As the very first course in science communication at ANU, Science and Public Awareness (SCOM1001) offers a smorgasbord of ideas, information and approaches to all things science communication. It’s designed to help you taste a little bit of everything and see what flavours of science communication most appeal to you!

 

SCOM1001 provides an introduction to contemporary social and communication issues in science, technology, and society. In the course, we will ask a whole range of questions, like:

• Why communicate science with lay-publics, the media or the government? 
• What are the best ways to go about it and what are the potential pitfalls? 
• How do we make sense of science as it flies between, and beyond, scientists?
• What kinds of factors affect lay/ non-expert attitudes to science, and science’s attitudes to publics? 
• Is it OK to be a scientist and/or science communicator and have influence beyond your expertise?
• What “should” science communicators do?
• Just what is “the public” the “lay-public” or, “non-experts” anyway (it’s not as clear-cut as you might think)? 

Focusing on current events and issues facing scientists, science communicators, policy makers, and the community, SCOM1001 students are encouraged to discuss their own perceptions of science and technology in the context of society, and the problems with (and solutions to) communicating science with non-expert audiences. A strong emphasis is placed on collaboration with other students, and students are expected to take an active approach to learning. 

Learning Outcomes

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

1. Work professionally in a collaborative environment. 
2. Understand and describe the key issues and importance of effective science communication, recognising how social contexts affect the practice and communication of science. 
3. Debate the effectiveness of the presentation of science in various media
4. Critically appraise and characterise key elements of science-based evidence underlying social issues
5. Defend and construct evidence-based arguments based on sound scientific and science communication/ social evidence and calling on theories and methods from across many disciplines
6. Integrate personal interests, values and aspirations with practical and theoretical development in science communication
7. Learn and practice narrative skills in the delivery of science communication 'stories'

Required Resources

All reading and audio visual materials for the course will be made available via the course WATTLE site.

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

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

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

Course support materials

Please read, watch, or listen to any material that has been set for each week before your tutorial class. These materials are an integral part of your experience in SCOM1001 and form a critical element of the tutorial discussions. They will all be posted to the course WATTLE site (usually as downloadable files or web links). Additional material may be added from time to time and we may occasionally hand out hard copies of reading in class.

 

COURSE COMMUNICATION

This manual and WATTLE are the key forms of communication in this course. All new course information will be communicated to students via the ‘news and course queries’ forum on the course WATTLE site. It is your responsibility to check this regularly. Please contact the course convener if you have trouble accessing this page.

 

If you have questions about the course that might be of interest to other students, consider posting them to the WATTLE ‘news and course queries’ forum so the answers can benefit others. If you have more personal queries, for example about extensions or missed classes, contact staff directly, preferably via email.

Communicating with teaching staff

The preferred method of communication with staff outside class time is by email. We will attempt to reply within one business day, although please note that tutors often work part time for the ANU, so it may sometimes take a day or two longer.

 

Finally, if you need to see the convener or your tutor in person, please email to make an appointment. Unless it’s an emergency, please don't just turn up a staff member’s door without an appointment.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	MODULE 1 Science Communication - laying the foundationWeeks 1 - 4 Week 1 Introduction to the course and to Science Communication Week 2 Telling stories  Week 3 Informal science learning  Week 4 Media and the role of audiences	No tutorials in Week 1 (tutorials start in Week 2). Story assignment due end of Week 4.
2	MODULE 2 – What do Sci-Comm people do?Weeks 5 - 9This module will feature a series of sessions with science communication guest experts split into 2 parts. Hour 1 - They'll talk to us about their science communication work, research and experiences. Hour 2 - Q&A session hosted by the course convener. Come ready to ask questions and find out what's really going on behind the sci-comm curtain! NOTE - specific topics and guests will be announced closer to the sessions. Specific guests and topics will be subject to their availability.KEEP AN EYE ON WATTLE!	Essay due end of Week 7.
3	MODULE 3 – Putting Sci-Comm to workWeeks 10 - 12 Week 10 An overview of misinformation, disinformation & risk Week 11 Advocacy, activism & critiques of science communication  Week 12 Wrapping it up, pondering the future	Podcast due end of Week 11. Reflection due end of Week 12.

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 .

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Story assignment	30 %	14/03/2025	2,3,7
Short essay	30 %	17/04/2025	1,2,3,4,5,7
Podcast assignment	30 %	16/05/2025	1,2,4,5,6,7
Reflection	10 %	23/05/2025	2,5,6,7

* 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

Class participation is not assessed in SCOM1001. 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 could at times be quite discursive and interactive. It’s not as easy to get the full benefit from lecture interaction listening to a recording.
• Tutorial classes – you should strive to attend all these classes to fully benefit from your SCOM1001 experience. The tutorial classes provide a regular place and time where ideas and readings are discussed and assessment matters can be addressed.

Assessment Task 1

Story assignment

Summary of the task (more details will be provided via wattle and in classes in the first two weeks of classes)

You will be given a choice of science articles from a range of disciplines. You will need to pick one to use as the basis of this assignment.

Part 1

Use ChatGPT to generate a summary story of the article suitable for a non-technical audience (500-750 words +/- 10%. A one percent penalty will apply for every 10 words over or under the word limit). 

1. Design your prompt before running it through the AI
2. Run your prompt once (don’t try to perfect it – you will not be marked on the prompt!)
3. Copy and paste the text created by the AI into your assignment.

The goal in Part 1 is not to create the perfect output, but to use this as a basis for thinking about using AI for creating fact-based science communication stories. 

Part 2

Using the AI output as a first draft:

1. write an improved summary story of the paper suitable for a non-technical audience and within the assignment word limit (500-750 words. +/- 10%. A one percent penalty will apply for every 10 words over or under the word limit). To guide you, we will talk about crafting effective narratives and writing engaging stories early in the course
2. report on the changes you made to the AI version and why you made those changes. For example, you might have changed the narrative structure of the AI version to make it more engaging, or you may have needed to correct factual errors
3. once you've done parts 1 & 2, revisit your prompt instructions from part 1 and tell us what changes you would make to make the AI version better.

Marking criteria

• Word limits noted above
• For Part A, marking criteria include
• thoroughness and relevance of the prompt to the task
• we will go into more detail during tutorial classes
• For Part B, marking criteria include
• quality of the narrative arc in the story
• accuracy of the information within the story
• insightfulness, clarity and logic of the critique of the AI output
• we will go into more detail during tutorial classes

For submissions made by the due date, we aim to return assessment by the end of week 6. Please refer to Wattle for any updated information on return of assessment.

More details will be provided via Wattle and in classes in the first two weeks of classes

Assessment Task 2

Short essay

Description of the task

Choose ONE of the following topics

1.     If scientists make mistakes and people get injured or die, should they be held accountable (and if so, how)? Discuss using either the L’Aquilla earthquake case from Italy, or choose up to 3 specific examples based on COVID-19 in 2020-23

2.     Are anti-vaccinators a problem in Australia? If so, what kind of problem(s)? How do you know (that is: what's the evidence)? Discuss your position on this using specific examples. This doesn't have to be about COVID vaccines!

3.     Does science have an equity problem? Discuss using specific examples.

4.     What role(s) should science communicators fulfill in encouraging climate change action? Discuss your position on this using specific examples.

5.     What are the societal implications of CRISPR? Not just the technology, but social, cultural, political, ethical implications. Be prepared to conclude your essay with a clear position (for example: it’s good, it’s bad, it could work for X but not so much for Y, it should be regulated like this, etc.)

 

Marking criteria

No matter which topic you choose, you need to:

• Give your essay a meaningful title
• Identify ~3-6 main points you will present to support your argument or position

o First - State clearly what your essay is about and introduce your overall argument

o Next - step though the relevant points related to your argument in turn, using evidence and examples to support your claims

o Finally - summarise and conclude you essay, remembering to refer back to your original intention (or argument) in the introduction, and the extent to which you addressed it

• Set out a clear line of reasoning that links your essay topic through your 3-6 points and gets you logically to your conclusion(s)
• Draw on both formal and grey literature/ evidence as is appropriate to set the topic and argue your position
• Incorporate science communication theory where relevant
• Reference appropriately
• Use correct English language grammar and sentence structure
• Use clear examples to support and clarify your argument.

o Word limit maximum 1,200 words (+/- 10%). A one percent penalty will applied for every 10 words above or below the word limit range.

For submissions made by the due date, we aim to return assessment within four weeks. Please refer to Wattle for any updated information on return of assessment.

Assessment Task 3

Podcast assignment

BRIEF overview of the task - for full details, please refer to Wattle.

Podcasts have become enormously popular. The range of podcast topics and styles is almost endless, so there really is something for everyone out there in podcast land. Podcasts can be cheap to produce and distribute, and can be created on what are now basic and common technologies, so pretty much anyone who wants to can make their own.

For this assignment, you get to build your own science-related podcast!

Your job is to summarize a science-related issue, story, person, discovery, or discipline, that you think would appeal to your peers in SCOM1001 (your “target audience”) and create a short podcast.

You will have a lot of leeway to choose how to approach your subject matter.

Regardless of your final choice, your podcast topic must be based on facts that have at least some science-related element(s). This is not the place to try out fictional stories.

When coming up with a topic, format and structure, remember:

1. “story” doesn’t mean “fiction” 
2. “factual” doesn’t mean “boring”.

Marking criteria

Your podcast will be assessed against the following broad elements. There is some finesse to this as sometimes a podcast can technically meet all the criteria, but still lack "wow" factor. We will discuss all this in detail in lectures and tutorials during the semester...

• Ideal audience
• Content/ subject matter
• Presentation / delivery style
• Format 
• Context
• Structure

Character limitations restrict the amount of detail that can be provided here for the marking criteria, so please refer to the Wattle site for a full specification of the marking criteria, including advice and tips for creating a great podcast.

TIME PENALTIES

1 - The podcast recording –  25 marks of the total (30)

·       Time penalty – we will deduct 10% of the total recording mark for every 30 seconds (or part thereof) you go over time. The penalty applies only to the podcast recording element NOT the show notes. This means:

o   1-29 seconds over – no penalty 

o   30-59 seconds over, subtract 10% (2.5 marks) of the total marks for the recorded element of this assignment. 

o   60-89 seconds over, lose 20% (5 marks), 90-119 seconds over, lose 30% (7.5 marks) and so on

o   There is no time penalty for going under the time limit, the risk is it might be too short to do a good job 

2 - Show notes -- 5 marks of the total (30)

·      Your show notes should feature material you drew upon specifically, tangentially, or were inspired by when creating the podcast episode

·       Show Notes include a brief overview/ synopsis of your episode (max 3 short paragraphs). You will not be able to cover every detail, so choose the most interesting, important, and more searchable elements from the episode.

·       Show notes are also where you would put things people might want to follow-up with from your podcast, or if you refer to anything specifically in your episode, you can tell your listeners to check the show notes for details

o   You could drop in a mix of relevant links, pictures and/or references rather than a formal reference list per se 

·       Do not include a transcript of your episode (you won’t have enough room).  For this assignment, show notes should aim to augment, support, or enhance what was in your recording. 

• ·       Maximum of 2 x A4 pages. A five percent penalty will be applied for every half page over the limit

WHAT TO SUBMIT 

Each assignment will have TWO files associated with it. Each will have a seperate turnitin link.

(1) the podcast audio file.

This should be a single file, preferably in .m4a or .mp3 / .mp4 format.

Do not submit sound files in obscure, or niche, formats, because staff may not be able to open them.

Make sure you check the file plays and the voice(s) are audible - we can’t mark what we can’t hear!

(2) A show notes document.

For submissions made by the due date, we aim to return assessment within four weeks. Please refer to Wattle for any updated information on return of assessment.

Assessment Task 4

Reflection

Description of the task

In this final piece of assessment in SCOM1001, you are asked to look back over what you have experienced, discussed and discovered (or not!) during the course of the semester and reflect on your experiences. 

You should try and balance writing about things you liked and did well against things you didn't like and did poorly. Note also that this is supposed to be about you, not a critique of others or the course (unless directly pertinent to your own experience). 

Marking criteria

• 500 word maximum. A one percent penalty will be applied for every 10 words over the limit

Below are some questions to help inspire you to reflect. Note that these are just suggestions, you should feel free to add your own or take it in a different direction. 

• In what way(s) has your attitude to science, and science communication changed since you began the semester?
• What did you find 
• easy
• challenging, 
• interesting, 
• confronting, 
• boring?
• What’s next for you?

As this can be quite a personally bespoke piece of work, we will discuss more about details and approaches that will guide you in the task in tutorials so that your tutor can help you tailor your reflection to your interests and experience..

It is intended to return marked assessment within two weeks of submission. Please refer to Wattle for any updated information on return of assessment.

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

Story-time, essay and reflection will be 'returned' via Turnitin. Podcast feedback will be included on the show notes in Turnitin.

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