This unit is committed to deep thinking and learning through engaging with six topics and seven or so key texts with the focus on closely reading these texts. The texts examine ideas across a range of cultures. Ideas and debates regarding feminism, aboriginality, racism, power, identity, narcissism, nationalism, and music will be discussed via these texts. Also movements such as the aboriginal and civil rights movements will be explored as will the revolutionary communist and punk movements. The overall aim of the unit is to make a case for the benefits of broad reading and engaging with ideas, and how doing so can help us think more creatively and in less restricted ways. FASS2100 can be taken before, after, or independently of FASS2200.

Guided by experts from across the Faculty of Arts and Social Sciences, students will learn how to interrogate, analyse and respond to a range of internationally significant texts in the humanities and social sciences, from both ancient and modern eras. Weekly lectures will be followed by seminars where an emphasis will be placed on detailed group discussion. Authors and texts covered in the unit will vary from year to year, but will include ancient works as the Iliad and the Epic of Gilgamesh, alongside such modern texts as Paulo Freire's Pedagogy of the Oppressed and Elena Ferrante's My Brilliant Friend.

This unit of study aims to develop our understanding of major issues concerning Asian economic community and its prospects. Students will study both contemporary and historical developments in various Asian economies from a multidisciplinary perspective. For a deeper and broader understanding, the unit will consider non-economic factors such as geopolitical, cultural and social influences that interact with economic policies and outcomes in the region. This is achieved by bringing guest lecturers of varying expertise who will share their insights and knowledge. This unit will also assess the prospects and preconditions required for a viable and prosperous regional economic community in Asia.

This unit challenges students to think about innovation and problem solving through a critical lens by engaging students with critical incidents and messy problems that have occupied the world: such as for instance, the fraught transport of goods and services; the role of men and women in these critical incidents; agility, resilience and negotiation in the face of disagreement and resistance. Underscoring the insights from key texts examining critical incidents is our ability to look for and find innovative solutions.

This unit sees students creating solutions to resolve key problems in the world of business. This unit aims to engage students in employing practice based/design thinking solutions to key business problems drawing on multi-disciplinary insights.

The world faces multiple complex challenges requiring novel solutions. Guided by complex systems theory, theories of change and cases of positive disruption, students engage in the process of enquiry to grasp the complexity of some of the biggest global questions and challenges. These challenges are associated with megatrends such as significant technological advancements, the emergence and evolution of new communities, rapid urbanisation, increasing individual empowerment, shifts in the economic power base, and uncertainties around resource security. In cross-disciplinary teams, students devise new ways of thinking about major issues and propose innovative and practical approaches for positive global change.

The course is designed to introduce Dalyell students to the essential professional skills of leadership, communication, problem identification and solution, design, teamwork, project management and understanding of the social, cultural, global, ethical and environment responsibilities of emerging servant leaders by applying both technical and non-technical skills to real world challenges. The course ends with a Rapid Response Challenge where a number of organisations provide challenges to student teams who will work on the challenge for 10 days and present back to the company. This is all complemented by industry and academic mentors throughout the course. Through the course students learn how to lead themselves, lead a project team and attempt to contribute to society and lead change.

This unit takes an interdisciplinary approach to think strategically about a selection of key issues that emerge from human-technology interactions. This unit shows how the human-technology interface impacts on what people do with technology (whether a computer program, or a physical equipment), and especially on mistakes that might be made, which can threaten physical safety, social well-being, privacy, and other human needs. The unit will analyse risks that arise from poor or malicious interface design, how one can evaluate these risks, some different ways to limit the risks, and the ethical implications of this. Students will learn about physiological, cognitive, social and cultural aspects of human interaction; diversity among people (including cultural norms etc) impacting both what they aim to do, and how they 'read' instructions, discover affordances and actually use systems. The unit deals with fairness, accountability and transparency of sophisticated interfaces. The unit will provide insights that are important for future leaders, both of technology creation activities and of organizations that include the users. An interdisciplinary approach to evaluating these systems provides an opportunity for collaboration and identification of many factors that would otherwise not typically be considered by the designers of the system. This leads to a collective effort to improve current systems and for future systems to be designed that not only consider better functionality and usability, but also their impact on people, society and the environment across time and space.

This course is designed to provide students with the challenging experience of transforming a good idea, of their own choosing, into a commercial reality. It provides the opportunity for students to assess and develop their entrepreneurial skills. It develops the key competencies of opportunity identification, creativity, vision, ideas assessment, self-awareness, motivation, mobilising resources, financial and economic literacy, planning and management, coping with uncertainty and the pursuit of learning through experience.

Knowledge of the STEAMM disciplines (Science, Technology, Engineering, Arts, Mathematics and Medicine) is required, together with the interdisciplinary skills of STEAMM students, to enhance community education and facilitate creative solutions to the complex problems in developing a sustainable physical environment and human society in Australia. This unit will allow students to deepen their experience of the interdisciplinary teams while working with groups external to the University on community focused projects. The wide range of skills to be developed by students include: team development; project management; community consultation; client relationship development; research skills; problem identification and solving, presentation skills; verbal and written communication; and team evaluation and individual reflection. The learning approach will be a mix of lectures, together with project consultations and workshops held at university, and on-site, with community project partners. Schools, particularly Stage 5 (Years 9 and10) students and teachers, will be a primary client group. Other potential project partners may include public, private and non-government sector organisations. Projects undertaken will involve a process of client consultation, research and investigation, project design, implementation and evaluation.

This unit of study is designed to provide students an in-depth appreciation of the inter-connected world, its complexities and challenges, and the necessary systems-thinking and analytical skills to handle them. Globalisation, better transport, as well as technical and cultural exchanges have made the modern world truly interconnected, interdependent, and diverse. This interdependent structure and behaviour bring about significant new challenges associated with the design and management of complex systems. This unit will enable the students to tackle these challenges by providing them with the necessary systems-thinking, inter-disciplinary analysis, and leadership skills. The studied topics will include dynamical analysis of complex interdependent networks, local and global measures of network structure and evolution, cascading failures, as well as predictive measures of catastrophic failure in complex adaptive systems, and the tools that enable planning for resilient system design. This unit will equip future professionals with sufficient expertise and technical know-how for the design of efficient failure-prevention and intervention policies, and robust crisis forecasting and management.

Scientific research is one of the keys to expanding our understanding of the workings of the universe, and is a key driver of technological innovation, which in turn drives many social changes. This unit of study introduces students with a passion and enthusiasm for research science and a demonstrated aptitude in science to scientific research at a tertiary level. In small groups, you will engage with cutting-edge problems studied by research groups across the Faculty of Science, and connected by a theme of current importance and interest. Led by a senior undergraduate mentor, and supported by an academic expert, you will learn about a field of study related to this problem. Together you will collect and critically investigate data, then create models, hypotheses, and conclusions supported by this data. Your group will collectively develop collaboration and communication skills, engaging a wide audience in the Showcase event where you will present your results to other students, academics, and the general public. You will also develop your scientific writing skills, by preparing a scientific report on the outcomes of your study.

How can you prepare for impactful careers and leadership in science, technology, engineering, mathematics, and medicine (STEMM)? This unit will span leadership theory, experience, and practice. You will host, hear from, and engage with experts and leaders with experience leading a wide range of STEMM organizations and endeavours. Examples include entrepreneurs, science policy experts, scientific media personalities, coaching psychologists, leading academics, and leaders of scientific cultural institutions. A key aspect of this unit is your participation in practical leadership of your choice, reflection on this experience, and sharing your learning with your cohort of like-minded future leaders. This unit is open to any student enrolled in the Dalyell stream.

To discover something new, we must go beyond what we read in books, what we hear in lectures, beyond what is already known. In this unit, you will be doing research, rather than just learning about research others have done. This Dalyell unit is your opportunity to engage in genuine scientific, mathematical, health or medical research, from your second year. You will research and contribute to answering a novel research question, closely aligned to the current research interests of an academic supervisor and group. You will design, plan, and execute a research project, and communicate your results. Depending on your project, this may involve collecting and analysing data, modelling a phenomenon, devising an instrument, synthesizing materials, or theoretical predictions. You will present and report your results and conclusions in a scientific seminar and report. By completing this unit, you will get a first-hand experience of cutting-edge research. Please note: You may consult with departmental Dalyell coordinators to locate potential supervisors. The research question will be chosen in consultation with the academic supervisor, in advance of enrolling in the unit. As part of this, the unit requires permission from an academic supervisor, and the unit coordinator. If necessary, the supervisor may require you to have previous WHS experience relevant to the project. An Individual Research Project Proposal signed by the supervisor should be submitted in the supporting information of your application for departmental permission in Sydney Student.

To discover something new, we must go beyond what we read in books, what we hear in lectures, beyond what is already known. In this unit, you will be doing research, rather than just learning about research others have done. This Dalyell unit is your opportunity to engage in genuine scientific, mathematical, health or medical research, from your second year. You will research and contribute to answering a novel research question, closely aligned to the current research interests of an academic supervisor and group. You will design, plan, and execute a research project, and communicate your results. Depending on your project, this may involve collecting and analysing data, modelling a phenomenon, devising an instrument, synthesizing materials, or theoretical predictions. You will present and report your results and conclusions in a scientific seminar and report. By completing this unit, you will get a first-hand experience of cutting-edge research. Please note: You may consult with departmental Dalyell coordinators to locate potential supervisors. The research question will be chosen in consultation with the academic supervisor, in advance of enrolling in the unit. As part of this, the unit requires permission from an academic supervisor, and the unit coordinator. If necessary, the supervisor may require you to have previous WHS experience relevant to the project. An Individual Research Project Proposal signed by the supervisor should be submitted in the supporting information of your application for departmental permission in Sydney Student. Please note: This unit is structurally identical to SCDL3991. This allows completion of multiple individual research projects.