deep Dives	Five sessions over semester 1 will cover key underlying theory and methods relevant to SCOM8004 placements and assessment, including: emotions and motivation relevance and connecting with your audience(s) narrative and storytelling inclusive science communication / pathways into the literature structuring your research project (semester 1 major assessment). Suggested timing is Wednesday afternoons, 1-3pm (duration may vary). Dates and timing will be finalised during week 1-2 based on students' placement timings and other commitments/courses.
5	Semester 1 - Work-integrated learning placements	Over the year you will spend approximately 400 hours with your placement host. Please see 'Field Trips' for more info.
6	Semester 1 - Makerspace induction	Sometime in Semester 1, please become a member of the Makerspace and complete an induction for the Makerspace in Building 38. To join see https://makerspace.anu.edu.au/page/join.html
7	Semester 2 - Deep Dives	Three sessions over semester 2 will include: design thinking and program development (to inform your program development major assessment). ANU Makerspace experience - we'll get together and make something as a team (and possible inspiration for your program development major assessment). Please attend a Makerspace induction during Semester 1. a student-led 'Epiphany-level Journal Club' where you can share papers you have found inspirational and important in your placement experience with other students. Graham welcomes suggestions for other topics, e.g. in past years students have requested sessions on forging partnerships, help with networking and job opportunities, etc.
8	Semester 2 - Work-integrated learning placements	Over the year you will spend approximately 400 hours with your placement host. Please see 'Field Trips' for more info.
9	November - Program development presentations	Date TBC during early November. See assessment below.
10	Anytime - Individual or group meetings	You can contact Graham anytime to discuss your placement, assessment, etc. If you are having difficulties in your placement activity or issues with host arrangements, please do reach out.

Tutorial Registration

There are no tutorials timetabled for this course.

Assessment Summary

Assessment task	Value	Learning Outcomes
Placement reflections	25 %	1,2,3,4,5
Research Paper - Part 1: Introduction, literature review, provisional method	20 %	1,4,5
Research Paper - Part 2. Results, discussion, conclusions and recommendations	20 %	1,4,5
Project Development Plan	20 %	2,3,4,5
Project Development Presentation	15 %	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 ‘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 (see details in Fieldwork above) to the satisfaction of host staff.

Assessment Task 1

Placement reflections

Details of task: During your Questacon placement you’ll get to shadow and assist their expert team, co-deliver programs, and generally contribute to Questacon’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 five forum posts.

 

Exactly what you reflect on is somewhat open, but you should aim to fuse your practical placement experiences 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 focusing narrowly on one delivery experience. The final fifth post should provide an overall summary reflection of your placement year.

 

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

 

Marking Criteria

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

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

Overall, your posts should ideally:

• Combine deep insights on your own or others' placement practice 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).
• Reflect on different types of experiences from each term covering activity over the year, with the final post being an overall summary.

Length: five 300-500 word posts

Value: 25% (5% each)

Due: post 1 during April / post 2 during May / post 3 during August / post 4 during October / post 5 (summary) by 10 November / response to other student's post no later than August (not right at the end)

Estimated return date: 2 weeks following; comments will be made progressively with grading at the end of the year

Submission: link for Wattle online discussion forum will be supplied

Assessment Task 2

Research Paper - Part 1: Introduction, literature review, provisional method

Details of task: This two-part assessment requires you to undertake a research project related to the Questacon context, placement activities, audiences or other areas relevant to the placement. It aims to ground you in the placement context and engage with related theory and literature. What you research is up to you, but must be negotiated with your placement host. Some possibilities are community attitudes/audience research, research/evaluation of a Questacon program or activity (especially any central to your semester 1 activity), or research to inform future Questacon activities. It is suggested you focus on a particular area in depth, rather than a broad but shallow study – Part 1 of the assessment will help with this focusing 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!

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 Questacon placement context, its mission, science communication approaches, audiences and anything else relevant to succinctly set the scene for your given focus/topic. Your placement experiences and publications like annual reports will provide background, however talking to Questacon staff and volunteers and/or reviewing social media feeds and websites will provide greater depth. This introduction doesn’t need to be exhaustive, just enough on Questacon'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 literature review. This may include literature on how places like Questacon engage with audiences, what influences community attitudes/engagement, theory underpinning Questacon activities and comparable programming - the specifics will depend on your research topic. Questacon is a unique place, so broadly comparable venues like other science centres, museums, 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, Questacon context and areas you're most curious about. These research questions will focus/bound your study.
• A provisional method for your research, including how you might 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 Questacon context should inform and scope/bound the design of your research; things to consider may include:
• What kind of questions/areas are most central to your focus/topic?
• What data is already available (existing survey data, social media, Tripadvisor comments, host 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 Questacon)?
• Any ethical issues or controversial areas, particularly if you think there is risk to yourself or participants. In some cases, ethical approval may be required. You should not collect data from people aged under 18, ask potentially personally sensitive or controversial questions, collect personally identifying information, 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 is broad – use your literature review, the Questacon context and staff input, and what you are most curious about to inform and argue towards what you will focus on. A handy way to think about it is a 'funnel': you start broad then - informed by the literature and your placement context - narrow in on your chosen topic area, allowing your research questions to emerge through this process.

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

 

Marking Criteria

Part 1 and Part 2

• 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 connections, etc.
• 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 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.
• 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 Questacon context and literature review.

Word limit: 1500

Value: 20%

Due: 28 March

Estimated return date: approximately two weeks later

Submission: via Wattle

Assessment Task 3

Research Paper - Part 2. Results, discussion, conclusions and recommendations

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 Questacon 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 Questacon team?
• Bigger picture, what does all this mean for how Questacon engages with audiences and communicates science?
• 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?

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 early on.

Marking Criteria

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 innovative conclusions and recommendations useful for you and – critically – the host team and science communication more broadly.

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

Word limit: 1500-2000

Value: 20%

Due: 30 May

Estimated return date: approximately two weeks later

Submission: via Wattle

EXAMPLES & ETHICS

For an example of Questacon-related research, please see the below papers on Wattle:

• Duan, R. J., Walker, G. J., & Orthia, L. A. (2021). Interest, emotions, relevance: viewing science centre interactive exhibit design through the lens of situational interest. International Journal of Science Education, Part B: Communication and Public Engagement, 11(3), 191–209. https://doi.org/10.1080/21548455.2021.1938740
• Kerby, H. W., Cantor, J., Weiland, M., Babiarz, C., & Kerby, A. W. (2010). Fusion Science Theater Presents The Amazing Chemical Circus: A New Model of Outreach That Uses Theater To Engage Children in Learning. Journal of Chemical Education, 87(10), 1024–1030.
• Gutwill, J. P., & Allen, S. (2010). Facilitating family group inquiry at science museum exhibits. Science Education, 94(4), 710–742. https://doi.org/10.1002/sce.20387

And see the Wattle folder for more https://wattlecourses.anu.edu.au/course/view.php?id=38678#section-7. 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 as a full journal article. So don’t panic if your assessment doesn’t look quite like a peer reviewed paper.

Ethical approval and publishing your research in an academic journal: If you are eager to try and publish following receiving marks, that’s encouraged and Graham is open to collaboration. See JCom's Practice Insight format for background on a short-format paper https://jcom.sissa.it/jcom/help/practiceInsight.jsp. Note if you are collecting data from the public and might publish in an academic journal, you need ANU Human Research Ethics clearance - for most projects Graham can add you to an existing ethics protocol (please email to arrange this). Even if you don't plan on publishing, ethical approval may be required depending on your topic and data collection. Feedback on ethics will be provided with marks for Part 1 of this assessment.

Assessment Task 4

Project Development Plan

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

• your practical experience and reflections of working with Questacon and its audiences
• your research project
• input from host 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 endeavors.

What could you create? That’s up to you in consultation with Questacon, however could include interactive exhibits, hands-on activities, art or creative/tinkering workshops, Indigenous or cross-cultural programming, school/teacher programs or resources, a tour, presentations, signage or other installations, workshops, holiday programs, physical or digital content, programs for particular audiences, etc. Please talk to the Questacon team for priority areas. CRITICAL – to ensure you are on track and identify any major issues early, you MUST discuss your project idea with Graham and Questacon 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 intended audience. 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 logistics.
• Any risks and how you will avoid/minimise/manage them. NOTE A FORMAL RISK ASSESSMENT MAY BE REQUIRED FOR SOME PROJECTS.
• Budget (if any) – Questacon may be able to make modest budget available for suitable projects, however this can’t be guaranteed. Please check with Graham and Questacon 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 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.

 

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 Questacon.
• 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: 20%

Due: 30 August

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

Submission: via Wattle

Assessment Task 5

Project 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 Questacon 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 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 placement 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 staff, but should provide an introduction towards that.
• Recommendations for refinements and next steps that would allow the concept to be part of ongoing activity, and any key questions for 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.
• Incorporate a PowerPoint or similar (please upload to Wattle)

 

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 your host.
• 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: 15%

Due: early November timing TBC

Estimated return date: 1-2 weeks later

Submission: PowerPoint or similar 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.

Late submission is not accepted for the Project Development Presentation.

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.

Resubmission of Assignments

NA

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