Even a cursory glance at daily headlines reveals a plethora of social and societal issues in which scientific evidence is a core component. Dig a little deeper and it becomes clear that scientific evidence is often misunderstood, misused, misappropriated or ignored, especially in public and political domains. The consequences of this can range from the merely quirky to the manifestly dangerous.

Scientific evidence is increasingly wielded in arguments in the public domain, and the calls for ‘evidenced based decisions’ have never been so frequent, so broad, or so loud. To operate effectively in such an environment, today’s science communicators must be able to tell the difference between good research and bad, even if that research falls beyond their personal scientific skillset and experience.  

They must possess the skills and knowledge to critique the evidence at the base of science-related issues affecting society today. In parallel, they need to understand, and be able to apply, science communication research to their own communication practice.

This course emphasizes the analysis, critique and communication of science and scientific evidence in the context of identifying, understanding and critiquing examples of social influence and change.

The course focuses on cases of critical societal challenges that have significant science bases such as
• Climate change
• Alternative energy
• Public health (e.g., vitamin supplements, vaccination, homeopathic remedies)
• Natural disaster mitigation and survival (e.g., bushfires, tsunamis)
• Health and safety legislation (e.g., illicit drugs, road safety, GM foods)
• The role of scientific research in society (e.g., curiosity driven versus applied)

To be able to successfully appraise the relative merits of evidence, both for scientific and science communication research, students in this course will be exposed to the philosophy and reasoning behind common quantitative and qualitative methods and methodological argument.

Scientific research, analysis and communication will be considered from the multiple, sometimes conflicting, perspectives of formal researchers, politicians, the media, and society at large.

Learning Outcomes

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

1. Identify and judge the relative merits of evidence from basic qualitative and quantitative research techniques as they are applied in science and social science (science communication) research.
2. Compare and critically evaluate the application of basic science and social science research techniques to communication aimed at effecting social change.
3. Abstract and characterise key elements of science-based evidence underlying current ‘big’ social issues.
4. Construct and defend evidence-based arguments for social change based on the most appropriate available evidence.
5. Work as part of a team in a collaborative environment.

Research-Led Teaching

This course contains numerous examples of research-led teaching via examples during lectures and a range of guest lecturers providing real-world examples of science communication research and engagement designed to influence social change. Current research from both ANU lecturers will feature during the course, including opportunities for students to experience research engagement activities.

Field Trips

NA

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 in turnitin and on in-tute quiz/activity response sheets
• verbal comments
• feedback to whole class via Canvas or in lectures.

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	Weeks 1 - 4. Introductory lectures	Quiz/tute activity 1 due Week 4, in tutorial class.
2	Weeks 5 - 6. Environment, nature and society	Individual report due end Week 6.
3	Weeks 7 - 9. Climate and energy	Quiz/tute activity 2 due Week 9, in tutorial class.
4	Weeks 10 - 12. Society, equity and justice	Monday 6 October 2025 is a public holiday - no lectures. Group report due end Week 11.
5	Please refer to Canvas for a detailed schedule.

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage ( https://www.anu.edu.au/students/program-administration/timetabling ). Note tutorials start Week 2.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
In-tute quiz/activity 1	15 %	*	 1,2
Major project overview	0 %	*
Individual Report	30 %	31/08/2025	1,2,3,4,5
Individual Report key sections – full details	0 %	*
In-tute quiz/activity 2	20 %	*	 1,2
Group Report	35 %	*	1,2,3,4,5
Group Report key sections – full details	0 %	*

* 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

Class participation is not directly assessed in SCOM1002. However, students are very strongly encouraged to come to all the classes (both lectures and tutorials) wherever possible.

• Lectures – while they will be recorded, lectures will at times be discursive, interactive and allow opportunities to ask questions and discuss issues - including on the major project - with guest lecturers and other experts. You will not get the benefits from lecture interaction by just listening to a recording, nor will you have the opportunity to ask questions/discuss your major report.
• Tutorial classes – you should strive to attend all these classes to fully benefit from your SCOM1002 experience. The tutorial classes provide a regular place and time where course content is discussed and assessment matters can be addressed - including liaising with your group for the major project. While attendance at tutorials does not directly affect grades (e.g. simply for attending) two assessment pieces worth 35% of your grade will be delivered during tutorials - students who fail to attend the relevant tutorials will receive zero for these assessments.

In sum, while participation is not directly graded, participating (physically wherever possible) in all course activities will be a massive help for your assessments and hence overall grade.

Assessment Task 1

In-tute quiz/activity 1

This assessment task involves completing a quiz/activity IN YOUR TUTORIAL CLASS, duration up to 50 minutes. The content may relate to material from lectures and tutorials from Week 1-4. Full details will be provided on Canvas. This assessment must be completed during tutorials (unless you are unwell, etc.), if you are unable to attend your regular tutorial time please attend a different tutorial and advise both the Tutor and Convenor.

Due week 4, during your tutorial.

Assessment will be returned two weeks afterwards.

Assessment Task 2

Major project overview

The purpose of the major project is to examine a science-related issue involving social change that has relevance to broader society. It has three key foci:

1) How is the issue publicly discussed? For example, traditional and social media and other discourse

2) Who is involved, how and why? This requires identifying significant stakeholders, their attitudes/values/beliefs, positions on the issue, evidence-claims, biases, etc.

3) What is the evidence, its interpretation, and implications? You will need to research, interpret and then report on the best and most relevant scientific and other appropriate evidence available to help people make informed decisions. 

The major project consists of two parts: an Individual Report (30%) and Group Report involving a peer/group self-assessment (35%). Both the individual the group reports bring the three elements above together to critically analyse the issue from a diversity of perspectives, concluding by taking a position and recommending what society should do going forward. You will begin by grappling with the issue individually – what do you think people should do? You will then bring your analysis and perspective together in a group, exploring each other’s perspectives and the variation in how you assessed the public discourse, stakeholders and evidence – what collectively do you think people should do?

 

The aim is to provide deep analysis and recommendations to address the issue, while also noticing how you approach it as an individual, and how individual perspectives combine to affect social change. The ability to critically look at an issue, have openness and empathy to see it from other’s perspectives – especially when we disagree – and then be able to collectively decide how to go forward is at the heart of effective evidenced-based social change.

 

You can choose your own issue (by negotiation) or take inspiration from the case studies explored in the course. Some examples of suitable topics/issues include:

• feral horse control in national parks
• roll-out of renewable energy infrastructure (or other aspects energy transitions)
• climate justice and paying reparations to developing countries
• responsible mining of critical minerals
• use of biotechnology for health or environmental issues (CRISPR, gene drives, etc.)
• public health issues, e.g. decriminalisation/medicalisation of marijuana

Note choosing an issue with decent public debate, a range of stakeholders, and a diversity of available evidence will make the project both more interesting and impactful. Make sure you consult with your tutor before picking a topic.

KEY CONSIDERATIONS

When undertaking this, and any, assessment item in SCOM1002, you should be regularly and explicitly checking in with yourselves and asking:

• How do we know what we’re claiming is sound? Why should the reader believe and/or trust what we’ve presented?
• To what extent might our own pre-existing values, biases, beliefs or experiences exert an undue, or at least unacknowledged, influence on our thinking, analysis, research and synthesis?
• Have we made assertions or suggestions, drawn conclusions or made interpretations without justifying them with sound reasoning and, where available, robust and appropriate evidence?
• Have we referred to “analysis” or “analysing” anywhere? If so, what kind of analysis did we do, and have we made that clear in our report? Remember, if you have done “analysis”, this implies that you have applied methods of analysis which must be reported.

 

GROUP COMMUNICATION

Communicating effectively within your group is ESSENTIAL. You should establish communication guidelines and expectations for your group early in the semester. These should cover things like:

• what are the best, and most reliable, ways to communicate with each other (email, phone, socials, etc.) and what are back-up methods
• how soon should people be expected to reply
• how often you will communicate with each other
• how will address problems with the group, if any
• what is the timeline/schedule/responsibilities for preparing the group report
• any times people are likely to be very busy or away so you can factor that in.

Establishing and agreeing on protocols like this upfront can pre-empt, and usually mitigate, possible difficulties down the track. Catching up with group members regularly at tutorials will also be a huge asset.

Please see below for details of each assessment piece.

Assessment Task 3

Individual Report

The individual report should provide background on the issue and its relation to social change, collect and begin to analyse ‘data’ on the public discourse, key stakeholders, and relevant evidence, and give preliminary findings.

Before embarking on your independent analysis, it is critical to meet with your group so you have a clear shared understanding of what you mean by the issue. To be successful, all research projects require the establishment of clear scope, context and parameters. You might tweak these as a group as you go along, but the more you are on the same page from the get-go the smoother your project will unfold.

Apart from the above, you should NOT work with other group members on your Individual Report so your perspectives can evolve independently. That said, it’s recommended you come up with shared ways/formats of presenting your data/findings to streamline synthesis into the Group Report, e.g. summarising media items, stakeholders or evidence in tables with consistent headings. But please keep your thinking independent at this stage.

Individual Report key sections

1.      The issue

2.      Public discourse and media

3.      Relevant evidence

4.      Major stakeholders

5.      Discussion and synthesis

Please see the assessment item below for full details on what each of section should contain.

Marking criteria

Content

• Inclusion of sections 1 to 5 and relevant sub-elements as described above, clearly and in detail outlining the issue, public discourse, evidence and stakeholders, and synthesising findings into the Discussion section, as suitable for the chosen issue.
• Evidence of thorough background research, use of the academic/grey literature, reference to lectures and academic literature in them (cite original sources wherever possible), and other research/preparation activity – with comprehensive and consistent referencing throughout (any general referencing style is fine – just pick one and use it consistently).
• Critical consideration and use of a diversity of sources/perspectives across the three key aspects (public discourse, evidence and stakeholders)
• Effective and nuanced reporting of findings presented and formatted in a way that suits your issue
• Clear reasoning/argument/justification for how you approached your report, interpreted your findings, and synthesised in the Discussion.

Presentation and formatting

• Professional presentation – the report should be eye-catching and look ‘professional’. Innovative but effective presentation is absolutely encouraged. If in doubt, ask your tutor.
• Be neatly formatted, written in clear and concise language, with excellent spelling, punctuation, grammar and sentence/paragraph structure.
• Elements to give the report structure overall and logical flow throughout (e.g. how you start and end, transition statements to aid flow, headings and formatting, etc.).
• Diagrams, pictures, tables and/or figures that enhance communication, correctly labelled with cross-reference also in the body text.

 

Submission: via Canvas/Turnitin (ensure your submission includes: your u-number, your tutorial day/time, your overall project topic/title, and the u-numbers of your group members)

WORD LIMIT: 1250-1500 words (not including table of contents, references and appendices). A 5% penalty will be applied for word counts more than 10% above or below.

Value: 30%

Due: End of week 6 (11:59 pm, Sunday August 31)

Assessment will be returned two weeks afterwards.

Assessment Task 4

Individual Report key sections – full details

1. The issue

• Describe the issue and its relation to social change. Include clear scope, context and parameters as agreed with your group.
• Include reputable academic and other sources relevant to your issue to provide background context or highlight key considerations.

For the following sections, the exact contents and how you format it is up to you and will depend on your issue. The dot points provide areas you might cover but are not exhaustive and may not be relevant to all issues. You may want to change the order (e.g. stakeholders first/last) as suits your issue. Think about the best way to convey the information (e.g. standard text, tables, figures/diagrams, ec.). At this stage, it is not expected you will use complex research methods such as content or thematic analysis or complex statistics (but go wild if you can’t hold back!), but the way you analyse your findings needs to be robust, logical and justified.

Some things may be relevant to multiple sections, e.g. a certain stakeholder may use certain types of evidence. Consider what should be reported in which section to avoid too much repetition and how you can use these linkages to improve the flow of your report (e.g. as transition statements/elements). These linkages also provide leads for your discussion, see below.

2. Public discourse and media

• Focus here is on key examples of the public communication of the issue
• Where is the issue being discussed, presented, debated, promoted or decried?
• What kinds of media and formats are most common? e.g. TV news, regional newspapers, Facebook groups, opinion pieces, social media, public debates, advertising, etc.?
• What are the main (or key) messages being conveyed and by whom?
• Who are the target audiences for public communication on the issue?

 

3. Relevant evidence

• What kinds of scientific and other evidence are being used to support, overtly or implicitly, the different positions?
• Are certain kinds of evidence, research, or certain disciplines, favoured over others?
• How is scientific/other evidence used to support, directly or implicitly, the different positions? For example:
• are positions actually based on evidence?
• do arguments mask other concerns (political values, economic interests, religious proscriptions, etc.)?
• is the science overt or implied, comprehensive or cherry-picked?
• where is scientific evidence used and where are other types relied on?
• Review the veracity of that evidence:
• is it robust - why/why not?
• to what extent are the sources of the relevant research credible and trustworthy?
• While you should take a broad view of what constitutes evidence, this section should include a strong emphasis on the quality, validity and reliability of the scientific and other evidence presented.

 

4. Major stakeholders

• Who are the main, most influential and/or most significant stakeholders concerning the issue and how can you tell? Note:
• stakeholders are not only those who affect an issue, but also those affected BY the issue
• not all vocal stakeholders will necessarily be influential, and not all influential stakeholders will necessarily be vocal (nor immediately obvious).
• What are the various stakeholder perspectives on the issue?
• What might be motivating them to hold those perspectives; are there biases, agendas, etc?
• What are the major points of disagreement or agreement between various stakeholders?
• To what extent do the various stakeholders acknowledge, interact with or ignore the others?

 

5. Discussion and synthesis

• This section should discuss how the different aspects interrelate and what they mean taken together. Done well, by identifying and discussing linkages you will reveal or create new knowledge about your issue – findings that are only clear when you bring different ideas or evidence together. A key skill here is synthesis – this webpage talks about synthesising academic literature but the principles are generally the same: https://www.anu.edu.au/students/academic-skills/academic-integrity/using-sources/synthesising.
• Prominent or important linkages are a good place to start this critical thinking, e.g. how do different stakeholders drive the public conversation, how is evidence portrayed/used publicly, do certain stakeholders favour certain evidence?
• Where possible, connect your discussion to the academic literature (e.g. peer reviewed papers, book chapters, reputable reports, etc.) or other robust/authoritative sources, e.g. does your analysis agree/disagree/extend ideas from the literature you covered in section 1?
• Include a brief statement on how you will share your findings with your group, any key considerations, and the general approach you’ll take to synthesising your Individual Report into the Group Report.

Assessment Task 5

In-tute quiz/activity 2

This assessment task involves completing a quiz/activity IN YOUR TUTORIAL CLASS, duration up to 50 minutes. The content may relate to material from lectures and tutorials from Weeks 1-9. Full details will be provided on Canvas. This assessment must be completed during tutorials (unless you are unwell, etc.), if you are unable to attend your regular tutorial time please attend a different tutorial and advise bother the Tutor and Convenor.

Due week 9, during your tutorial.

Assessment will be returned two weeks afterwards.

Assessment Task 6

Group Report

This final assessment item represents an opportunity to bring together the many elements of SCOM1002. It will involve revisiting and expanding on Individual Report feedback, synthesising marker comments, and incorporating the work your group did in the second half of the semester on your project. 

 

The final report should offer a thorough collective account of the issue you covered and your group’s approach to investigating it in the context of evidence and social change. It should include conclusions and, where feasible, make recommendations about how the issue could be better managed, communicated, researched, etc. based on your group’s work throughout the semester and what you have learned in SCOM1002. While some sections are shared with your Individual Report, you should be extremely wary of simply cutting, pasting and editing. Rather, read and absorb each other’s reports and have critical discussions to inform your collective analysis and position (and we will have tutes to help). If the outcome is reusing some existing text that is OK (and in this instance you do not need to cite your Individual Reports) but think hard on what can be gained via synthesis – the whole will only be greater than the sum of its parts if you bring them together cleverly and creatively.

Group Report key sections

1.      Synthesised, fully integrated, homogenous versions of the first four sections from the Individual Report: the issue, public discourse, stakeholders and evidence

2.      Synthesis, discussion and recommendations

3.      Group refection

Please see the assessment item below for full details on what each of section should contain.

Marking criteria

Content

• Inclusion of sections 1 to 3 and relevant sub-elements as described above as a well-integrated and synthesised group output, clearly and in detail outlining the issue, public discourse, evidence and stakeholders as suitable for the chosen issue.
• Evidence of thorough background research, use of the academic/grey literature, reference to lectures and academic literature in them (cite original sources wherever possible), and other research/preparation activity – with comprehensive and consistent referencing throughout (any general referencing style is fine).
• Critical consideration and use of a diversity of sources/perspectives across the three key aspects (public discourse, evidence and stakeholders)
• Effective and nuanced reporting of findings arranged in a way that suits your issue
• Clear reasoning/argument/justification for how you approached your report, interpreted your findings, and synthesised in the Discussion
• Evidence you have worked productively as a group, explored and weighed up different people’s perspectives, and taken an inclusive team-based approach to determining positions and recommendations (noting respectful disagreement isn’t bad, so long as it justified).

Presentation and formatting

• Professional consistent presentation – the report should be eye-catching and look ‘professional’. Innovative but effective presentation is absolutely encouraged. If in doubt, ask your tutor.
• Be neatly formatted, written in clear and concise language, with excellent spelling, punctuation, grammar and sentence/paragraph structure.
• Elements to give the report structure overall and logical flow throughout (e.g. how you start and end, transition statements to aid flow, title, table of contents, headings and formatting, helpful cross-referencing, etc.).
• Diagrams, pictures, tables and/or figures that enhance communication, correctly labelled with cross-reference also in the body text.

 

IMPORTANT!!! Peer/self assessment form

One peer/self assessment form from each group member must be submitted. Further details will be given in class regarding the peer/self assessment process. Individuals will not receive their group project mark until they submit their individual peer-self assessment forms. Late penalties will be applied to the grade of any individual who fails to submit their peer/self assessment form by the due date. Individuals will be allocated a unique mark by multiplying the total report mark by the mean score of the effort percentages from their groups’ peer/self-assessment forms. The effort percentage students allocate to each member of their group and to themselves should reflect the effort that the person has put into the project throughout the semester. It is up to you to determine how to measure that. You should discuss expectations with your group early in the semester.

 

Submission: via Canvas/Turnitin (ensure your submission includes: your u-number, your tutorial day/time, your overall project topic/title, and the u-numbers of your group members)

• one group member to submit the report on behalf of the group (more details in class)
• every group member must submit a peer/self assessment form

WORD LIMIT: 2750-3250 words (not including table of contents, references and appendices). A 5% penalty will be applied for word counts more than 10% above or below.

Value: 35%

Due: End of week 11 (11:59 pm, Sunday October 19)

Assessment will be returned following release of grades.

Assessment Task 7

Group Report key sections – full details

1. Synthesised, fully integrated, homogenous versions of the first four sections from the Individual Report (the issue, public discourse, stakeholders and evidence)

This section should synthesise and build on the sections from your Individual Reports, including:

• new information, evidence or data that you have found in the meantime
• new analytical or other elements derived via synthesis or other methods
• pertinent information, methods or theories covered in SCOM1002 since submitting Individual Reports
• where appropriate, use of more robust academic methods to analyse data (e.g. content or thematic analysis of media content, stakeholder mapping, or statistical analysis) at a depth appropriate for a first-year course – we are not expecting this to look like a peer reviewed academic paper or high-level government report… but fine if it does!
• some definitive statements about the use of evidence, particularly scientific, on this issue:
• where were scientific and other forms of evidence useful?
• how you weighed up and compared different kinds of evidence, especially when drawn from different perspectives or disciplines
• is evidence sound, poor, unclear, or otherwise?
• what can the evidence-base currently tell us?

 

2. Synthesis, discussion and recommendations

This section is similar to that of the Individual Report, but as it’s a synthesis of previous syntheses it should have greater depth and tighter detail – you will need to think about what’s critical now you have everything together and may need to omit or reduce detail of some findings. It should include:

• elements noted in the Individual Report, but at the group level
• more nuanced discussion of your findings with respect to the academic literature
• any limitations you found during the process and the effect they have had (e.g. data available, methods, interpretation, possible biases, group processes, etc.) and things you would do differently if you were to do this project again (“lessons learned”)
• a clear defensible position on the issue as a group based on your review of the evidence, including how it changed/developed and (if relevant) any key points of difference amongst group members
• recommendations – who should do what, why (rationale), and how will this help things?
• a summary of any major facilitators or barriers to this issue being better characterised, understood, acted upon, or researched

 

3. Group refection

This section helps you reflect on the process and how you have worked collaboratively towards the report findings, including:

• discussion of key commonalities/agreement and where you differed across the group, e.g. effect of your own background/values/attitudes/beliefs, emphasis members placed on different aspects/evidence, variation in interpretation, etc. Making notes during your synthesis discussions will be a huge help here!
• how you addressed feedback individually, and how you considered it collectively
• any other reflections on your work as a group; where did it work well (or not) and why, how could collaborative processes be refined, what did you learn individually by productively working collectively?

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

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