Uncertainty is everywhere. We casually, often unknowingly, take risks and accept uncertainty many times a day without a second thought. However, in the sciences, and in science communication, we cannot afford to be blasé. The ramifications of poor risk communication can and do have dramatic, global consequences. 

For years, issues around challenges like climate change, enhancing health and wellbeing and gene/ nanotechnologies have regularly highlighted the need for society to meaningfully communicate and debate the myriad risks associated with the appreciation and application of science, even when the various stakeholders involved are doing their best and acting in good faith. But what about when they aren't?

In the early 2020s, the COVID pandemic and its ongoing aftermath provided a vivid, global example of what can happen when accidentally, at times deliberately, false information is promoted and shared. Misinformation and disinformation swiftly became a core feature of the already complex environment of risk communication around the pandemic.

 In this course, science communication is analysed from risk communication and ethical perspectives, with particular focus on the phenomenal rise of mis- and dis- information in public discourse. In the course we will examine and critically consider such questions as:

• What is risky, to whom, and why? 
• How is risk understood by experts? 
• How does it manifest in public domains? 
• When does a risk become acceptable? 
• Is it possible to speak about “real” or “true” science-based risks? 
• How can we analyse and conduct effective science communication work in a world where misinformation and disinformation are ubiquitous? 
• What strategies and tactics exist to counter communication environments in which people wilfully aim to misinform, or are at least unconcerned about the veracity of their claims? 
• To what extent can ethics help us better critique, and then guide, positive risk communication efforts for science communicators? 

Throughout the course, significant attention is devoted to the consideration of clear and effective ways to characterise and communicate controversial, risky, and ethically charged science-based matters in the public sphere, especially when mis- and dis- information are at play.

Learning Outcomes

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

1. Analyse, critique and reflect on the manifestations and implications of risk, misinformation and disinformation and their roles in science communication
2. Research, synthesise and professionally communicate information about social, cultural and psychological influences that affect people’s perception of risks, misinformation and disinformation associated with science communication
3. Critically analyse and comprehensively review risk communication strategies involving the communication of contemporary science-related risk issues and consider their ethical implications
4. Undertake desktop research into the theory and practice of risk communication
5. Write persuasively for diverse non-specialist audiences about risk and ethics in science, integrating personal opinion, theory and responsible ethical judgement
6. Use course reading and lecture materials as a catalyst, and integrate knowledge of published research, to effectively present personal views, and critically respond to those of others, in open forums.

Research-Led Teaching

The material underpinning SCOM2031 incorporates both classical/ traditional and current research and theory in science communication and related disciplines and is accessed by students via lecture content, texts, readers, journal papers, professional guides and policy documents. Students will also be exposed to, and at times apply, elements of research practice during the course, especially via the course readings and their evidence-based critique and recommendations for improvement of public risk communication campaigns in the course assessment.  

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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Week 1 - Introduction: Recap of key science communication basics, introduction to misinformation, disinformation & risk, outline of the course and assessment
2	Module 1– RiskWeek 2 SCOM Research & theoretical foundations of risk communicationWeek 3 Perceptions of riskWeek 4 Persuasion & InfluenceWeek 5 Communicating risk in an environment of misinformation & disinformation – can ethics help?	Assessment 1 due at the end of Week 4.
3	Module 2 – Misinformation and disinformation Week 6 Introduction to research and theory of misinformation and disinformation PART 1Week 7 Introduction to research and theory of misinformation and disinformation PART 2Week 8 Intention and correctionWeek 9 Trust & expertise	Assessment 2 due at the end of Week 7
4	Module 3 – Strategies, critiques and moving forward Week 10 Communicating risk & countering Mis/Dis – critiques of communication strategiesWeek 11 What should we do? What can we do?Week 12 OK, what now?	Assessment 3 due at the end of Week 11.

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
Misinformation, Disinformation and Risk (MDR) Team Project PART A	30 %	14/03/2025	1,2,3,4,5,6
MDR & Ethics opinion piece exercise	35 %	17/04/2025	1,2,4,5,6
Misinformation, Disinformation and Risk (MDR) Team Project PART B	35 %	16/05/2025	1,2,3,5,6

* 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

Tutorials run face-to-face on campus. It's important to attend this class as much of it will relate to your assessment in this course. If you will be unable to attend the tutorial, please contact the course convener ASAP before enrolling in this course.

Assessment Task 1

Misinformation, Disinformation and Risk (MDR) Team Project PART A

The MDR Team Project involves identifying, analysing, critiquing and making recommendations to improve, a public-facing, science-based, risk issue whose communication has featured misinformation and/or disinformation. 

The project is broken into two parts.

Project Part A – Scoping Study 

·      WORTH 30%

·      DUE end of week 4

·      SUBMIT – TWO OPTIONS

o   Your team can choose to divide this part of the project into sub-areas and submit individually graded reports (1500-2000 words per report - 1% penalty for every 200 words, or part thereof, over 2200), OR

o   Your team submits one group report, and you all receive the same grade (4000-5000 words - 1% penalty for every 200 words, or part thereof, over 5500).

·      PROJECT TOPICS – you will be provided with a list of topic areas to select from in the course material on wattle. Students will also have the option to negotiate a bespoke topic with course staff if their team is interested in a suitable topic that is not on the list. 

Marking criteria - based on addressing the following core elements of the scoping study

·      Overview and justification of the risk-based topic area and an argument for why the topic is suitable for the MDR project. Depending on the nature of your topic, this might include, but is not limited to  

o   Commenting on how the topic is science-based or at least science-influenced 

o   Summarizing overt elements of public fear, anger, dissatisfaction or confusion about the topic

o   Observing ways in which understanding the risks about your topic might be influenced or complicated by issues beyond the science (for example, some anti-vaccination sentiments are about the politics of being told what to do rather than the risks of vaccination itself)

o   Highlighting key examples of misinformation and disinformation.

·      The broad state of the discourse. This element might address things like

o   Who the main players are in the public discourse about your topic

o   Where the discourse is more/less common (geographically)

o   What communication platforms are commonly used

o   Timing of communication and messages. For example, was there a precipitating event after which the discourse changed?  

o   A high-level synopsis of headlines and most common talking points about the topic. 

·      Useful data and information and sources. This element would provide an overview of things like

o   The critical science that informs the discourse

o   Previous non-science attempts to understand, critique or address the problem. This kind of information could cover things like previous communication campaigns, policy changes or direct tactical efforts. This kind of material could come from science communication, political science, public health, social science, psychology, anthropology and beyond.

o   A brief consideration of potentially useful theories that could inform your project.

FURTHER DETAILS WILL BE PROVIDED AND DISCUSSES IN CLASS AND ON WATTLE

For submissions made by the due date, it is intended to return the marked assessment by the end of Week 6.

Assessment Task 2

MDR & Ethics opinion piece exercise

Marking criteria and Description of assessment task

·      Choose ONE topic area from this list:

o   Longevity research

o   Climate change

o   Nutrition, exercise and obesity

o   Pros and cons of AI

o   Nanotechnology 

·      Write 2 opinion pieces for your topic (a total of 2 opinion pieces):

o   1 piece should focus on aspects of the topic you think should be supported (and why)

o   1 piece should focus on aspects of the topic that you think should not be supported (and why not)

·      How to begin?

o   Consider the kinds of questions about the topics you have chosen that would be of interest to your audience. It can be a simple as What would happen if everyone lived to 150? OR How do we decide what is a healthy body shape? OR Can we afford to ignore warnings from climate scientists?

o   Alternatively, come up with some clear, bold statements about the topic and then address them in your piece. For example, Reproductive technologies should be made available to anyone who wants them  OR We should not conduct any experiments on animals that we wouldn't conduct on people. 

·      Base your 2 pieces on: 

1.    scientific evidence related to the topic,

2.    your own beliefs, opinions and experience, and

3.    arguments, positions and ideas from the ethics component of the course.

·      For both of the pieces briefly and clearly state what venue you are writing for (for example; The Australian, Woroni, The Women’s Weekly, New Matilda, The Conversation, On Campus, etc) and why what you have written is suitable for this format/ audience. This should be brief – one or two paragraphs maximum

FURTHER DETAILS WILL BE PROVIDED/ DISCUSSED IN WEEK 1 AND ON WATTLE

Word limits

·      NOTE:  each piece must be between 600 and 800 words. No more, no less. Marks will be deducted for pieces that are too short OR too long at a rate of 1% for every 10 words (or part thereof) over or under.

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

Assessment Task 3

Misinformation, Disinformation and Risk (MDR) Team Project PART B

Project Part B – Final Project

·      WORTH 35%

·      DUE end of week 11

·      SUBMIT – Your team submits one final project report (max. 5000 words - 1% penalty for every 200 words, or part thereof, over 5500)

 

Marking criteria - based on core elements of the final report 

·      Introduction and context. Based on a synthesis of your scoping work, feedback from course staff and further research, introduce and articulate the refined scope of your final project.   

·      Identify and unpack the specific misinformation and disinformation. Focusing on the key misinformation and disinformation concepts and messages revealed in your project, present and unpack the core science-based, factual errors. For each, consider whether they represent examples of misinformation, disinformation (or both) and discuss why.

·      In the context of the greater risk issue(s), examine

o   What have been the consequences of misinformation and disinformation (and how you know)?

o   What could be the consequences if misinformation and disinformation in the discourse around your risk issue continues (and how you know)?

·      Recommendations. 

o   Based on your project work and course material, make recommendations about new and different messages, or other solutions, that might help counter the effects of misinformation and disinformation. Be as specific as you can about aspects of your recommendations such as:

·      the content of messages

·      what audiences they would be targeting

·      who would be best placed to craft and deliver messages

·      what “delivery mechanisms” you would choose (e.g., various social media, legacy news outlets, public events, policy recommendations to local councils, etc) 

·      evaluating the impact of your recommendations. 

o   Do not forget to incorporate MDR theory where/ as relevant!

FURTHER DETAILS WILL BE DISCUSSED THROUGHOUT THE SEMESTER IN CLASS AND ON WATTLE

It is intended to return marked assessment within four 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 use 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

All assessment will be returned via 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