This course allows a special topic of study for individuals or small groups of students who wish to gain particular knowledge in a topic in science communication not covered in other courses taught in CPAS or elsewhere in the University. Permission must be sought from the convener before enrolment. The course will include at least two assessment activities; the student and convenor discuss and agree on the format and requirements of the assessment activities at the start of the course.

This course is co-taught with undergraduate students but assessed separately.

Learning Outcomes

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

1. Plan and engage in an independent and sustained piece of critical scholarly work on a chosen science communication topic.
2. Systematically identify and use relevant theory and concepts, relate these to appropriate methodologies and evidence, and draw appropriate conclusions.
3. Keep accurate and detailed records of work undertaken, including literature review, field work or other research.
4. Develop interpersonal skills by working constructively with active researchers on real research problems.
5. Critically evaluate their own work and results, as well as results reported in the literature.
6. Communicate research concepts and contexts clearly and effectively both in writing and orally.

Research-Led Teaching

This specific Summer 2026 class (class 1436) of SCOM6005 is a special topics course on "Responsible Innovation".

COURSE INFORMATION

This intensive course invites you to explore how innovation is imagined, designed, and experienced in our societies. Through a mix of lectures, workshops, and case studies, you will critically examine the stories we tell about innovation we often take-for-granted, and explore how social, political, and economic forces shape what we call "innovation". Using theories, frameworks, and tools from responsible innovation and systems thinking, you will engage with real-world examples and collaborative projects to uncover the assumptions and dynamics shaping innovation.

By the end of the course, you will have a deeper understanding of what it takes to innovate responsibly in a world increasingly captivated by the idea that technology alone can solve our time's grand challenges, from climate change and health crises to water and food scarcity.

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	This intensive course invites you to explore how innovation is imagined, designed, and experienced in our societies. Through a mix of lectures, workshops, and case studies, you will critically examine the stories we tell about innovation we often take-for-granted, and explore how social, political, and economic forces shape what we call "innovation". Using theories, frameworks, and tools from responsible innovation and systems thinking, you will engage with real-world examples and collaborative projects to uncover the assumptions and dynamics shaping innovation.By the end of the course, you will have a deeper understanding of what it takes to innovate responsibly in a world increasingly captivated by the idea that technology alone can solve our time's grand challenges, from climate change and health crises to water and food scarcity. Session 1: Innovation under X-ray: See what we don’t see
2	Tech to the rescue?	Assessment 1 due
3	Essentials of Responsible Innovation
4	Hands-on Responsible Innovation: Tools for thinking, designing, and acting
5	Case Studies | Responsible Innovation	Assessment 3 due

Tutorial Registration

The Responsible Innovation SCOM6005 special topic teaching intensive week (2-6 Feb 2026, 9am-5pm daily) includes workshops, but there are not any additional timetabled tutorials.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Tracing the Loops (in-class assignment)	10 %	03/02/2026	03/02/2026	1, 2, 6
In-class Activities (participation and contribution)	10 %	*	31/03/2026	4, 6
Case Study Facilitation Activity (oral presentation)	35 %	06/02/2026	31/03/2026	2, 3, 4, 6
Case Study - White Paper	20 %	13/02/2026	31/03/2026	1, 2, 3, 4, 5, 6
Individual Creative Submission	25 %	22/02/2026	31/03/2026	1, 2, 3, 4, 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 ‘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

This course will be delivered in person, with class participation assessed via assessment tasks 1 and 2.

Examination(s)

No exam

Assessment Task 1

Tracing the Loops (in-class assignment)

This task requires students to critically examine how assumptions and public narratives influence the development, adoption, and societal impacts of innovations. This means analysing the feedback loops between social expectations, beliefs, and technological outcomes, reflecting on how these dynamics shape innovation trajectories.

Further information regarding detailed expectations and the assessment rubric for this task will be provided and discussed in the first class.

Marks for this assessment item will be returned on the same day.

Word count: TBA

Assessment Rubric / Marking Explanation: TBA

Due date & Return date: 03/02/2026, 03/02/2026

Assessment Task 2

In-class Activities (participation and contribution)

Daily in-class activities and participation in discussion.

Further information regarding detailed expectations and the assessment rubric for this task will be provided and discussed in the first class.

Word count: TBA

Assessment Rubric / Marking Explanation: TBA

Assessment Task 3

Case Study Facilitation Activity (oral presentation)

Details of Task:

This assessment gives you the opportunity to work in a group on an assigned case study of innovation (responsible or irresponsible) and to design and deliver a facilitation session to your peers. In doing so, you will engage with real-world innovation dynamics, develop teamwork and communication skills, and practice facilitating learning and discussion. Each group will present their case to the class and lead a structured discussion or activity that explores the concept of responsible innovation (RI).

Elements to consider (but not an exhaustive list):

·      Depth and accuracy of the case study analysis: how well the innovation and its context are understood and explained.

·      Clarity, structure and facilitation quality of the presentation and session: does the group guide the peers effectively, encourage participation, handle questions, and stimulate critical thinking?

·      Engagement of peers: the design of interactive components (discussion prompts, small-group tasks, role-plays, etc.) that help classmates explore and reflect on RI issues.

·      Critical reflection on responsible innovation: how well the session addresses responsible innovation frameworks/criteria, ethical issues, stakeholder perspectives, unintended consequences, etc.

·      Teamwork and process: how well the group worked together (planning, division of roles, coordination of facilitation), and how well group members communicated in the session.

·      Use of evidence and references: appropriate use of relevant literature, case data, and examples to support claims and structure the facilitation.

·      Presentation style: professional delivery, correct grammar/spelling in any supporting materials (slides, handouts), clear referencing.

Assessment Rubric / Marking Explanation:

Your work will be evaluated on:

·      The appropriateness and relevance of the chosen case study (i.e., how well it suits the topic of innovation and RI).

·      The degree to which the facilitation session is aligned with stated learning outcomes (for example: developing understanding of RI, enabling peer learning).

·      The clarity, coherence and persuasiveness of the presentation and facilitation design: is the session well-structured, engaging, and does it encourage peer interaction?

·      Demonstrated critical analysis and evidence of reading beyond the immediate case: show that you’ve engaged with broader literature on innovation, ethics, RI frameworks.

·      Effectiveness of teamwork: does the presentation reflect coordinated team effort, clear roles, and smooth delivery?

·      Professional presentation and referencing: use of academic conventions, proper referencing style, and high standards of written/spoken English.

Marks will be allocated as follows:

·      Group mark (25%): based on the overall quality of the facilitation session, including content, structure, peer engagement, critical reflection, and teamwork.

·      Individual mark (10%): based on each member’s contribution to the facilitation, and participation in the session.

Value: 35%

Time limit and time penalties: TBA

Due date & Return date: 6/02/2026, 31/03/2026

Rubric

Facilitation & Peer Engagement	Content & Critical Analysis	Teamwork
50%	40%	10%

Assessment Task 4

Case Study - White Paper

Details of Task:

Each group will produce a persuasive report (a “white paper”) that advocates for the integration of RI within their assigned case study of an innovation or emerging technology. The report should demonstrate how the group has deliberately created space for RI in their proposed approach — showing not only why RI matters, but how it can be practically applied in the case-study context. The core report is 1000 words. In addition, an appendix in the form of a team reflection (worth 5 marks) must be included; this appendix should document the group’s discussions, brainstorming sessions, decision-making and reasoning behind the proposed approach.

Elements to consider (but not necessarily exhaustive):

• Clear explanation of the case study context: what the innovation is, who the stakeholders are, what the potential impacts (positive and negative) might be.
• A robust and persuasive argument for why RI is needed in this case: referencing the literature.
• A concrete proposal for how RI can be integrated: describing mechanisms or design choices that embed anticipation, reflexivity, inclusion and responsiveness (or other RI dimensions) into the innovation process.
• Evidence of “making space” for RI: show how your group has considered alternative paths for embedding RI.
• Use of appropriate evidence and cited literature: demonstrate wide and critical reading of related to RI.
• Professional structure and presentation: the white paper should be clearly written, logically organised, properly referenced, and within the word length limit.
• Team reflection appendix: the group should reflect on their process. This includes how they worked together, how decisions were made, how the RI-integration choices emerged, any challenges encountered, and how they resolved them.

Assessment Rubric / Marking Explanation:

Grading will be based on:

• Strength and clarity of the argument for RI integration (why RI matters in this case).
• Depth and practicality of the proposed RI integration (how well the “making space” for RI is specified and justified).
• Evidence of critical analysis and reading: how well the group has engaged with the RI literature and related innovation/ethics scholarship.
• Quality of presentation: coherence, grammar, structure, referencing, adherence to word limit.
• Quality of the team reflection appendix: transparency of team process, critical insight into group work and decision-making, connection to the main report.

Value: 20%

Word limit: 1000 words for the report + the appendix (not included in core word count); any word limit penalties TBA.

Due date & Return date: 13/02/2026, 31/03/2026

Assessment Task 5

Individual Creative Submission

Details of Task:

This assessment offers you the opportunity to individually communicate the importance of RI using a creative medium of your choice. You may submit your work in any suitable format (e.g., a video, infographic, podcast, speculative design, or other imaginative approach). The emphasis is on demonstrating your understanding of RI through original and engaging work. You are encouraged to think critically about RI and convey your ideas in an inventive and compelling way.

Elements to consider (but not necessarily exhaustive):

• Demonstrated understanding of RI: How well you articulate what responsible innovation means and why it matters.
• Creative medium and originality: How innovative, imaginative and appropriate your chosen medium is for the message.
• Communication effectiveness: How clearly and persuasively the work conveys the importance of RI and engages its intended audience.
• Audience and context: Thought given to who the audience is, how the medium suits that audience, and how your work invites reflection/action.
• Evidence and reference: Even in a creative piece you should draw on relevant RI literature or frameworks to inform your work.
• Quality of production: Professionalism of the deliverable (audio/video clarity, design readability, editing, formatting, etc).
• Reflection (if required- optional): Some creative submissions benefit from a short accompanying statement explaining your choice of medium, audience, and how it highlights RI.

Assessment Rubric / Marking Explanation:

Your submission will be assessed on:

• Relevance and depth of your engagement with RI.
• Strength, clarity, and quality of your creative communication approach.
• Originality and suitability of the medium selected.
• Effectiveness in reaching and engaging the audience.

Value: 25%

Any applicable time / word / other limits to be discussed with the convener.

Due date & Return date: 22/02/2026, 31/03/2026

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

No hardcopy submission

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.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

Assignments to be returned as per the assessment summary schedule.

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