Introduction to Science Communication (SCOM1001) offers a smorgasbord of all things science communication! Broken into three core elements - concepts, skills and contexts - and featuring diverse guest lectures, science communication methods, and much more, this foundation course is designed to help you taste a little bit of everything and discover the flavours of science communication.

SCOM1001 is an excellent complement to any STEM, environment, psychology, health, or medicine degree. It gives students fundamental concepts and approaches to effectively communicate internally and externally from their core discipline to beyond. This is useful for cross-disciplinary research and problem solving, job or grant applications, stakeholder and public engagement, and many other tasks in professional science and technology contexts. It is also suitable for students from social science and arts disciplines who would like to build bridges to all things science.

The course provides an introduction to contemporary social and communication issues in science, technology, and society. It explore questions such as:

Concepts

• how did science communication evolve and how does its history inform practice today?
• what are the fundamental models and where are they useful?
• how do the wider public view and engage with science, and how can you connect with them as a communicator?
• how can we make messages relevant, convey complex ideas effectively, and tap into people's emotions?
• how can science and science communication be more ethical, inclusive, and equitable?

Skills

• how can we use storytelling, podcasts and other narrative forms to engage?
• how can we communicate through words, presentations, performances - even ideas from improv theatre?
• how can we employ hands-on methods or live demonstrations used in science centres like Questacon and other informal science learning settings?

Contexts

• how can we best communicate in the media or online?
• can science communication enhance policy making and better bring science into the political sphere?
• where does science and its communication fit into areas like science fiction, comics and pop culture more broadly?
• what role can science communication play in addressing issues like health, sustainability, climate change, or responsible AI?

Note the exact contexts explored in the course may vary from year to year based on guest lecture availability.

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'

Research-Led Teaching

This course will showcase contemporary science communication research, including many examples from the team at the Centre for the Public Awareness of Science.

Required Resources

All reading and audio visual materials for the course will be made available via the course Canvas 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 COMMUNICATION

This summary and Canvas are the key forms of communication in this course. All new course information will be communicated to students via the Canvas forum. 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 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. We won't usually respond to email over the weekend or out of business hours. Finally, if you need to see the convener or your tutor in person, please email to make an appointment. Unless it’s very urgent, please don't just turn up a staff member’s door without an appointment.

Graham and the team of tutors are here to support your learning - if you're having difficulties, have questions that aren't answered here or on Canvas, or need other support, please email us or come and discuss at lectures/tutes.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Note the exact order of lectures and module duration may be adjusted slightly, please check Canvas for the final schedule.Many lectures will be interactive and discursive encouraging student participation (if you want to). Some will feature activities and live science demonstrations. They should be interesting and fun! Please do your upmost to attend in person.Tutes are prime opportunities to cement your learning through discussion and practical activities. They will also cover key details of assessments and give you tips and resources to assist - along with the helpful expertise of your tutor. Please attend!	If you are fond of science communication, get involved in the ANU Science Communication Society to meet like-minded souls and make new friends and professional networks with other students:https://www.instagram.com/anusciencecommunicationsociety/https://www.facebook.com/groups/ANUSciCommSoc
2	MODULE 1 – CONCEPTSWeeks 1 - 4To begin with, we'll cover some science communication fundamentals: Week 1 Course overview / Introduction to science communication and key models Week 2 Publics, audiences and how to connect with them Week 3 Inclusion and equity in science communication Week 4 Ethics for science communicators	Please sign up to tutorials as early as possible, especially if you have limited availability - see Canvas for details.No tutorials in Week 1 (tutorials start in Week 2).Essay outline due Friday Week 4.Essay due end of Week 6.
3	MODULE 2 – SKILLSWeeks 5 - 7This module will cover some core skills in science communication, including: storytelling and narrative structures public speaking, pitching, presenting vs facilitating science shows, demonstrations and hands-on methods - science centres and informal science learning (including exciting science demos!)	Storytime due end of Week 8.
4	MODULE 3 – CONTEXTSWeeks 8 - 12The final module will showcase a range of contexts and professional settings in which science communication takes place. Each session will feature a guest lecturer from CPAS or beyond and ample time for questions, discussion and networking, giving you a unique insight into contemporary science communication research and practice. Note exact content may vary year to year based on guest lecturers.Highlights: science and politics/policy mis- and dis-information media and public discourse health communication history of science astronomy and space responsible innovation science and fiction - TV, movies and more pop culture, humour and science-art collaborations, including CPAS's award winning Popsicule https://popsicule.weblogs.anu.edu.au/ online science communication. Many of these align with second and third year courses offered by CPAS, see https://cpas.anu.edu.au/study/courses - ask the lecturer if you'd like more info.Our final lecture will look at some critiques and controversies in science communication and consider science communication's role in activism and advocacy - leading into our second semester first year course Evidence and Social Change https://programsandcourses.anu.edu.au/course/SCOM1002 (hope to see you there too!)	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 . PLEASE enrol in your preferred tutorial as early as possible especially if you have limited availability - some sessions will reach capacity.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Essay outline one-pager	5 %	20/03/2026	27/03/2026	1,2,3,4,5
Essay - applying science communication concepts	25 %	05/04/2026	*	1,2,3,4,5
Storytime	30 %	03/05/2026	*	1,2,3,7
Storytime (continued) - Key considerations, tips and FAQs	0 %	*	*
Podcast	30 %	24/05/2026	*	1,2,4,5,6,7
Podcast (continued) - Pocast recording key aspects and FAQs	0 %	*	*
Reflection	10 %	29/05/2026	*	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 ‘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 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 will often be quite discursive and interactive. It’s not as easy to get the full benefit from lecture interaction listening to a recording, and in-person attendance will allow you to engage fully, asks questions if you wish, and learn from and share with your peers.
• Tutorial classes – you should strive to attend all these classes to fully benefit from your SCOM1001 experience, chat with peers, and more deeply engage with content. EVERY tute will have time to discuss assessment, with Week 4 and some others dedicated to helping you with assessment items. Tutorial attendance will be recorded via Canvas, but does not directly count towards grades (but coming will give you the best chance of a good grade!).

Course support materials

Please read, watch, or listen to any material that has been set for each week before your tutorial class or lecture. These materials are an integral part of your experience in SCOM1001 and form a critical element of discussions. They will all be posted to the course Canvas 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 in class.

Assessment Task 1

Essay outline one-pager

In this task you will map out your essay outline, central arguments and key references/evidence on one page. It aims to get you thinking about the deeper aspects of your essay early so you can refine them, research further, and incorporate feedback into your essay. Note this task will also be the subject of Week 4 tutes (and due end of Week 4) where you can chat with peers and your tutor about your essay plan - to get the most out of this it is essential to have a final draft done BEFORE your tute so you have concrete ideas to discuss.

You can find the details required for the actual essay in the assessment item below, have them in mind as you do the outline.

HOT TIP! Choosing or shortlisting a few essay topics early in the course so you have them in mind during Module 1 lectures and tutes is an excellent way to progressively work on the essay outline and main piece.

While there is no set format, use of figures, tables, diagrams, flowcharts, nested dot points, etc. that show the big picture structure of your essay using visual/organising elements is strongly encouraged. This is not meant to be simply a shorter essay or paragraphs of unstructured brain-dump.

Marking criteria

Please see the rubric on Canvas for further details.

• ~40% Overall outline and structure - arguments/points flow in a logical/justified manner, each argument/point connects to the next somehow, and the outline has holistic structure overall. The outline is well written and presented, and formatted in a way that captures the big picture structure and makes use of visual/organising elements.
• ~40% Quality of central arguments/points - arguments/points in the essay are logical, creative, novel, original, and/or evidence-based, demonstrating critical thinking. Key aspects of each argument/point are summarised concisely.
• ~20% Key references/evidence - the outline shows evidence of research, key references/evidence is noted and properly academically referenced (including bibliography), and includes context as to their significance and/or where they fit into your arguments/points (i.e. why is this reference/evidence important?)

Note percentages can be overridden in extreme circumstances, e.g. an outline with no references at all may be penalisied beyond 20% as it affects the quality of arguments, and vice-versa when you do something absolutely exceptionally amazing.

Word limit - STRICT maximum one A4 page (11pt text minimum) including bibliography (if needed can be 8pt text)

Submissions exceeding this will be penalised by 30% for each additional page.

Due date - 20 March

For submissions made by the due date, we aim to return one week later. Please refer to Canvas for any updated information on return of assessment.

Assessment Task 2

Essay - applying science communication concepts

In this essay you will apply fundamental science communication models, considerations, history, and other content from the Concepts module of the course (the first few lectures - see Canvas) to a specific area of science communication. The core underlying idea is to use what you have learned in these initial weeks to better understand a real world science communication context that is personally meaningful to you. You can choose ONE of three different areas. The specific essay question is:

How do you think science communication concepts can be most effectively used to understand and design science communication related to...

• your main discipline (e.g. engineering, psychology, physics, etc.)?
• a STEMM related societal issue (e.g. climate change, equity in STEM, pandemic responses, etc.)?
• a specific STEMM discovery/technology (e.g. Ozempic, CRISPR, small modular nuclear reactors, green hydrogen, etc.)?

No matter which topic you choose, you need to:

• Include a word count
• State your exact question, i.e. fill in what you choose for the option (doesn't count towards word count).
• Give your essay a meaningful title
• Identify and research approximately 3-6 main points you will present to support your argument or position. The number of points will depend on your overall argument and is flexible.
• Follow general essay structure:
• Intro - State clearly what your essay is about and introduce your overall argument
• Body - step though the relevant points related to your argument in turn, using evidence and examples to support your claims
• Conclusion - 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

Key considerations, tips and FAQs:

• Structure - the essay should follow standard essay conventions (intro-body-conclusion), however you do not need to adhere to a rigid or prescribed structure, style, exact number of points/paragraphs, etc. Rather, structure your essay in a way that best supports your arguments.
• Evidence and examples - wherever possible, research and use specific, localised and/or personalised examples and evidence - aim for novel, creative and original content rather than the kind of generic stuff a Google search or AI dump might present.
• Science communication concepts from the course - focus on concepts/content from the lectures and tutes in the first instance, however it is fine to extend into other concepts/areas as needed for your specific question. If you think very central science communication concepts don't apply to your context, explain briefly why they are out of scope/not relevant.
• Clear position - your essay should present arguments building progressively and logically to clear, well-supported conclusions answering the essay question.
• Resources and how-tos - ANU has a range of resources to help with essays, including written and video resources (https://www.anu.edu.au/students/academic-skills/writing-assessment/essay-writing) which step through the essay research and writing process, including how to Find your argument, Develop your argument, Plan your essay, Write your essay and finally Polish your essay. A well planned - and thoroughly researched - essay takes time and reflection, don't leave it to the last day. We will also cover essay writing in lectures and tutes.
• DO NOT USE AI TO THINK OR WRITE FOR YOU - Please refer to the course AI policy discussed in initial lectures for specifics.

Marking criteria

Please see the rubric on Canvas for further details.

• ~40% Quality of essay - arguments/points in the essay are logical, creative, novel, original, and/or evidence-based at both micro (individual arguments/paragraphs) and macro (whole essay) levels, demonstrating critical thinking.
• ~20% Evidence of background research and referencing - the essay shows evidence of background research, use of academic/'grey' (not formally peer reviewed but still reliable) literature, reference to lectures and academic literature in them (cite original sources wherever possible) – with comprehensive and consistent referencing (any reference style is OK) demonstrating attention to academic integrity.
• ~20% Structure - the essay is well structured overall (intro-body-conclusion), has effective paragraph and sentence structure that supports the arguments made, and builds and synthesises arguments throughout the essay leading to the conclusion.
• ~20% Written expression and presentation - the essay has a word count, the essay question, a meaningful title, succinct clear language that avoids or explains jargon, and excellent spelling, punctuation, grammar, complete sentences, reference formatting, and overall formatting.

Note percentages can be overridden in extreme circumstances, e.g. an essay with absolutely terrible written expression may be penalisied beyond 20% as it affects other criteria, and vice-versa when you do something absolutely exceptionally amazing.

Word limit - maximum 1200 words (wiggle room/range +/- 10%. 1% penalty for every 10 words above or below)

Due date - 5 April

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

Assessment Task 3

Storytime

In this task you will write an engaging STEM related story based on an academic paper broadly in the style of a news/feature media article, including a rationale/reflection on your narrative structure and creative process. You will be given a choice of academic papers from various STEM disciplines to choose from on the course Canvas site - you only need to select one.

Lecture content will discuss storytelling and narrative structures, including key elements like the narrative arc, emotional engagement, creating relevance and connection, and putting the science in a human/social context. Note fundamental science communication concepts from the Concepts module will also be very helpful.

Finding the story

Most academic papers are not written to be entertaining and engaging, you will need to identify, interpret, conduct background research, and add elements to make it into a great story. Some key considerations (note not every story will include all these, but some do):

• How can you put this story into a larger social context? Look for an angle that could make this relevant to people beyond just those involved in the technical fields your paper involves.
• Where do you fit in? Is the research personally meaningful, relate to an anecdote or experience you (or someone close) have had? Can you use your own take on the research to make it meaningful for others?
• What is the researcher's human story? What were the researcher's motivations, backstory, personal interactions, etc.? Has the researcher been quoted in other news coverage, press releases, etc.?
• Are there any emotional hooks? Look for drama, twists, surprises, or tensions (and if possible, resolutions). For example, does the research:
• contribute to solving a problem that has been illusive?
• help resolve a dispute between different theories, people, labs, disciplines, etc.?
• create more, or new, tensions in the field?
• Which narrative structure would work best for combining the elements above and the actual research into your story? For example, be guided by the “And, But, Therefore” structure, or the Dobzhansky Template (“Nothing in _____ makes sense, except in the light of _____.”) or others of your choosing.
• You are unlikely to be able to include all the scientific details in your story. A good story is often about what is left in and out for flow and engagement, but take care not to misrepresent the science in the process.

Rationale/reflection on your narrative structure and creative process

This section is designed to help you reflect on how you went from science paper to engaging story and outline the approach/narrative you used. It should:

• Explain the narrative structure and narrative elements you used - this will be extra important if you've been super creative, fused different structures, or used an innovative approach/style to suit your audience or vibe.
• Outline your research, writing and creative process, particularly where inspiration came from, any 'moments' or epiphanies you had that informed key aspects of your story.

SEE THE ITEM BELOW FOR FURTHER TIPS, ADVICE AND FAQS.

Marking criteria

Please see the rubric on Canvas for further details.

Narrative structure and story elements ~50%:

• presence of an effective narrative structure and elements that signpost/signal the structure
• impact of narrative engagement elements – e.g. broader social context, emotions, humour, contrasts, twists, problem-resolutions, tensions, etc.
• overall written structure – use of paragraphs, flow between paragraphs, grammar, spelling, effective use of titles and (if using) headings, etc.
• creativity and originality – the novelty of the story overall, going the extra mile (e.g. pictures, layout, graphics, etc.), the human touch and and wow/X-factor or je ne sais quoi.

Communication of STEM content ~30%:

• effectively and accurately conveying the scientific details in the paper, without misconstruing or or distortive ‘cherry-picking’ (noting not every detail needs to be included)
• evidence of background research and use of secondary sources to augment details from the paper, including referencing
• use of effective analogies, comparisons, simplifications, etc. that aid understanding the research/science
• lack of jargon and/or explaining technical terms

Insightfulness of rationale/reflection ~20%

• insight and depth demonstrated in the explanation of narrative structure and narrative elements, including why you chose them (i.e. justify why your strategy/approach is effective)
• nuanced, accurate and honest description of the research, writing and creative process
• inclusion of clear links and examples from your story that support above two points
• personal/reflective elements that show, in-depth, your emotional and cognitive human processes that informed the story

Note percentages can be overridden in extreme circumstances, e.g. an incredibly novel and effective narrative structure can lift or even offset problems in other areas, whereas completely messing up the science content may mean your narrative also is compromised.

Word limit (1% penalty for every 10 words above or below)

• story 600-750 words
• rationale/reflection 200-250 words

Due date - 3 May

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

Assessment Task 4

Storytime (continued) - Key considerations, tips and FAQs

The following will be helpful and your craft your stories.

Key considerations, tips and FAQs:

• Factual, NOT fictional - the task is to write a factual and engaging media story based on the academic paper, not use it as inspiration for fiction/science fiction (but creativity is of course welcome).
• Referencing - Include the full reference for the paper you’re using. You do not need to use in-text references for the main paper, but usually it will be referred to in the text (e.g. "The research published in the Journal of Tasty Treats discovered..."). If you drew on other sources to add context, deepen the story, etc., they need to be referenced in-text as usual (even though this is not standard for a professional media article).
• Examples and inspo - Critically reviewing science articles from mainstream media/news outlets and popular science publications (New Scientist, Science Alert, National Geographic, etc.) can illuminate key features for your own stories. When reading take note of what attracted you to read it in the first place, which elements engaged you and why, and how the author has woven these elements together into a story/narrative structure. Some examples (note how the academic paper is worked in and augmented/contextualised) Graham enjoyed recently include:
• Why do we find our pets so cute? Bold, bin-raiding raccoons may have a surprising answer https://www.theguardian.com/commentisfree/2025/nov/26/raccoon-trash-panda-pet-urban-domesticated?CMP=Share_iOSApp_Other
• ‘You’re not you when you’re hungry’? Actually, yes you are https://www.smh.com.au/lifestyle/health-and-wellness/you-re-not-you-when-you-re-hungry-actually-yes-you-are-20251104-p5n7j8.html
• Use of AI/GPT - If you like, you may use AI to summarise the academic paper only, but NOT write the story for you or give you inspiration/examples for the story - telling stories is an innately human thing and a key skill to learn as a science communicator and all-round effective human. Storytelling is often needed on the spot in interpersonal interactions where ducking out to prompt your AI may well be awkward. Doing the hard but fun work of becoming a good storyteller - developing innate communicative creativity - is well worth it, don't risk missing out on learning this key skill. Remember AI is basically using an algorithm and machine learning to mathematically imitate the actual human connection inherent in storytelling; it doesn't know your audience like you do, can't feel like you, and while algorithmic predictive text may masquerade as human creativity the two are very different things. Get the best value from your fees and don't use AI to write your story. If you use AI to summarise the academic paper, include ALL your prompts and and any notes on the process as an appendix (excluded from word count) - see the course AI policy in the first lectures.

Assessment Task 5

Podcast

For this assignment, you get to make your own STEMM-related podcast! The style, format, topic, etc. are flexible, you might explore:

• A science-related public/social issue
• A person or people related to STEMM, science issues, science discovery, science controversy, etc
• A local matter of interest that has a clear STEMM element
• A particular discovery or discipline area
• An explainer of some aspect of STEMM
• Got a different idea? No problem at all, BUT check with your tutor to make sure your topic will work before you start ...

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

You will submit an audio file of your Podcast, along with a ‘show notes’ background document. Although many professional podcasts have video, the assignment requires audio only – this is a deliberate choice so you focus on the content and its delivery, rather than visual aesthetics or worrying about how you look.

Presentation options and podcast duration - choose one

Option A – solo

• Duration 3-5 minutes with you presenting on your own, with an individual mark.

Option B – one-way pairs

• A (“story teller”) tells B (“reactor”) a story and along the way B reacts to the story teller. They may be someone to chat with (a “buddy” podcast), they may be there to ask questions (for example, serving as a “proxy audience”), or maybe you want to bring in an expert for an interview-type format.
• Marks are allocated ONLY to A (the “story teller”), not B (“reactor”) – so make sure A does most of the content delivery (but more flexible if you do an expert interview).
• Duration 3-5 minutes (no extra time for having another participant if they’re not also being graded) with an individual mark.

Option C – two-way pairs

• One podcast presented by two students (A and B) enrolled in SCOM1001.
• This is a 2-way conversation, interview, and/or exchange of information, ideas, details, responses, comments, etc.
• Duration 6-10 minutes (so, 3-5 minutes per person) with both students given the same mark.

Option D – 3 way, all-in

• One podcast presented by three students (A, B & C) enrolled in SCOM1001.
• You can decide how best to organise this yourselves. For example, if you don't just have a 3-way conversation, you might have one person take on more of a hosting role, or all three of you could take turns to offer different angles or information.
• Duration 9-15 minutes (so, 3-5 minutes per person) with all students given the same mark.

Please refer to Canvas for how to register and submit as a group for options C and D.

Show notes – key aspects

Show notes often feature on a podcast webpage, giving a written summary of the episode and related material. Do not include a transcript of your episode.

Essential:

• state (1) the solo/group format used, and (2) names/u numbers for member/s
• a brief synopsis of your episode (max 3 short paragraphs). You can’t cover every detail, so choose the most interesting, important, and ‘catchy’ elements.
• any sources, links, etc. you refer to, researched, or were inspired by – while it is important to acknowledge this for academic integrity, try to work this into the style of the show notes as if it were for the audience’s background. These are in effect your references and separate reference section isn’t needed.

Optional:

• any supplementary materials, especially things hard to capture in spoken word (e.g. pictures, figures, etc.)
• any follow-up actions, such as subscribing to something, signing a petition, etc.
• anything else that augments, supports, or enhances what was in your recording.

PAGE LIMIT - Maximum of 2 x A4 pages (5% penalty for exceeding).

SEE THE ITEM BELOW FOR KEY ASPECTS OF THE PODCAST RECORDING, TIPS AND FAQS.

Marking criteria

Please see the rubric on Canvas for further details.

Podcast content ~45%

• creativity/originality of topic or angle (critical) and X factor / je ne sais quoi
• evidence of thorough research and synthesis of different sources/evidence, with evidence/sources mentioned
• effective structure (catchy and informative title, intro and outro, narrative or other structure) with structural elements – transitions, progression of ideas, logical flow, signposting, etc.
• use of engagement and science communication elements (e.g. relevance, analogies/metaphors, humour, emotional engagement, humanising science, etc.) suitable for the target audience
• scientific accuracy and no jargon (as appropriate for intended audience)

Podcast delivery style / format ~35%

• clear engaging speech (e.g. speed, diction, tone, enthusiasm, variation, etc.) with an authentic/natural vibe (i.e. not read out monotone) and effective dynamic between presenters (except solo option)
• involvement of audience (e.g. referring to them, ‘interactivity’, etc.)
• inclusion of sound effects, music and/or production that enhances the science communication
• marks will not be deducted for technical issues unless they significantly detract overall or show a lack of care

Show notes ~15%

• inclusion of the presentation format chosen, and names/u-numbers for member/s
• the intrigue and excitement created by the synopsis, i.e. ‘catchiness’
• accuracy and succinctness of the description/synopsis
• appropriateness, quality and diversity of sources and supplementary/follow-up items – evidence of thorough research

Note percentages can be overridden in extreme circumstances, formats like podcasts can have a somewhat intangible 'secret sauce' that if included can make everything better.

Word/duration limit - see above

Due date - 24 May

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

Assessment Task 6

Podcast (continued) - Pocast recording key aspects and FAQs

Podcast recording – key aspects and FAQs

Factual (not fictional)

• You can be creative, you can interpret things in engaging ways, but the content needs to be robust and based on facts/sound evidence.

Decide who your audience is

• Your default audience is average adults (e.g. first year uni knowledge/reading level); if choosing a different one make that clear in the recording intro/show notes.
• If not already familiar, research your audience so you know what is relevant and appealing to them and what level the science should be pitched at – imaging you are talking to an actual person from that audience can be helpful.

Content and structure

• Make it interesting/relevant/engaging, humanise the science, and think how you can place it in an appealing social context.
• Reflect on your Storytime learning (narrative structure, emotional engagement, etc.) – have a clear beginning, middle and end and consider more involved narrative structures.
• Give your podcast a catchy and meaningful name – could be stand alone or framed as part of a series.
• You can use music, interview snippets or other sound grabs if you like – copyrighted materials are OK for the assignment, but if you want to publish it in the public domain afterwards find royalty free options or create them yourself.
• Testing out content on some friends/peers early will give you amazing insights.

Delivery style / format

• You can present solo, as a pair or trio, or with a guest – see item above (note this affects the duration of the podcast).
• Use a consistent style (or have a good reason if you vary) you feel comfortable with - decide whether you’ll be serious, light-hearted, authoritative, naive (i.e. you represent the voice of the audience).
• Have a plan and structure, don’t just ramble – you might like to script carefully, make it more conversational/improv, or both – but have a plan. A more natural, conversational style often engages best, but will still benefit from planning and rehearsal.
• Solid planning and rehearsal will mean less or no need to edit.

Duration

• Duration depends on the format option you go with – see above.
• It helps to have a timer visible as you record.
• Timing is strict - up to 29 seconds over no penalty; 10% penalty for every 30 seconds (or part thereof) beyond that

Technical details and editing

• Find a reliably quiet, non-echoey setting – avoid rooms with lots of hard surfaces.
• Test beforehand and make sure you have reasonable audio and critically ALL voices are clear – listen to a test recording (we understand it won’t be studio quality)
• If you have access to a microphone or a webcam with built in mics these will help, but a well-positioned laptop or phone (make sure mic holes are clean) still gives good results.
• Careful of background noise, paper rustling, or bad acoustics where you record – test first if unsure. Putting a blanket over the table you’re working on helps.
• Editing can be PAINFUL, time consuming and break the natural flow of the conversation, so plan and rehearse and hopefully you won’t need to do any – sometimes small mistakes can actually be moments so be ready to improvise.
• If you do need to edit, Garage Band on Mac or Audacity for Microsoft are a few free options… ask your peers what they recommend too.
• Submit a single audio file in a common format (e.g. m4a/mp3/mp4)

Useful resources

• https://hellobio.com/blog/listen-and-learn-how-to-start-your-own-science-podcast.htm
• https://castos.com/podcast-show-notes/
• https://rachelcorbett.com.au/blog/podcast-show-notes/
• any podcasts you and your peers love, especially sciencey ones - listen to them critically and observe how they handle content and style

Assessment Task 7

Reflection

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). This helpful video and written resources (https://www.anu.edu.au/students/academic-skills/writing-assessment/reflective-writing) give a overview of reflective writing - we will cover this in tutes but is worth watching early so you have it in mind over the course.

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, etc.?
• How did the course connect (or not) with your wider goals or values?
• Have experiences in the course be useful/influential elsewhere in your studies or everyday life?
• Have you changed any behaviors or made/adjusted plans based on course experiences?
• What’s next for you?

Reflective writing is often structured in this three-R structure:

• Retell the facts, summarise the main points, describe the significant concepts or details.
• Relate this to your previous experiences by giving examples and making connections. Compare and contrast your retelling to your previous knowledge and experiences.
• Reflect what it means and what you have learnt. Apply your judgement, give your opinion and communicate your insights.

It is OK to adapt this structure as suits your personal reflection but these elements should be present somehow.

Marking criteria

Please see the rubric on Canvas for further details.

As the assessment is all about you and your experience in course, the substance of the content (i.e. your opinions) is less critical than the way it is communicated, justified and structured – it would not be fair to assign higher marks based on whether people had deeper or more shallow responses to the course. The key things we’ll be marking on are:

• ~50% - Clarity, quality and expression of the three-R aspects of reflective writing (see https://www.anu.edu.au/students/academic-skills/writing-assessment/reflective-writing) with a mix of positives and negatives.
• ~30% - Reflective positions are clearly connected to different course experiences/content and show evidence of critical thinking, e.g. have you provided evidence/argument for why you feel the way you do, or if there is no simple cause and effect (e.g. it’s an outcome of the course in its entirety) have you shown you have thought about why it affected you personally.
• ~20% - Attention to overall structure and paragraph structure (note it is only 500 words so we’re not expecting lengthy introductions or conclusions) and good general presentation – formatting, spelling, referencing, sentence structure, etc.

Word limit: 400-500 words (1% penalty for every 10 words above or below)

Due date - 29 May

It is intended to return marked assessment within two weeks of submission. Please refer to Canvas 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 Canvas/Turnitin. Podcast feedback will be included on the show notes in Canvas/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