EDUC10300

Learning Outcomes:

By the end of this module, students will be able to:
1. Describe the purposes and benefits of engaging diverse publics with science, recognising different cultural, social, and political contexts.
2. Compare a range of public engagement approaches (education, storytelling, media, writing, citizen science) and assess which are most suitable for specific goals and audiences.
3. Apply key skills in at least one engagement medium (e.g., podcasting, science writing, citizen science project design).
4. Collaborate with peers from different disciplinary backgrounds to design and deliver a public engagement activity.
5. Incorporate principles of inclusivity, accessibility, and ethical practice into the design of public engagement outputs.
6. Reflect on their own role in the engagement process, identifying areas for further development.

Indicative Module Content:

Indicative Module Content:

The purpose and value of public engagement with science – historical and contemporary perspectives; science in society; trust, credibility, and inclusion.

Approaches and contexts for engagement – formal and informal science education; schools, museums, community groups; teachers as trust proxies.

Storytelling in science – narrative techniques for podcasting, radio, and video; engaging diverse audiences; ethical and cultural considerations.

Science writing and digital communication – journalism, blogs, social media, creative nonfiction, and fiction as tools for engagement.

Citizen science – principles, design, and participation; case studies; opportunities and challenges.

Designing an engagement project – selecting an audience and medium; planning, accessibility, and evaluation.

Group project development – collaborative design and production of a public engagement output.

Showcasing and reflecting – presenting work to audiences; evaluating impact; reflecting on process and learning.

Student Effort Hours:

Approaches to Teaching and Learning:

This module uses a highly interactive and practice-oriented approach. Core methods include:

Active, task-based learning – students take part in weekly practical workshops to develop skills in science communication, education, media production, writing, and citizen science.

Peer and group work – interdisciplinary teams collaborate to design, produce, and present a public engagement project.

Enquiry and problem-based learning – students identify an audience and need, and then plan an engagement activity that addresses it.

Case-based learning – analysis of real-world examples from formal/informal education, media, and citizen science projects.

Student presentations – projects are showcased in a final event to peers, staff, and external audiences.

Reflective learning – students evaluate their own process and project outcomes, linking theory and practice.

While short lectures and tutor-led discussions introduce concepts and provide context, the emphasis is on hands-on experimentation, peer feedback, and iterative project development.

Use of AI tools:
Generative AI may be used in this module as a support tool for brainstorming ideas, developing initial drafts, or enhancing accessibility (e.g. captioning). Students must clearly acknowledge any AI use and remain responsible for ensuring that all outputs are original, accurate, and ethically produced. AI may not be used to generate complete assignments or bypass the learning process.

Requirements, Exclusions and Recommendations

Learning Requirements:

Students who wish to take part in a school-placement during this module (as one of a number of options) must be Garda vetted. It is the responsibility of the student to complete this process. The placement school must be satisfied with the vetting status for the placement to go ahead.

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Not yet recorded.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.