MODULE SPECIFICATION

Code: USSJNY-20-2 Title: Effective Communication for Conservation Version: 1

Level: 2 UWE credit rating: 20 ECTS credit rating: 10

Module type: Standard

Owning Faculty: Health & Life Sciences Field: Applied Sciences

Faculty Committee approval: Applied Sciences Field Planning Date: 2nd March 2009

Approved for Delivery by: Filton College

Valid from: September 2009 Discontinued from:

Contributes towards: FdSc Integrated Wildlife Conservation

Pre-requisites: None

Co-requisites: None

Entry requirements: None

Excluded combinations: USSJBU-20-2 Communicating Science

Learning outcomes:

On successful completion of this module students will be able to:


    demonstrate familiarity with both print and broadcast media (including new technologies);

    • demonstrate breadth and flexibility in writing styles;

    • identify key sub-groups within “the public” and understand each groups’ attitudes and motivations;

    • determine a suitable communication method and medium for a given target audience, and identify its strengths and weaknesses;

    • display the practical communication skills necessary for taking conservation science to public audiences.

Syllabus outline:

This module explores how conservation messages are communicated directly to different publics, seeking to identify the motivations of the organisations and individuals that devise such initiatives. Students will also explore the rationale for, and approaches to, evaluation of such initiatives. They will also develop and understanding of the psychology of decision-making and behaviour change, in order the develop more effective communication strategies. The emphasis in this module is on developing the practical skills necessary to effectively communicate conservation messages, with the aim of encouraging the adoption of more environmentally friendly behaviour patterns.

The course will use case studies and practical exercises to introduce a wide variety of methods and media for conservation communication. A range of audience types will also be considered.

Students will develop practical skills related to presenting scientific information to public audiences, using both direct interventions (such as exhibitions, popular lectures and informal events) as well as the media. In addition, students will develop skills in the design, implementation and evaluation of projects. Indicative content will include:

      • Public opinion and attitude research

    • Writing for different audiences, including signage, the production of educational or marketing material, and engaging with the policy audience.
    • Planning and implementing a science communication initiative

      • Practical approaches to evaluation

Topics covered include: critical appraisal of previous science communication initiatives; the role of conservation scientists at the science and society interface; exploration of the extent to which different approaches encourage one way or two way communication; appreciation of methodologies for targeting specific sub-groups within the public and approaches to planning and evaluating science communication initiatives.

Teaching and learning methods:

This module will be delivered primarily using problem-based learning, mini-lectures and practical workshops. Problem-based learning will be used to actively engage students in the theoretical concepts underpinning this unit and highlight their relationship to the practice of presenting issues about wildlife conservation. Considerable emphasis will be placed on developing understanding of the contexts in which wildlife conservation is communicated and the methods that can be used to take conservation issues directly to the public. Workshop sessions will be designed to simulate different communication scenarios, wherein students will develop their practical skills in planning, presenting and evaluating communication initiatives. In addition, Bristol Zoo offers a wide range of communication activities which can act as exemplars, and as case studies for evaluation. Formative assessment opportunities will help encourage students to develop the ability to critique their own and peers’ approaches to science communication.

In class teaching and learning will be supplemented by directed and independent learning. This will include exploration of a variety of conservation communication methodologies.

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, at Filton College, and housed at Bristol Zoo. 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.

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.

Indicative Reading List:

    • Corbett, J.B. (2006) Communicating Nature: How we create and understand environmental messages. Island Press, Washington.

    • Brake, M & Weitkamp, E (2009) Introducing Science Communication, Palgrave McMillan, Basingstoke

    • Theaker, A (2008) The Public Relations Handbook 6. Routledge, London.

    • Dickens, P (2004) Society and Nature, Polity, Cambridge

    • Deegan, D (2001) Managing Activists: A Guide to Dealing with Activists and Pressure Groups, Kogan Page, London

    • Cutlip, S (2005) Effective Public Relations, Pearson Education

    Cox, J.R. (2006) Environmental Communication and the Public Sphere. Sage.Journals

      Environmental Communication, a journal of nature and culture

    • International Journal of Sustainability Communication: Research and Practice for a Sustainable Future

    Journal of Science Communication (online publication: jcom.sissa.it)

      Websites and Portals

Earthportal - http://www.earthportal.org/

Assessment

Weighting between components A and B (standard modules only) A: 50% B: 50%

ATTEMPT 1

First Assessment Opportunity

Component A

Description of each element Element weighting

PR1 Group Presentation 1

Component B

Description of each element Element weighting

WR1Written Report 1

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

Description of each element Element weighting

PR2 Individual Poster Presentation 1

Component B

Description of each element Element weighting

WR1 Written Report 1

SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is required.

Specification confirmed by …………………………………………………Date ……………………………

(Associate Dean/Programme Director)

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