CC0007 SCIENCE & TECHNOLOGY FOR HUMANITY

Course Aims
This course aims to inspire a long-lasting mindset of awareness, critical thinking, curiosity, and
collaboration across disciplines through the lens of contemporary and near-future challenges for
human communities in relation to scientific and technological innovations. You will learn to
perceive and analyze the potential benefits and costs of scientific/technological innovations and
applications from different perspectives and on different scales. You can then use these skills to
identify real-life challenges and to propose solutions.

Intended Learning Outcomes (ILO)

Upon the successful completion of this course, you (as a student) will be able to:
1. Describe the basic scientific/technical principles of the featured cutting-edge
research/innovations; the kinds of human problems/challenges that these are meant to
address; and the additional problems/challenges posed in and by their application
2. Describe and analyze connections between three general types of perspective on the
challenges of innovation and application: scientific/technical, business, and
humanistic/social scientific perspectives
3. Identify, critique, and evaluate ethical, financial, organizational, legal, social, and cultural
components surrounding the application of technological innovations
4. Identify and present possible innovations and solutions for their application that would
achieve a consensual balance between scientific-business-social concerns
5. Collaborate effectively on project development in cross-disciplinary teams

Course Requirements
There are no final examinations in this course. However, this course involves reading, writing,
discussion, and groupwork. You will need to watch the pre-recorded lectures before you come to
class, and be prepared to participate in the quizzes, activities, and discussion during class, as they
will account for a significant portion of your grade. Several course components will be assessed on
a group level, so you will have to work with your group members throughout the semester.

Consistent effort throughout the semester is required, and students are highly encouraged to
proactively consult their instructors if they want more feedback on their progress in the course or
encounter any other learning issues.

The following are the assessment components for this course:

Component Weighting Type Assessment rubrics
Pre-lesson quizzes 25% Individual/ See Appendix 1
(20% IRA + Team
5% TRA)
Class participation 10% Team See Appendix 1
Project proposals x 2 30% Team See Appendix 2
(15% each)

Poster and presentation 20% Team See Appendix 3, 4,

(15% poster + 5
5% oral
presentation)
Individual Reflection 15% Individual See Appendix 6
paper

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Readings and References

Course materials will be provided during the course on the online learning platform.

Course Policies and Student Responsibilities

Students are expected to:

(1) Complete all course activities.

(2) Submit all assignments on time.

Academic Integrity

Good academic work depends on honesty and ethical behaviour. The quality of your work as a
student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a
set of values shared by the whole university community. Truth, Trust and Justice are at the core of
NTU’s shared values.

As a student, it is important that you recognize your responsibilities in understanding and applying
the principles of academic integrity in all the work you do at NTU. Not knowing what is involved
in maintaining academic integrity does not excuse academic dishonesty. You need to actively
equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism,
academic fraud, collusion, and cheating. If you are uncertain of the definitions of any of these
terms, you should go to the academic integrity website for more information. Consult your
instructors if you need any clarification about the requirements of academic integrity in the
course.

Course Instructors
This is a large interdisciplinary course, which involves many instructors from different schools in
NTU.

If you have any queries, please contact the in-class instructor assigned to your group.
Refer to the instructor contact list for contact information of individual instructors.

For problems with the learning platform (e.g., videos not working, dead links), please contact: CITS

If you are experiencing illness, personal distress, or other hardship, please cc [email protected]

Course Policy on Absence

You are required to attend each tutorial session. Due to the nature of group activities, it is difficult
to provide any online version of make-up tutorials.

For absences other than medical reasons, please inform your cluster instructor and we will
evaluate your reason on a case-by-case basis.

For absences due to medical reasons, a Medical Certificate (MC) is required. You must send a copy
of your MC to your cluster instructor to get an official excuse for absence. You are also
encouraged to contact your group members for their understanding in advance if possible.

An exception is COVID-19. When someone is tested positive for COVID-19 from self-administered
ART test, they should isolate themselves for 72 hours and retest. If the result is still positive, they
are required to continue isolation for another 4 days (total isolation period will be 7 days from the

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original test date). Thereafter, they can attend classes regardless of the result. This is based on the
current COVID-19 protocol. In this case, it would be difficult for students to see a doctor to get a
MC since they should isolate themselves. For this, take a photo of your matriculation card
together with a positive test result with time/date indicated on it. The affected students should
send the photo to their assigned cluster instructor, following the same procedure for MC.

For missing tutorial sessions, you are encouraged to catch up with your group members for any
missed group assignment and to make it up to your group by contributing more to their next
assignment. An alternative suggestion is for the group to invite the affected students to join group
activity via Zoom if the symptom of the affected students is mild. It is up to individual groups.

For students who miss iRA and tRA due to valid excuses like MC, you will be given a chance to take
all missed iRAs together in a make-up session at the end of the semester. Your tRA scores will
then be marked same as your group members despite absence. So, the affected students just
need to take iRA for any missed week(s). You will be informed of the specific date and venue later
in the semester.

As the iRAs and tRAs are administered in a closed-book format, they must be attempted in
person. Students who are late or absent for their tutorials without any valid excuse are not
allowed to take any make-up quizzes, and their score for the missed quiz will be marked zero. Any
attempt to do the quizzes while not in class or any attempt to help others do so is tantamount
to cheating and will be dealt with severely.

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Weekly Schedule

Week Date Topic Task

1 9 Jan Course Introduction
2 16 Jan Ageing I (STEM)
3 23 Jan Ageing II (Business/Governance)
4 30 Jan Ageing III (Social Science/Humanities)
5 6 Feb Ageing IV (Panel with Industry Experts) Proposal 1 due
(11 Feb 11.59pm)
6 13 Feb Artificial Intelligence I (STEM)
7 20 Feb Artificial Intelligence II (Business/Governance)
Recess Week
8 6 Mar Artificial Intelligence III (Social
Science/Humanities)
9 13 Mar Artificial Intelligence IV (Panel with Industry Proposal 2 due
Experts) (18 Mar 11.59pm)
10 20 Mar Blockchain I (STEM)
11 27 Mar Blockchain II (Business/Governance)
12 3 Apr Blockchain III (Social Science/Humanities)
Blockchain IV (Panel with Industry Experts)
13 10 Apr Poster Exhibition and Presentation Poster due BEFORE
tutorial
14 17 Apr NO CLASS Reflection Paper &
Teamwork Evaluation due
(21 Apr 11.59pm)

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 Appendix 1: Assessment Criteria for Pre-lesson Learning (iRAs, tRAs, and class participation)

Pre-lesson learning is a prerequisite for participation in team-based learning activities during seminars. It will
be measured through individual and team quizzes, and accounts for 25% of your grade. To do well on this
assessment you need to prepare for tutorials by watching the lectures beforehand. Your readiness will be
assessed via a summative test in each session in the form of Individual Readiness Assessment (IRA) and Team
Readiness Assessment (TRA). These will consist of 5 multiple-choice questions each. The questions will cover
the material from the week’s content and are designed to help you practice applying your knowledge and
provide feedback on any gaps in your knowledge.

Preparing for each class will also help you in another component of the course: in-class participation. There
will be several group activities during the tutorial, and you are expected to participate actively in them. You
also need to communicate actively with your team members in the spirit of cooperation. Speaking, listening,
and respecting other viewpoints are all parts of this. This will be assessed on a group level and will account for
10% of your grade.

Note: The iRAs and tRAs are administered in a closed-book format and must be attempted in person. Students
who are late or absent without any valid excuse are not allowed to take make-ups. Any attempt to do the
quizzes while not in class or any attempt to help others do so is tantamount to cheating and will be dealt
with severely. Any attempt to refer to course materials or external references during the quiz will be dealt
with similarly.

Assessment criteria for in-class participation

Exemplary Proficient Developing Unsatisfactory

Frequency of Frequent Moderate Occasional Little to no
Participation contributions in contributions in contributions in contributions.
class. class. class.
Quality of Comments or work Comments or work Comments or work Comments or work
Participation during class during class activities during class during class activities
activities are deep are adequate and activities are are limited and
and reflect excellent reflect adequate surface-level and reflect little to no
achievement of the achievement of the reflect some achievement of the
learning outcomes. learning outcomes. achievement of the learning outcomes.
learning outcomes.

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 Appendix 2: Assessment Criteria for Group Proposal

For this assessment you as a group are to hand in two one-page written proposals (600-word limit; figures and other creative presentations are all welcomed), one after
Theme 1 and one after Theme 2. Together, they account for 30% of your grade (15% per each proposal). You will work in teams of 4 to 5. To do well on this team
assessment, it is necessary for you as a team to demonstrate positive interdependence and teamwork. In principle, you will receive the same marks as your team.
However, your individual score may vary depending on peer evaluation based on the Teamwork Evaluation Criteria (Appendix 4). The 600-word limit excludes titles for
figures and tables, paragraph headers, in-text citations, and reference list (if any).

Proposal 1 is due on 11 Feb 11.59pm and Proposal 2 is due 18 Mar 11.59pm in NTULearn.

Your proposal should include the following information:

 Identify a key problem or challenge that will be addressed
 Identify your key technology/innovation for addressing the problem
 Explain how your project can address the problem or challenge that you have identified

Exemplary Proficient Developing

Problem  The problem identified is significant and/or  The problem identified is somewhat  The problem identified is not very significant
Identification prevalent yet has been ignored or not been significant and/or prevalent, and there have and/or prevalent and has already been
adequately addressed. been attempts to address this problem. adequately addressed.
 The problem identified is relevant to the theme  The problem identified is somewhat relevant  The problem identified is not very related to
and markedly different from what has been to the theme and is somewhat similar to the theme or is the same as the examples
discussed in class (i.e., not just a rehash of examples discussed in class. discussed in class.
examples in class).
Critical  The proposal displays perceptive insight  The proposal displays some insight or some  The proposal displays little innovativeness
Thinking and innovativeness. innovative components. and/or lacks insight.
 There is a logical analysis that demonstrates  The analysis is generally sound, but there are  Analysis is illogical and reflects inadequate
clear understanding of relevant concepts. lapses in logic or understanding understanding of relevant concepts.
 There is an excellent demonstration of  There is some attempt at demonstration of  No attempt is made at demonstration of
understanding and application of course understanding and application of course understanding and application of course
material to analyse key points. material to analyse key points. material to analyse key points.
 The analysis is relevant and shows depth.  The analysis is relevant but lacks depth.  The analysis lacks relevance and depth.
 The proposal is convincing and well-justified.  The proposal is somewhat convincing and  The proposal is not convincing, or not well-
well-justified. justified.

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Problem  The proposal demonstrates thoughtful  The proposal demonstrates some  The proposal lacks consideration of the
Solving consideration of the identified problem and consideration of the identified problem and identified problem and the proposed
the proposed solution from technical, the proposed solution from technical, solution from technical,
business/governance, and social angles. business/governance, and social angles. business/governance, and social angles.
 There is a convincing link between the  The link between the identified problem and  The link between the identified problem and
identified problem and the proposed the proposed solution is somewhat the proposed solution is ambiguous or not
solution. established. adequately established.
 The solution demonstrates significant value  The solution has some added value over  There is little or no value-add over existing
over existing solutions. existing solutions. solutions.
 Accurate details are used to support the  The analysis is relevant but lacks depth.  Details used to support proposed solution
proposed solution.  Details are included, but accuracy and are missing or irrelevant.
relevance are somewhat questionable.
Organisation,  Content is well-structured, logical, and flow is  Content is somewhat structured and there is  Content is poorly structured, disjointed,
Presentation natural. some awkwardness in flow. and/or flows poorly.
and Style  Paragraphs are well focused and coherent.  Paragraphs occasionally lack focus or  Paragraphs lack coherence or focus.
 Content is clear and easy to understand. coherence.  Content is vague or difficult to understand.
 Proposal is free of unnecessary detail.  Content is mostly clear and somewhat easy to  Proposal has details unrelated to the topic.
 Good use of visuals to enhance content understand.  Visuals are poorly selected and not very
and/or comprehensibility.  Proposal is somewhat free of unnecessary helpful in enhancing content and/or
 All necessary content and visuals are cited. detail. comprehensibility.
 No or few grammatical or spelling errors.  Visuals are somewhat helpful in enhancing  Most content and visuals lack citations.
content and/or comprehensibility.  Many grammatical or spelling errors.
 Most content and visuals have citations.
 Some grammatical or spelling errors.

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Appendix 3: Assessment Criteria for Poster and Presentation
This assignment accounts for 20% of your grade (15% for poster, 5% for oral presentation). You will select one of your two proposals and develop it into a more solid idea.
You may also develop a new proposal from scratch if you wish.
The final submission will be an A3 poster which will be presented for a maximum length of ten minutes. You DO NOT need to print the poster. Prepare it as a PDF for
presenting and viewing in class. Your group can decide on the number of presenters in the group. Not everyone needs to present.
To do well on this team-based assessment, it is necessary for you as a group to demonstrate positive interdependence and group work. In principle, you will receive the same
marks as your group. However, your individual score may vary based on the Teamwork Evaluation Criteria (Appendix 4).

A soft copy of your poster should be submitted to NTULearn BEFORE your tutorial in week 13. Presentation will be done in class during your tutorial in week 13.

Your poster should include the following information:

 Identify a key problem or challenge that will be addressed
 Explain the significance of the problem or challenge
 A key technology/innovation for addressing the problem
 Intended target audience of your proposed technology/innovation
 Feasibility and effectiveness of your project in addressing the identified problem or challenge
 Improvements and modifications made based on previous feedback
Exemplary Proficient Developing
Problem  The problem identified is significant and/or  The problem identified is somewhat  The problem identified is not very
Identification prevalent yet has been ignored or not been significant and/or prevalent, and there significant and/or prevalent and has
adequately addressed. have been attempts to address this already been adequately addressed.
 The problem identified is relevant to the problem.  The problem identified is not very related to
theme and markedly different from what  The problem identified is somewhat the theme or is the same as the examples
has been discussed in class (i.e., not just a relevant to the theme and is somewhat discussed in class.
rehash of examples in class). similar to examples discussed in class.

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Critical Thinking  The proposal displays perceptive insight  The proposal displays some insight or  The proposal displays little innovativeness
and innovativeness. some innovative components. and/or lacks insight.
 There is a logical analysis that  The analysis is generally sound, but there  Analysis is illogical and reflects
demonstrates clear understanding of are lapses in logic or understanding inadequate understanding of relevant
relevant concepts.  There is some attempt at demonstration concepts.
 There is an excellent demonstration of of understanding and application of  No attempt is made at demonstration of
understanding and application of course course material to analyse key points. understanding and application of course
material to analyse key points.  The analysis is relevant but lacks depth. material to analyse key points.
 The analysis is relevant and shows depth.  The proposal is somewhat convincing and  The analysis lacks relevance and depth.
 The proposal is convincing and well- well-justified.  The proposal is not convincing, or not
justified. well-justified.

Problem Solving  The proposal demonstrates thoughtful  The proposal demonstrates some  The proposal lacks consideration of the
consideration of the identified problem consideration of the identified problem identified problem and the proposed
and the proposed solution from technical, and the proposed solution from technical, solution from technical,
business/governance, and social angles. business/governance, and social angles. business/governance, and social angles.
 There is a convincing link between the  The link between the identified problem  The link between the identified problem
identified problem and the proposed and the proposed solution is somewhat and the proposed solution is ambiguous or
solution. established. not adequately established.
 The solution demonstrates significant  The solution has some added value over  There is little or no value-add over existing
value over existing solutions. existing solutions. solutions.
 Accurate details are used to support the  The analysis is relevant but lacks depth.  Details used to support proposed solution
proposed solution.  Details are included, but accuracy and are missing or irrelevant.
relevance are somewhat questionable.
Extension of  There are new/additional information and  There is new/additional information but  There is no new/additional information or
proposal insights compared to the previous no new insights compared to the previous insights compared to the previous
proposal. proposal. proposal.
 The target audience is clearly identified.  The target audience is identified but  The target audience is not clearly
somewhat vague or too general. identified.

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Organisation,  Content is well-structured, logical, and  Content is somewhat structured and  Content is poorly structured, disjointed,
Presentation and flow is natural. there is some awkwardness in flow. and/or flows poorly.
Style  Paragraphs are well focused and  Paragraphs occasionally lack focus or  Paragraphs lack coherence or focus.
coherent. coherence.  Content is vague or difficult to
 Content is clear and easy to understand.  Content is mostly clear and somewhat understand.
 Poster is free of unnecessary detail. easy to understand.  Poster has details unrelated to the topic.
 Good use of visuals to enhance content  Poster is somewhat free of unnecessary  Visuals are poorly selected and not very
and/or comprehensibility. detail. helpful in enhancing content and/or
 All necessary content and visuals are  Visuals are somewhat helpful in comprehensibility.
cited. enhancing content and/or  Most content and visuals lack citations.
 No or few grammatical or spelling errors. comprehensibility.  Many grammatical or spelling errors.
 Most content and visuals have citations.
 Some grammatical or spelling errors.
Oral  Presentation was engaging and pitched  Presentation was somewhat engaging and  Presentation was not very engaging and
Presentation appropriately for intended target was somewhat pitched appropriately for was not pitched very appropriately for
audience. intended target audience. intended target audience.
 An ideal volume and speed were used for  Volume and speed used for the  Volume and speed used for the
the presentation. presentation were somewhat presentation were not very appropriate.
appropriate.

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Appendix 4: Teamwork Evaluation

1. All team members are expected to complete the teamwork evaluation for all other members in
the team (i.e., self-assessment is not required); see evaluation criteria and rating descriptors on
the following pages. Should a student fail to complete the teamwork evaluation of all other
members in his/her group, 5% will be deducted from the student’s final team assignment mark.

2. All assessments and qualitative comments are confidential.

3. Each member’s average rating given by his/her team members will be used to determine the final
team assignment marks awarded to each member as follows:

Average Rating Range Marks Deduction Final Adjusted Marks

(min: 1; max: 9) (out of 100%) (out of 100%)

≥ 6.5 0% Original team assignment mark (M%)

≥ 5.5 to < 6.5 -5% M% – 5%

≥ 4.0 to < 5.5 -10% M% – 10%

≥ 3.0 to < 4.0 -15% M% – 15%

> 1.0 to < 3.0 -20% M% – 20%

= 1.0 -M% 0%

4. Please complete the teamwork evaluation through NTULearn (under your respective TG groups)
for ALL your team members for the team assignment no later than 21st Apr.

5. If you feel you have reason to be concerned about the scores that you will receive from other
members in your team, please consult your cluster instructor.

6. Please note that the teaching team reserves the right to adjust students’ final team assignment
marks based on additional considerations including gathered information, certified special
education needs (SEN), and medical diagnosis.

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 Teamwork Evaluation Criteria

Score from 1 to 92,3

Criteria (Weighs)
(1: Never; 3: Rarely; 5: Occasionally; 7: Frequently; 9: Always)
(For 6-members team) Member A Member B Member C Member D Member E
Member name
a. Fulfilling one’s responsibilities duly (15%)
Behaved responsibly-- Score from 1 to 9
such as attend meetings
punctually and regularly;
participate in discussion; Qualitative comments/reasons
complete assigned
tasks/roles punctually.
b. Fulfilling one’s responsibilities effectively (25%)
Behaved and Score from 1 to 9
contributed effectively--
such as quality of work
produced; creativity of Qualitative comments/reasons
ideas; extensiveness of
research and thinking.
c. Managing interpersonal relationships (30%)
Listened attentively to Score from 1 to 9
and sought inputs from
others; helped team
resolve conflicts and Qualitative comments/reasons
achieved common
understanding to
function effectively;
promoted respect for
others and differences;
fostered camaraderie.
d. Providing support to others to achieve goals (30%)
Behaved fairly and Score from 1 to 9
ethically—such as
sharing responsibilities
and giving credits. Qualitative comments/reasons
Exhibited group
citizenship behavior--
such as helping others to
learn and complete their
work through guidance
and encouragement;
standing up for others
when needed.
2
Score of 1 should be given only when a team member does not really deserve to be awarded any mark for the
team assignment (i.e., zero mark) because the member either has not or has barely participated and/or
contributed to the team assignment in any meaningful manner.
3
See detailed score descriptions for each criterion in the next table.

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 Teamwork Evaluation Criteria – Score Descriptions
a. Fulfilling one’s responsibilities duly (15%)
1 2 3 4 5 6 7 8 9
Never Rarely Occasionally Frequently Always
Behaved responsibly-- Did not participate Rarely participated Occasionally Frequently Always participated
such as attend actively in team actively in team participated actively in participated actively in actively in team
meetings punctually meetings at all (even meetings. team meetings. team meetings. meetings.
and regularly; though he/she might Rarely contributed Occasionally Often contributed Always contributed
participate in still be present.) Did useful ideas that were contributed useful useful ideas that were useful ideas that were
discussion; complete not contribute any relevant for getting ideas that were relevant for getting relevant for getting
assigned tasks/roles useful ideas that were the project completed. relevant for getting the project completed. the project
punctually. relevant for getting Rarely submitted work the project completed. Frequently submitted completed.
the project completed. on time and did so Occasionally assigned work on time Always submitted
Did not submit any or rarely without submitted work on without prompting. assigned work on time
usable work on time prompting. time and did so without prompting.
and never did so occasionally without
without prompting. prompting.
b. Fulfilling one’s responsibilities effectively (25%)
1 2 3 4 5 6 7 8 9
Never Rarely Occasionally Frequently Always
Behaved and Quality could not be Quality of work could Quality of work could Quality of work was of Quality of work was of
contributed evaluated because be improved vastly; be improved; required reasonably acceptable highly acceptable
effectively--such as nothing relevant or required major some revisions before standards; required standards; required
quality of work usable was submitted. revisions before submission. Work minor revisions before no revision before
produced; creativity submission. Work reflected some effort submission. Work submission. Work
of ideas; reflected superficial in completing the reflected reasonable reflected extensive
extensiveness of effort in completing project. effort in completing effort in completing
research and the project. the project. the project.
thinking.

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c. Managing interpersonal relationships (30%)
1 2 3 4 5 6 7 8 9
Never Rarely Occasionally Frequently Always
Listened attentively Never listened to Rarely listened to Occasionally listened Frequently listened to Always listened to
to and sought inputs others. Never others. Rarely to others, with others, with frequent others, always
from others; helped attempted to help attempted to help occasional attempts to attempts to help team attempted to help
team resolve conflicts team resolve conflicts. team resolve conflicts. help team resolve resolve conflicts. team resolve conflicts.
and achieved Never attempted to Rarely attempted to conflicts. Occasionally Frequently attempted Always attempted to
common achieve common achieve common attempted to achieve to achieve common achieve common
understanding to understanding to understanding to common understanding to understanding to
function effectively; function effectively as function effectively as understanding to function effectively as function effectively as
promoted respect for a team. Never a team. Rarely function effectively as a team. Frequently a team. Always
others and promoted respect for promoted respect for a team. Occasionally promoted respect for promoted respect for
differences; fostered others, with no others, with rare promoted respect for others, with notable others and
camaraderie. attempt to foster attempts to foster others, with attempts to foster demonstrated
camaraderie. camaraderie. occasional attempts to camaraderie. consistent attempts
foster camaraderie. to foster camaraderie.
d. Providing support to others to achieve goals (30%)
1 2 3 4 5 6 7 8 9
Never Rarely Occasionally Frequently Always
Behaved fairly and Never took on a fair Rarely took on a fair Occasionally took on a Frequently took on a Always took on a fair
ethically—such as share of share of fair share of fair share of share of
sharing responsibilities; never responsibilities; rarely responsibilities; responsibilities; responsibilities;
responsibilities, and gave appropriate gave appropriate occasionally gave frequently gave always gave
giving credits. credits to others. credits to others. appropriate credits to appropriate credits to appropriate credits to
Exhibited group Never attempted to Rarely attempted to others. Occasionally others. Frequently others. Always
citizenship behavior-- help others learn; help others learn; attempted to help attempted to help attempted to help
such as helping others never provided rarely provided others learn; others learn; others learn; always
to learn and complete guidance and guidance and occasionally provided frequently provided provided guidance
their work through encouragement. encouragement. guidance and guidance and and encouragement.
guidance and Never stood up for Rarely stood up for encouragement. encouragement. Always stood up for
encouragement; others when needed. others when needed. Occasionally stood up Frequently stood up others when needed.
standing up for others for others when for others when
when needed. needed. needed.

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Appendix 5: Group Roles and Rules

Beyond what you know from this course, we hope you will be able to recognize why interdisciplinary cooperation is important for your education and your future.
Teamwork is an integral component of interdisciplinary work, and you will need to work well with your team to do well for this course. To facilitate cooperation and
avoid problems that often happen in teamwork, it is suggested that the team allocate the following 5 roles. However, this is only a suggested guide. Teams are free to
delegate responsibilities as they deem fit, as long as all team members work together as a team and not push any responsibility unfairly onto the other team members.

Despite your name, you are not the “boss” of the group. You do not have the power to make independent decisions.
You should coordinate all the team activities and assignments.
SPYMASTER
You should appoint one or more editors for each assignment, checking to see the assignment is done properly and editing parts that are
Project Coordinator
incorrect or inadequate.
You should briefly report on how the team is doing after each theme or every four weeks.

You are not the “boss” of the group.

SIGNALS You should facilitate communication among team members (e.g., making sure everyone has everyone’s contact details, is notified for
INTELLIGENCE meetings, is aware of deadlines, etc.).
(SIGINT) EXPERT You may be the point of contact with the cluster instructor for the group. All inquiries regarding for group activities and assignments can be
Liaison communicated through you.
You should briefly update the instructor on the team’s progress and raise any issues when necessary.

You are not the “boss” of the group.

SPECIAL You should keep a log of the date of every meeting, who attended, who was absent and whether the person had a valid excuse, what the
OPERATIONS purpose of the meeting was, and what was accomplished. A folder should be created to keep a record of all meetings.
(SPECOPS) OFFICER You should ensure that all records of group activities and preparation are archived correctly.
Secretary You may take the role of timekeeper for meetings and deadlines.
You should regularly update the team on assignments to be done and their deadlines.

You are not the “boss” of the group.

TECHNICAL
You should search for and coordinate information about technological or scientific innovations that are useful for group activities.
INTELLIGENCE
You should coordinate resources (if necessary) and summarize the information to help the team understand the technological and scientific
(TECHINT)
innovations covered in this course.
SPECIALIST
You should facilitate discussion for critical innovations for the proposals and the final project.
Tech Advisor

You are not the “boss” of the group.

MARKET You should search for and coordinate information about market trends or new emerging market opportunities from the technological and
INTELLIGENCE scientific innovations covered in this course.
(MI) STRATEGIST You should coordinate resources (if necessary) and summarize the information to help the team to develop strategic plans to resolve
(Strategy Planner) identified problems by utilizing the technological and scientific innovations covered in this course.
You should work closely with TECHINT for the strategic implementation of the proposed innovations for the proposals and the final project.

15
Additional protip
Each team is also recommended to develop a set of group rules to facilitate group harmony and cooperation. The following are some recommended examples:
 Work should be distributed fairly.
 Costs (e.g., photocopying) should be distributed equally.
 Only “A” grade work is acceptable.
 Every member must participate, act cooperatively, and show enthusiasm.
 Attendance at every meeting is mandatory. Only valid excuses will be accepted for missing or coming late to a meeting.
 Any member not fulfilling any of the rules may be given a Demerit. A Demerit will be determined by a majority of the group.
 Any member with 4 Demerits will be expelled from the group. (This person will not be able to earn any remaining group project grades and the group
should alert cluster instructor about this)
 You may add additional rules.

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Appendix 6: Individual Reflection Paper

For this assessment you are to hand in a one-page individual reflection paper (600-word limit; figures and other creative presentations are all welcome). This
assignment accounts for 15% of your grade. The 600-word limit excludes titles for figures and tables; paragraph headers; in-text citations and reference list (if
any).

This paper gives you an opportunity to reflect on your learning journey during the module and the insights you gained from CC0007. Write a paper that discusses
the impact of this course’s experience on your adoption of an interdisciplinary perspective. You may include reflections based on the group roles you picked at
the start of the course.

The reflection paper is due 21 Apr 11.59pm in NTULearn.

Some questions you can ask yourself:

 How did my team and I perceive and delegate responsibilities for team and individual responsibilities?
 Would I do some things differently now that I have finished the course?
 Would future decisions be modified by this experience and reflection?
 How will I integrate previous ways of learning with knowledge and experience acquired from this course?

The grading rubric is on the following page.

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 Exemplary Proficient Developing
Personal response to  Provides a clear description of their  Some clear and focused description  Unclear and vague response to the
the course experience intellectual and emotional response of their feelings and thoughts. experience.
to the experience.  There is some reflection but may be  Reflection is vague without any real
 There is clear and thoughtful ambiguous or unfocused. conclusion.
reflection.  The reflection is relevant but lacks  The personal reflection is irrelevant if
 The reflection is beyond the general depth and personalisation. not missing entirely.
descriptions of “how-to-do-better.”
Impact of course  The reflection provides a clear  The reflection is somewhat able to  The reflection is unable to describe
experience on analysis of the impact of the course describe the impact of the course impact of the course experience on
interdisciplinary experience on own interdisciplinary experience on own interdisciplinary own interdisciplinary perspective
perspective perspective. perspective.  Insightful assessment of the
 Insightful assessment of the  Insightful assessment of the disciplinary/interdisciplinary
disciplinary/interdisciplinary disciplinary/interdisciplinary dimensions of learning/teamwork in
dimensions of learning/teamwork in dimensions of learning/teamwork in the course
the course the course  Details are missing or irrelevant.
 Relevant details are used to support  Details are included, but not always
the reflection. relevant.
Critical Thinking  Reflection displays insight and depth  The reflection displays some depth of  The paper displays little depth of
of thought. thought. thought or is not insightful.
 Able to make connections between  Some attempts to make connections  Inadequate attempts to make
course content/experience and real- between course content/experience connections between course
world applications. and real-world applications. content/experience and real-world
applications.
Organisation,  Content is well-structured, logical,  Content is somewhat structured but  Content is poorly structured,
Presentation and and the flow is natural. there is some awkwardness in flow. disjointed, and/or flows poorly.
Style  Paragraphs are well- focused and  Paragraphs occasionally lack focus or  Paragraphs lack coherence or focus
coherent coherence

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