| Unit name | Science in Society |
|---|---|
| Unit code | BIOLM0044 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 4 (weeks 1-24) |
| Unit director | Professor. Holderied |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Biological Sciences |
| Faculty | Faculty of Life Sciences |
Why is this unit important?
Traditionally, scientists have often struggled to engage with society, and science has been rightly or wrongly mistrusted by some parts of society (particularly marginalised and underrepresented groups). Science is often conducted out of the public eye, leading to disinterest or lack of engagement with new findings, although the recent COVID pandemic has brought science evidence (e.g. government briefings) and practice (e.g. home testing) to the fore. This unit will train you to be the Science Communicators that break traditional paradigms. You will receive core training from academics within the School who have extensive experience in science communication, public engagement, event management and working with schools. You will learn and practice methods for researching, planning, piloting, delivering and appraising public events, including your own activities during British Science Week. You will explore the art of listening, which is a central element of this programme that will advance Science Communication beyond the tradition of giving science presentations to become a two-way interaction between science and society that will support you in building towards a Better Planet.
How does this unit fit into your programme of study?
This compulsory unit which runs through Teaching Blocks 1 & 2 will help you develop the communication skills needed to build scientific literacy, public trust in science, scientific understanding that underpins evidence-based policy, and increased engagement in science throughout society. You will consider the importance of tailoring your communication to your audience by engaging with tasks that target a wide range of audience demographics including journalists, newspaper readers, undergraduate students and local school children.
Your individual and group activities on this unit, including formative assessments, will set you up for summative assessments on other units, building your confidence and skills in a friendly group setting, before you are asked to demonstrate your abilities in summative assessments. The ongoing themes of learning to listen, engaging underrepresented groups, building trust in science, and communicating with wider audiences will all be valuable elements in your Science Communication Project and in your future careers after graduation.
An overview of content
This unit is divided into two blocks, which each provide training in different skills for science communication:
Within this unit, you will meet scientists, press officers and science journalists who each contribute to the translation of a scientific study into content in the online and print media. In groups, you will practice writing your own press releases, and then writing articles for different media platforms and associated audiences. You will be trained in how to facilitate a Climate Fresk and then lead your own teaching sessions with university students as well as local primary/secondary school classes during British Science Week. You will learn how science is currently taught, including constraints on delivery and uptake. Importantly, as well as developing core skills in listening, collaborating and delivery, you will also receive training in how to research your audience, how to measure engagement, and how to critically appraise the success of your event, as well as examining your own personal development using both internal and external feedback. These are key skills for an effective science communicator.
How will students, personally, be different as a result of the unit
At the end of this unit, you will have stronger skills and experience in researching your audience, learning new ways to listen as well as present, and having the structures and courage to self-reflect to improve your contribution to a better planet where science is at the centre. You will have communicated science to non-scientists at a national event, thus working to build stronger bonds with society, specifically younger generations. You will be confident to communicate scientific discoveries to contrasting audiences through the global media. Overall, you will be uniquely positioned to make an invaluable contribution to building a better, scientifically curious and connected, planet.
Learning Outcomes
In this unit, you will develop core skills that support your development as an effective science communicator:
Tasks which help you learn and prepare you for summative tasks (formative):
During the first few weeks of the Science in Society unit, you will meet science journalists, press officers and receive bespoke training in how to translate a scientific publication to make it interesting, engaging and understandable to a range of audiences. Working in groups, you will interview the scientists involved in a study that you find particularly exciting, seek additional external comment, write a press release, and then across your group write short articles for different news outlets, focusing the writing style on your anticipated audiences. You will be encouraged to seek feedback from your target audiences, and to give each other peer-to-peer feedback. You will then submit the work for formative assessment by academic staff, who will provide written feedback. This formative assessment sets up your individual summative assessments in the Global Change Biology unit, where you will produce a press release and social media thread on an inspiring piece of global change science.
Tasks which count towards your unit mark (summative):
During the Science in Society unit, you will co-deliver two Climate Fresk events. The first will be targeted at undergraduates studying within the School of Biological Sciences. The second will be for local school classes and held during British Science week. As part of the British Science Week event you will co-design an evaluation survey for participants to complete which will provide you with valuable external feedback on your facilitation. You will then use this as part of your reflections on your own personal development and experiences gained. This will be summatively assessed, with feedback from academic staff.
When assessment does not go to plan
The summative assessment is an individual assignment, so if you are unable to submit due to exceptional circumstances or pass at the first attempt, you may be allowed to work with a new topic and resubmit with an agreed revised deadline.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. BIOLM0044).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
