University of the
West of England
MODULE SPECIFICATION
Code: USSJC7-30-M Title: Hands-on Science Communication Version:
Level: UWE credit rating: ECTS credit rating:
Owning Faculty: Health and Life Sciences Field:
Faculty Committee approval: Q&S Committee (School of Life Sciences) Date: November 2009
Approved for Delivery by: N/A
Valid from: September 2010 Discontinued from:
Pre-requisites:
Co-requisites:
Entry Requirements:
Excluded Combinations:
Learning Outcomes:
The student will be able to:
• plan a science communication initiative targeted at a specific audience;
• perform live demonstrations on scientific topics suited to particular chosen audiences;
• understand the skills and requirements of working as a professional science communicator in the context of 'live' audience engagement (as opposed to working in the media);
• construct an application for funding and/or a business plan for a science communication event;
• devise sustainability strategies for initiatives.
Syllabus Outline:
The aim of this module is to develop students’ practical skills in devising and delivering hands-on science communication projects. Such activities involve working with 'live' audiences and encompass a broad range of communication styles, for example exhibitions, demonstration lectures, debates, hands-on workshops, make-and-take activities etc. The module will use case studies and practical exercises to introduce a wide variety of key skills and techniques for hands-on science communication.
A major focus of this module is for each student to individually propose and develop their own science communication initiative. This process introduces students to the skills needed to produce a coherent project plan and where necessary link this to a business case or bid for funding from a grant giving body. It emphasises the importance of building evaluation and sustainability strategies into preliminary project plans and provides opportunities for students to acquire project management skills. It culminates in the production of a report detailing and critiquing the work which the student has undertaken.
Topics covered include:
• creativity techniques
• demonstration skills
• exhibition development
• project planning and management
• researching funding sources, production of business plans & writing grant applications
• practical project evaluation and sustainability strategies
Teaching and Learning Methods:
The module will be taught in block teaching sessions. During the intensive teaching sessions, material will be delivered using a mixture of problem-based learning, seminar and workshop sessions. Considerable emphasis will be placed on the application of the skills needed to devise and run projects that take science directly to public audiences. The processes will be structured to closely mirror how professional science communicators operate in practice. Students will be expected to operate in teams working on each other’s ideas, providing feedback, support and practical advice. The intensive teaching periods will be supplemented by guided and independent reading to provide suitable background on the subject and examine theoretical concepts in detail.
The course tutors will provide guidance on appropriate texts and resources, which you will be expected to work through independently. You will also be required to perform further individual research to extend your knowledge of subjects relevant to the course content. You will be expected to complete a number of set assignments (e.g. essays, presentations and/or workshop sessions) as a result of this learning, following topics set by the course tutors. Independent study plays an important role in all modules and is essential for your success on the programme.
In the case of small student numbers the teaching and learning methods will be adapted appropriately to support a stronger element of independent learning. This self-directed study will be supported by tutor-led workshops combined with case studies and site visits as appropriate.
Reading Strategy:
All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.
Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given or sold a print study pack or be referred to texts that are available electronically, etc. This guidance will be available either in the module handbook, via the module information on Blackboard or through any other vehicle deemed appropriate by the module/programme leaders.
If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases.
Indicative Reading List:
• Bell, P., Lewenstein, B., Shouse, A.W. and Feder, M.A., eds. (2009) Learning science in informal environments: people, places, and pursuits. Washington, D.C.: Committee on Learning Science in Informal Environments, National Research Council.
• Bultitude, K. (2009) "Presenting Science". In: M. Brake & E. Weitkamp (eds.) Introducing Science Communication. London: Palgrave MacMillan.
• Diamond, J. (1999) Practical evaluation guide: tools for museums and other informal educational settings. London: AltaMira Press.
• Humphrey, T. & Gutwill, J.P. (2008) Fostering Active Prolonged Engagement: The Art of Creating APE Exhibits. Exploratorium Museum Professional Series.
• McCabe, A. and Horsley, K. (2008). The evaluator's cookbook: exercises for participatory evaluation with children and young people. London: Routledge
• McLean, K. & McEver, C. (2004) Are we there yet? Conversations about best practices in Science Exhibition Development. The Exploratorium.
• Schiele, B. (2008) “Science museums and science centres” in Bucchi, M. and Trench, B. (eds) Handbook of Public Communication of Science and Technology. Oxon, Routledge.
• Sloane, P. (2006) Lateral Thinking: Unlocking the Creativity and Innovation in Yourself and Your Team. London, GBR: Kogan Page Limited.
• Weaver, S. (2007) Creating great visitor experiences: a guide for museums, parks, zoos, gardens, & libraries. California: Left Coast.
Assessment:
Weighting between components A and B (standard modules only) A: 30% B: 70%
FIRST ATTEMPT
First Assessment Opportunity
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
Component B Element Wt (Ratio)
Description of each element (within Component)
CW2 |
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Second Assessment Opportunity (further attendance at taught classes )
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
CW1 |
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Component B Element Wt (Ratio)
Description of each element (within Component)
CW2 |
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SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes .
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)