Spring 2018 - EASC 704 G100
Special Topics (3)
Class Number: 13017
Delivery Method: In Person
COURSE DESCRIPTION: As the role of science in society grows, so too does the need for effective science communication. Students will explore why we communicate science, the importance of knowing your audience, and best practices for a range of science communication approaches from traditional media, face to face, to online.
Introduction: Why communicate science?
Communicating to scientists vs non-experts
Who is the audience?
What’s your message: Issue? Problem? So what? Solutions? Benefits?
Refining the messages for different audiences
Traditional media: Print newspapers, magazines, radio, TV
Face to Face: Elevator pitch, presentations, TED talks, teaching, museums, live performances, informal learning environments, classrooms, debates, science festivals, café scientifique
Online: Blogs, websites, social media, podcasts, videos, twitter, infographics
Communicating Science Best Practises
Importance of Visuals
Evaluating Effectiveness of Science Communication
COURSE DETAILS: One 3 hour lectutre/week; 1 tutorial hour/week T
The tutorial time slot is included for Q and A, small group presentations, feedback on assignments, group projects, and lecture reserve days.
COURSE-LEVEL EDUCATIONAL GOALS:
INTENDED LEARNING OUTCOMES
By the end of this course students will;
1. Appreciate that communication with many different audiences is an important part of the science venture, and that scientists communicate with the public in a variety of ways BY writing journal responses to guest lecturers and responding to reflection questions e.g. science communication opportunities
2. Demonstrate an understanding of audience BY tailoring a message to a variety of different audiences and choosing an appropriate communication approach for each. Justify your choices.
3. Develop a message to communicate to an audience BY using a message box.
4. Demonstrate knowledge of the traditional and online communication approaches and best practices BY critiquing a science communication (blog, video, lecture), demonstrating understanding of use of jargon, visuals, message inverted pyramid etc.
5. Work individually and in teams to design, develop and present science communications (activity, visual, dramatic, written) BY a) presenting a 1 minute science elevator pitch, b) writing a science blog post, and c) designing, developing and presenting a final group project.
- Journal responses and reflections 20%
- Assignment 1: Message Box / Audiences 10%
- Assignment 2: Science communication critique 10%
- Assignment 3: Science writing blog post (written and accompanying visual) 10%
- Assignment 4: Science interview/nes story 10%
- Presentation 1 minute science 10%
- Final Project - Science Communication Activity (team work) 30%
Escape from the Ivory Tower by Nancy Baron Island Press 2010
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS