SCIENCE 4030 - Emerging Issues in Science and Society

North Terrace Campus - Semester 1 - 2020

This course will examine science-related issues that affect society, as well as social issues that affect science. Implications for science policy, science education, science communication and scientific research will be considered. Students will work in teams to examine specific science-related issues that affect society and make recommendations for action. Students will prepare evidence briefs to inform decision makers. Students will examine specific social issues that affect science, and prepare position statements on these issues. This course will provide historical perspective on the roles of science in society. It will enhance students? skills in team work, critical thinking, creative thinking and problem-solving to address issues in science and society.

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Course Details

Course Code	SCIENCE 4030
Course	Emerging Issues in Science and Society
Coordinating Unit	Sciences General
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Mixed mode - flexible and/or intensive
Available for Study Abroad and Exchange	N
Restrictions	Available only to students admitted to the relevant Honours program
Assessment	Assignments and essay

Course Staff

Course Coordinator: Professor Diane Mather

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

1	Critically analyse literature relevant to specific scientific advances and their social relevance.
2	Formulate logical evidence-based recommendations and supporting briefs related to issues in science and argue their relevance.
3	Negotiate complex societal issues in a team through collaborative investigation and reporting
4	Reflect on the social context of contemporary issues in science.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1,2
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	3
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	3
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	3,4
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	3,4

Learning & Teaching Activities
Learning & Teaching Modes

No information currently available.

Workload

No information currently available.

Learning Activities Summary
Learning activities will include
- 6 x 2-h tutorial sessions in which the instructor introduces a historical or current example of a scientific issue with social implications and students will participate in in-class activities and discussion related to that issue.
- 6 x 2-h tutorials designed to help students develop and practice skills needed for critical analysis of emerging issues in science and society
- 6 x 3-h workshops in which students will work in teams on specific science-related issues that affect society
Specific Course Requirements

None

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment task	Type of Assessment (formative/summative)	Percentage of total assessment for grading purposes	Hurdle Yes or No	Course learning outcomes being assessed / achieved (Should be no more than 3)	Approximate timing of assessment (week of teaching period)
Introductory assignment	Summative	10	No	1,2	Week 8
Position statement	Summative	30	No	1, 2	Week 11
Team report	Summative	30	No	1, 2, 3	Week 13
Evidence brief	Summative	10	No	2, 3	Week 13
Reflective statement	Summative	20	No	4	Exam period

Assessment Related Requirements

None

Assessment Detail

Introductory assignment (10%)
Each student will read a research article and write a concise statement about the possible social impact of the research and one concise recommendation that might help address that impact (up to 500 words total).

Position statement (30%)
Students will individually analyse a social issue that affects science and write a statement (up to 1500 words) that presents and justifies a specific position on this issue.

Team report (30%)
Students will work in groups of 3-5 (depending on class size) to analyse a science issue that affects (or has the potential to affect) society and to prepare a written report (up to 3000 words) that presents and justifies specific recommendations on that issue.

Evidence brief (10%)
Students will individually design and produce a one page (double-sided) evidence brief to support one or more recommendations related to a science issue that affects society.

Reflective statement (20%)
Students will maintain a reflective journal throughout the course that details their cognitive progression and records their contribution to team-based activities. Using this journal as a resource, students will reflect on their cognitive progression throughout the course and write a statement (up to 1000 words) on what they have learned throughout the course through participation in tutorials and workshops and through collaboration with their peers in team-based learning.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M11 (Honours Mark Scheme)
Grade	Grade reflects following criteria for allocation of grade	Reported on Official Transcript
Fail	A mark between 1-49	F
Third Class	A mark between 50-59	3
Second Class Div B	A mark between 60-69	2B
Second Class Div A	A mark between 70-79	2A
First Class	A mark between 80-100	1
Result Pending	An interim result	RP
Continuing	Continuing	CN

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator