DCU Home | Our Courses | Loop | Registry | Library | Search DCU
<< Back to Module List

Module Specifications.

Current Academic Year 2024 - 2025

All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).

As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.

Date posted: September 2024

No Banner module data is available

Module Title
Module Code (ITS)
Faculty School
Module Co-ordinatorSemester 1: Barbara Gormley
Semester 2: Barbara Gormley
Autumn: Barbara Gormley
Module TeachersLorraine Boran
Barbara Gormley
NFQ level 8 Credit Rating
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
Coursework Only
Description

The aim of this module is to introduce students to theory and practice of science communication. Particular emphasis will be on developing practical skills to clearly communicate research findings to the ‘lay’ (non-expert) public and also patients. Communication skills can include writing for the non-expert audience e.g. feature writing, news report writing, and science blogging; broadcasting skills can include podcasting and radio production; and social media skills for science communication.

Learning Outcomes

1. Critically consider theoretical approaches to studying science communication
2. Critically consider approaches to public and patient involvement (PPI) in research
3. Draft a piece of journalistic writing communicating research findings for the non-expert audience
4. Communicate effectively in oral formats, adapting to audience profile as required
5. Demonstrate awareness of one's communication abilities, including areas for development
6. Communicate effectively in written or other non-oral formats, adapting to the audience profile as required
7. Demonstrate appropriate listening skills to enhance communication
8. Demonstrate the effective use of digital technology for communication



Workload Full-time hours per semester
Type Hours Description
Lecture20Based on indicative content and learning outcomes; Asynchronous active listening and engagement with lecture material.
Workshop6Moderator and student-led skills based workshops
Independent Study50Self-directed learning including Assessment preparation
Fieldwork49Developing and Communicating Graphics - Preparation and Training
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Introduction to science communication theory Science in public Science in media
Science in public Science in media Data Visualisation

Open and Reproducible Science

Narrative or Storytelling n/a

Writing for the non-expert audience
Feature writing News reporting Writing for new media

Broadcasting to the non-expert audience
Journalistic research skills Interview skills Audio production skills

Communication strategies for social media

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
PresentationCA1 Pecha Kucha Presentation (worth: 20%). Presentation following the Pecka Kucha principles on explaining a scientific phenomenon (for the same topic you will write the CA1 script for the video, and you will produce the CA2 5-min video) from the field of psychology.20%n/a
AssignmentCA2 Script Assignment (worth: 40%). Deliver the script for the CA3 5-min video. Include references.40%n/a
AssignmentCA3 Video Assignment (worth: 40%). Create and deliver a 5-min science communication video that will explain a scientific phenomenon with Clarity, Content and Charisma.40%n/a
Indicative Reading List

  • Hans Rosling, Ola Rosling: 2019, Factfulness: Ten Reasons We're Wrong About The World - And Why Things Are Better Than You Think, Sceptre,
  • Rob Brotherton: 2015, Suspicious Minds: Why We Believe Conspiracy Theories, Bloomsbury Sigma,
  • Ben Goldacre: 2015, I Think You’ll Find It’s a Bit More Complicated Than That, Fourth Estate,
  • Ben Goldacre: 2009, Bad Science, Harper Perennial,
  • Stuart Ritchie: 2020, Science Fictions: Exposing Fraud, Bias, Negligence and Hype in Science, Vintage Digital,
  • Healy, Kieran: 0, Data Visualisation (online), https://socviz.co/lookatdata.html,
  • National Academy of Sciences: 0, Communicating Science Effectively: A Research Agenda, https://nap.nationalacademies.org/catalog/23674/communicating-science-effectively-a-research-agenda,
  • David E. Sumner and Holly G. Miller.: 2013, Feature & magazine writing, ; Wiley-Blackwell, Chichester, West Sussex, UK, 1118305132
  • William Zinsser: 2016, On writing well, HarperCollins, New York, 9780060891541
  • Craig Cormick: 0, The Science of Communicating Science, 148630981X
  • Massimiano Bucchi (Editor), Brian Trench (Editor): 2014, Handbook of Public Communication of Science and Technology, Routledge,
Other Resources

None

<< Back to Module List