University of the
West of England
MODULE SPECIFICATION
Code: USSJM5-30-M Title: New Opportunities in 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: July 2010
Approved for Delivery by: N/A
Valid from: September 2010 Discontinued from:
Pre-requisites:
Co-requisites:
Entry Requirements:
N/A
Excluded Combinations:
Learning Outcomes:
The student will be able to:
• identify contemporary innovative approaches to science communication, including where they are most applicable;
• analyse the strengths and weakness of new approaches to science communication;
• evaluate the potential of non-traditional approaches to science communication as a means of targeting hard to reach publics;
• assess the appropriateness of evaluation strategies in the context of new types of science communication initiative;
• analyse the influence of culture on the interpretation of science communication initiatives.
Note that a degree of flexibility is built into the syllabus so that new developments in communication can be included to reflect the most up-to-date approaches in the field.
Syllabus Outline:
This module explores cutting edge and alternative approaches to sciences communication, for example the science and art movement and digital technologies. Students will explore how new technologies, such as podcasting, blogging and other internet based activities can be used creatively as vehicles for science communication. The module will also explore issues and strategies for widening the reach of science communication initiatives. Strategies for increasing social inclusion and accessibility will be explored as will issues surrounding the ‘marketing’ of science communication events to non-traditional audiences. The role of culture both on the creation and interpretation of science communication initiatives will also be examined. This has both national implications for extending the reach of science communication activities to ethnic minorities as well as exploring the extent to which science communication can be conducted on an international basis vs tailored to specific cultures. Where does the UK sit in terms of science communication when compared to international movements?
Topics covered include:
• New technologies as tools for science communication (e.g. podcasting, blogging, internet-based activities)
• Opportunities associated with the sci-art movement, including science theatre
• International and cultural perspectives
• Appreciation of the methodologies available for reaching sub-groups within the population, for example improving accessibility and social inclusion
• Science communication in non-traditional venues
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 developing devising and delivery skills for projects designed to take science directly to the public. Sessions will be designed to simulate the devising process and involve research, team work and project planning. Students will be expected to take an active role in developing and running workshop and seminar sessions. 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:
• Allan, S. (2006) Online news: journalism and the internet. Maidenhead: Open University Press.
• du Plessis (2008) “Public communication of science in developing countries” in Bucchi, M. and Trench, B. (eds) Handbook of Public Communication of Science and Technology. Oxon, Routledge.
• Ede, S. ed (2000) Strange and charmed: Science and the contemporary visual arts. London: Calouste Gulbenkian Foundation.
• Ede, S. (2005) Art and science. London: Tauris.
• Erickson, M. (2005) Science, Culture and Society. Polity Press.
• Holliman, R., Thomas, J., Smidt, S., Scanlon, E. and Whitelegg, E. eds (2009) Practicing Science Communication in the Information Age: Theorising Professional Practices. Oxford: Oxford University Press
• Holliman, R., Whitelegg, E., Scanlon, E., Smidt, S. and Thomas J. eds (2009) Investigating Science Communication in the Information Age: Implications for Public Engagement and Popular Media. Oxford: Oxford University Press.
• Rank, S. (2008) In the Theatre of Science. VDM Verlag.
• Trench, B. (2008) “Internet: turning science communication inside-out?” in Bucchi, M. and Trench, B. (eds) Handbook of Public Communication of Science and Technology. Oxon, Routledge.
Assessment:
Weighting between components A and B (standard modules only) A: 100% B: %
FIRST ATTEMPT
First Assessment Opportunity
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
CW2 |
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Component B Element Wt (Ratio)
Description of each element (within Component)
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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CW2 |
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Component B Element Wt (Ratio)
Description of each element (within Component)
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes .
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)