Module: Science Communication for GraduateResearchers

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).

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Date posted: September 2024

Module Title	Science Communication for GraduateResearchers
Module Code	PSYC523 (ITS) / PSY1074 (Banner)
Faculty	Science & Health	School	Psychology
Module Co-ordinator	Lorraine Boran
Module Teachers	-
NFQ level	9	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

This module is designed to support PhD students in developing science communication skills across traditional and new media, which are applicable to their specific PhD research project and also to a professional context as future researchers and science communicators. The aim of this module is to introduce students to theory and practice of science communication. Particular emphasis will be on developing specialist practical skills to clearly communicate research findings to the ‘lay’ (non- expert) audience. 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. Students will develop the capacity to distill and disseminate complex research findings while engaging with lay audiences based on a deep understanding of the interplay between science, media and society. Students will be able to select, develop, apply, and evidence specialist communication proficiencies in science communication.

Learning Outcomes

1. Critically evaluate theoretical approaches to science communication at the forefront of science, media and society, in the context of a specific doctoral-level research project; and manage the planning associated with developing a communication strategy for at least one non-expert audience (e.g. patients), and employing at least one communication mode (e.g. science exhibition; social media campaign etc.).
2. Draft a piece of journalistic writing related to a specific doctoral-level research project communicating research findings to a non-expert audience.
3. Create an audio production communicating research findings to a non-expert audience.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	20	Based on indicative content and learning outcomes; Combination of synchronous and asynchronous format.
Seminars	6	Moderator and student-led skills based synchronous seminars
Fieldwork	4	Supervisory Panel Science Communication Strategy Assessment and Planning (4 hours)
Independent Study	95	Science Communication Strategy Assessment and Planning (15 hours); Content development for feature writing (40 hours); Podcast (40 hours).
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, media and society Science in the public Science in the media

Science Communication Strategy Assessment and Planning
Doctoral research stage appropriate science communication strategy-assessment and planning to be conducted in consultation with supervisor and doctoral supervisory panel around science communication strategy applicable to both a specific research project and a wider professional context. A communication strategy development plan to be designed, to include a review, justification and identification of specialist communication proficiencies for at least one non-expert audience (e.g. patients), and employing at least one communication mode (e.g. science exhibition; social media campaign etc.).

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

Acquiring new competencies in writing for the non-expert audience
Develop a piece of journalistic writing communicating research findings in relation to a specific doctoral-level research project.

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

Acquiring new competencies in broadcasting to the non-expert audience
Create a standalone podcast episode based on your doctoral-level research project. This audio production will be scripted, recorded, edited and disseminated to an online audience.

Communication strategies for social media

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Portfolio	Science Communication Strategy Assessment and Planning Portfolio. A communication strategy development plan to be designed, to include a review, justification and identification of specialist communication proficiencies for at least one non-expert audience (e.g. patients), and employing at least one communication mode (e.g. science exhibition; social media campaign etc.).	20%	n/a
Assignment	Writing for the non-expert audience. Develop a piece of journalistic writing communicating research findings in relation to a specific doctoral-level research project.	40%	n/a
Assignment	Audio production for a non-expert audience. Create a standalone podcast episode based on your doctoral-level research project. This audio production will be scripted, recorded, edited and disseminated to an online audience.	40%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Jane Gregory and Steve Miller: 2000, Science in public, Perseus Publishing, Cambridge, Mass,
Massimiano Bucchi; translated by Adrian Belton: 2004, Science in society, Routledge, New York, NY,
Massimiano Bucchi (Editor), Brian Trench (Editor): 2014, Handbook of Public Communication of Science and Technology, 1st, Routledge,
Stephen Pinker: 2014, The sense of style, Viking, New York, NY,
Peter Stewart: 2010, Essential Radio Skills: How To Present A Radio Show, A&C Black,
David E. Sumner and Holly G. Miller.: 2013, Feature & magazine writing, Wiley-Blackwell, Chichester, West Sussex, UK,
William Zinsser: 2016, On writing well, Harper Collins, New York, NY,

Other Resources

None