Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Science is seldom undertaken in isolation, and in an interconnected global community, scientific responses to complex challenges are seldom able to be considered in isolation from their cultural context. In order to develop feasible scientific responses to complex challenges, an understanding of science in its social context in fundamental. Also fundamental is an understanding of the ethical and legal considerations. Such considerations not only impact how science is conducted, but also, what scientific solutions will be acceptable socially and under what constraints.

Aims

The aim of this unit is to engage you, as future scientists, in an appreciation of the complex social, economic, political and ethical factors, which influence not only how science is conducted, but also whether scientific solutions will be acceptable socially and under what constraints.

Objectives

On completion of this unit, you will provide evidence that you can:

1. Apply principles of teamwork including demonstration of roles within an inter-disciplinary team and awareness inter-cultural factors.
2. Engage in multi-disciplinary academic debate and present a summary of a complex issue informed by a broad understanding of the social context of science.
3. Critically reflect on the differences and commonalities between scientific and non-scientific representation and approaches to real-world events, natural and technological phenomena.

Content

Wicked problems require sophisticated responses. Increasingly the scientist is challenged to appreciate and work within a complex set of social, economic and political environment. As scientists, your ability to enact change rest with your ability to understand how such factors influence, or are influenced by, the work which you will undertake. Critical to this is an understanding of perspective. In this unit you will draw on examples from Understanding Science to unpack the context in which these challenges and problems are positioned. You will also source and critique non-scientific responses to a range of topics and in doing so will develop an appreciation of source and bias as they relate to areas of scientific inquiry.

Approaches to Teaching and Learning

Lectorial: Periodically throughout the semester
Workshops: Weekly workshops throughout the semester (collaborative learning spaces)
Seminar Series: Seminars periodically throughout the semester
Collaborative Learning Environment: Depending on availability, collaborative learning spaces will be made available for the use of students outside of scheduled classes

This unit will use an inquiry-based learning approach where you will engage in collaborative activity with peers, tutors and lecturers. You will work with experts to develop effective tools by which to communicate, and retrieve, evaluate and present information, and will learn how to work effectively within groups with consideration for cultural differences. A guest speaker seminar series runs in parallel to the collaborative learning activities of this unit. Speakers may include prominent scientists and researchers, science policy writers and journalists, innovators, entrepreneurs and educators. All seminars include the opportunity to interact with these experts and seek their perspectives on the challenges and/or problems you have chosen to explore.

Throughout the semester, workshop activities will give direction to your inquiry with a collection of electronic resources available for your use. Periodically throughout the semester collaborative teams will come together in lectorials providing the opportunity for groups to share ideas and approaches.

Assessment

The assessment in this unit has been designed so that you may develop an understanding on different perspectives which influence, and are influenced by, the work of scientists. You will develop the skills to work collaboratively and present confidently demonstrating effective interpersonal and oral communication. You will also develop the skills to engage in reflective practice.
Throughout the semester you will collect a series of short documents and reflections on: your experiences with working collaboratively in teams; what you have learned about being a scientist; and, how your exploration of science in context has changed your ideas about science as a profession.
In the first half of semester you will be asked to form groups aligning to the Understanding Science work teams. You will be asked to collect and critique a range of documents, and/or digital artefacts, relating to you area for inquiry selecting a range of differing social, economic and political perspectives on you chosen challenge/problem. Coordinated within groups, each individual will be assigned to explore a particular perspective and will select two or three examples related to the group's topic and to prepare a written critique that compares and contrasts the differing perspectives on the problem or issue. Your team will work together throughout the semester to prepare a presentation and activities to share your findings with teams exploring a different topic.Assessment is designed progressively across the semester to provide multiple opportunities for feedback and improvement. This includes a mix of oral and written feedback from peers and teachers on portfolio reports and reflections as well as oral and written feedback on your the written critique and presentation.

Assessment name: Presentation (Oral or Group)
Description: Working within a team, you will work together to prepare a presentation and activities to share your findings with teams exploring a different topic.
Relates to objectives: 1 and 2
Weight: 30%
Internal or external: Internal
Group or individual: Group
Due date: mid semester

Assessment name: Portfolio
Description: The portfolio consists of a number of short documents and reflections collected over the course of the semester and will include:
" Reflection on lectures and seminars concerning science in society
" Reflection on an interview with a scientist
" Reflection on a controversial issue as it affects a particular group
" Reflection and worksheets from a series of presentation skills workshops
Relates to objectives: 1 and 3
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: End semester

Assessment name: Essay
Description: 1500 word written comparison of different perspectives on a scientific issue.
Relates to objectives: 3
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: mid semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Library and web-based information
There is no prescribed text book for this unit

Risk assessment statement

There are no out of the ordinary risks associated with this unit. You will be made aware of evacuation procedures and assembly areas in the first few lectures. In the event of a fire alarm sounding, or on a lecturer's instruction, you should leave the room and assemble in the designated area which will be indicated to you. You should be conscious of your health and safety at all times whilst on campus or in the field.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 27-Feb-2013