Science plays key roles in solving problems of global and local concern. But science never is the only force at work. Increasingly, science and expertise face stiff competition for influence. This module focuses on science when it is put to use in solutions. We concentrate on engagement between scientists and others within communities of interest coming together to solve problems in the human sciences. Think climate change, pandemics, earthquake prediction, or collapse of biodiversity as problems of global concern; or, air quality, water supply, nutrition, or pest control as problems of local concern. In this module, we explore the forces that can constrain or enhance science in these engagements. We investigate ways scientists can improve their effectiveness when engaging. We’ll ask if better engagement can circle around to improve science itself.
There’s more to science than data and hypotheses. There’s more to the life of scientists than time at the lab bench.
Human Sciences and Society
| Session | 2024-25 |
| Moodle | profjoecain.net/0019moodle |
| Timetable | profjoecain.net/0019time |
| ReadingList | profjoecain.net/0019read |
HPSC0019 is available only to Year 2 students in Human Sciences BSc. The timetable spans both Terms 1 and 2, mixing traditional lecture periods with active seminars and lab times. Assessment will focus upon group projects creating tools for engagement. As part of key skills development, this module aims to introduce careers involving science policy and science communication.
Professor Joe Cain teaches this module for UCL Department of Science and Technology Studies (STS).
Assessment
We’re changing the assessment for 2024-25. The new assessment load:
- 50% podcast episode proposal, including a pitch and a evidence base essay
- 50% policy paper in the form of a POSTnote
Timetable
- 1 x 1hr session once per week during Terms 1 and 2 (UCL Timetable)
- time you arrange for projects
Syllabus
- 2024-25 syllabus is below
Preparation before module begins
The best advice I can give is to read New Scientist. Read it every week. You can access the full on-line version through UCL Library. Most public libraries provide access to pdf-versions through their digital library (e.g., Camden Public Library Digital Library) and on site (requires a visit, e.g., where are Camden Libraries?).
- read the most up-to-date material
- browse the back catalogue just to see what’s there
- search for a key word of your choice
Aims
Science plays key roles in solutions to problems of global and local concern. But science never is the only force at work. Increasingly, it faces stiff competition for influence. HPSC0019 focuses on science when it is put to use in solutions.
The overall aim of this module is to investigate models for engagement when science is put to work to solve problems in the human sciences. Additional aims include:
- what models help us understand the role of science in society?
- which forces constrain science in these engagements?
- how might scientists improve their effectiveness when engaging others in the task of problem solving?
- can better engagement circle around to improve science itself?
Objectives
By the end of the module, students should be able to demonstrate the ability to:
- interpret data from the perspective of multiple stakeholders
- work in an interdisciplinary, collective, and collaborative fashion
- apply evidence and argument to real-world problems
- integrate social, cultural, political, industrial and economic contexts of science
- communicate ideas clearly in ways appropriate to the context
- identify contrasting models of dissemination and engagement
Improving communication and engagement skills are key skill goals of this module for all human sciences students. By its end, students should be able to:
- demonstrate the ability to work effectively within groups
- describe technical and communicative strengths and weaknesses associated with the types of engagement products created in the module
- identify key differences between empathy and sympathy
Module plan
This module has two activities: class time and coursework.
Class time
This module normally requires one hour of contact time per week during Terms 1 and 2, plus additional project work during each week. Some hours will be lecture-based; others will be seminar or group work periods. Lectures will focus on two module elements: (1) core content related to public engagement, integrating science communication and science policy, and (2) skill development in support of coursework.
Project 1: Pitch and Evidence Base
Imagine you are a freelance producer of podcasts. You see an invitation from BBC to propose ideas for episodes on themes in their ‘science and human values’ catalogue. Your task is to develop a PITCH in which you propose ONE episode for ONE of their prescribed themes. Your pitch must be well-researched and focused. Your pitch can be for a single episode, or you can work with others to create a series in which your own proposal is one part of a larger whole. We will discuss pitches and proposals in class. You will pitch your ONE idea.
Your Evidence Base document will take the form of a literature review of approximately 1000 words, using ~12 sources of which ~3 are keystone items. The purpose of the evidence base is to unpin your project idea. It should provide general information about the subject. It also should provide evidential grounding about the stories developed in the pitch. The literature review should combine compilation of evidence, balance, and critical appraisal. It must use peer-reviewed literature in the majority. It can also use credible published materials from other routes.
Project 2: POSTnote essay
You will produce a briefing document on a title assigned by the module tutor. The format for this essay will mimic a POSTnote, produced by the UK Parliamentary Office of Science and Technology. These documents set a gold standard format for consultation and advocacy. Producing an excellent product in this module can provide you with a strong addition to your CV portfolio. Project 2 must fit on 4 sides of A4 paper. The content does not need to be presented in one continuous essay, and it may be broken into blocks then composed into something like a brochure, as in actual POSTnotes. Additional notes for guidance are provided on Moodle.