PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION Programme title: Science and Society Final award (BSc, MA etc): BSc (where stopping off points exist they should be detailed here and defined later in the document) UCAS code: L391 (where applicable) Cohort(s) to which this programme specification is applicable: Programme introduced 2011-12 and refers to this intake onwards. Replaces P990 BSc Science Communication and Policy (e.g. from 2008 intake onwards) Awarding institution/body: University College London Teaching institution: University College London Faculty: Mathematical and Physical Sciences Parent Department: Science and Technology Studies (the department responsible for the administration of the programme) Departmental web page address: http://www.ucl.ac.uk/sts/ (if applicable) Method of study: Full time Full-time/Part-time/Other Criteria for admission to the programme: See: https://www.ucl.ac.uk/sts/prospective/bsc/science-and-societybsc-ucas-u80-l391 Or http://www.ucl.ac.uk/prospectivestudents/undergraduate/degrees/ubssciasoc05 Length of the programme: 3 years (please note any periods spent away from UCL, such as study abroad or placements in industry) Level on Framework for Higher Education Qualifications (FHEQ) (see Guidance notes) Relevant subject benchmark statement (SBS) (see Guidance notes) Brief outline of the structure of the programme and its assessment methods: H There is no directly applicable SBS. Statements in Sociology, Communication, media film and cultural studies SBS consulted, as well as History and Philosophy statements. See: https://www.ucl.ac.uk/sts/prospective/bsc/science-and-societybsc-ucas-u80-l391 (see guidance notes) Board of Examiners: i) Name of Board of Examiners: Science and Technology Studies Professional body accreditation (if applicable): N/A Date of next scheduled accreditation visit: EDUCATIONAL AIMS OF THE PROGRAMME 1. Provide students with an informed understanding of the academic study of the relationship between science and society, in particular drawing on social studies of science, science policy studies and science communication. 2. provide students with an informed understanding of current issues of public understanding of science; 3. provide students with an informed understanding of the presentation of science in the mass media, literature and other public arenas; 4. provide students with an informed understanding of the diverse contexts for science communication and with practical experience of science communication; 5. provide students with an informed understanding of current issues of science and technology policy studies, including the governance of science, including science’s increasing importance in society and government; 6. provide a social and ethical understanding of science, its role in shaping the modern world, and its bearing on issues of current concern. 7. develop research skills appropriate for the these disciplines, and for communications and policy studies generally; Provide an underpinning for the above with a basic understanding of the history and philosophy of science PROGRAMME OUTCOMES: The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: A: Knowledge and understanding Knowledge and understanding of: 1. Sociological analyses of science and technology, both in general theoretical terms and through particular empirical studies. 2. Theoretical and empirical approaches to public understanding of science, for example models of how the public can and should understand science, case studies of specific initiatives in public understanding of science, etc. 3. Theories and case studies of how science operates as a part of a popular culture, including the news media, literature and film. 4. Theoretical and empirical approaches to science and technology policy studies – covering the management and operation of the scientific community; the links between science, technology and social change; and the control and regulation of science and technology. 5. The social and ethical problems associated with particular examples of new science and technology eg genetics, military science etc. 6. The social and ethical problems associated with the practice of scientific research eg human and animal experimentation, conflicts of interest arising from universityindustry links etc. 7. Theoretical and empirical approaches at the interface of science communication and policy, in particular approaches to promoting democratic debate and engagement with new science and technology. 8. Basic historical and philosophical analyses of science. Teaching/learning methods and strategies: A combination of lectures, tutorials, seminars, including those in which students are responsible for presenting topics; Group work; The writing of a substantial dissertation under supervision; Student’s own reading, starting from appropriate reading lists provided for every course; Discussion in tutorials and seminars, aimed at improving understanding; Students receive critical and constructive comment on their progress; Teaching staff specify “office hours” when they are available for academic consultation; The course consists in the first year of a series of general introductions to HPS, as well as science policy and public understanding of science. Level 2 & 3 courses then concentrate on particular areas of SCP and PUS, dealing with them in more detail, and developing more sophisticated concepts and analyses. The different expectations of performance between 100 level, 200 level and 300 level courses are explained in the document “What to expect from 100, 200 and 300 level courses” which will soon appear in the STS Student Handbook on the website http://www.ucl.ac.uk/sts Assessment: Testing of the knowledge base is through a combination of unseen formal examinations, assessed coursework including skills exercises and essays of varying types and lengths, oral presentations, third year dissertation (1cu, normally 10 000-12 000 words) which should focus on a problem in sociology of science, science communication or science policy, or a combination of these fields. The dissertation may incorporate practical work if relevant. B: Skills and other attributes Intellectual (thinking) skills: Teaching/learning methods and strategies: By the end of the degree, students should be able to: 1. apply their powers of reasoning to areas outside of their degree; 2. discuss science and technology with respect to its impacts on society, culture and public policy; 3. progress smoothly to an advanced course of study (MSc, MA) 4. undertake supervised research in the discipline; 5. analyse the key points at issue in a range of contemporary policy problems with a scientific and technological aspect, and describe how they are currently managed in the UK or elsewhere; Skills 1. reason critically; 2. be able to gather, retrieve and synthesis information; 3. be able to reflect on their own accumulation of knowledge 4. use source material appropriately, whilst avoiding either being derivative or committing plagiarism; 5. assess examples of science communication, in relation to their stated aims and audiences, and produce practical work of their own which is appropriate for such aims and audiences; 6. have an appreciation of the level of scientific understanding of the audience with whom it is their job to communicate; 7. comment on the strengths and weaknesses of different media for conveying information about science; 8. understand critically the role of the mass media as a vehicle for contemporary cultural debate about science and technology; 9. to have a working knowledge of how to represent scientific ideas in the various media, the devices there are at hand to help do this, the cultural links that have to be made and the structure and development of a popularisation of science. Assessment: The variety of assessment methods employed place great emphasis on the learner’s ability to demonstrate the above skills, as appropriate to the subjects studied. In addition, all finalists must produce a dissertation – the aims of which are: 1. to permit the student to develop his/her own interest, rather than to follow a set programme of study; 2. to develop research, analysis, writing and editing and organisation skills beyond those required for other courses, through extended exploration of a single topic; 3. to offer an opportunity to integrate different themes and approaches in science studies; 4. to enable the student to work independently and critically, albeit under supervision; 5. to give the student a taste of contributing to science studies, as well as reviewing and appraising others’ work – to enhance the understanding of the demands, and the inevitable compromises and trade-offs of academic work. Intellectual skills are developed through the teaching and learning methods provided above. All courses involve discussion of key issues, practice in applying concepts in writing and orally, analysis and interpretation of material be it primary or secondary or a combination of both; and individual feedback on assessed work. Instruction in using sources is given in Year 1, and enforced in Years 2 and 3. All work is accompanied by a plagiarism declaration, and is regularly checked for poor citation and examination/coursework irregularities. In addition, students may take advanced courses in other areas within the area of STS, including history of medicine and history and philosophy of physical and life sciences. The interdisciplinary nature of the field of study is continually stressed. C: Skills and other attributes Practical skills (able to): Teaching/learning methods and strategies: 1. demonstrate effective note-taking and critical skills; 2. create extensive and relevant bibliographies for STS research projects; 3. demonstrate improved writing skills, including skills in structuring and redrafting own written material; 4. demonstrate critical and constructive peer assessment; 5. demonstrate awareness of techniques for improved time and project management; 6. demonstrate awareness of the methods employed in the study of science and society.. From Induction Week during the First Year, students receive initial advice on how to identify, locate and use material available in libraries, on the WWW and elsewhere. In Year 1 students must take and pass the courses HPSC1012 Investigating History & Philosophy of Science and HPSC1007 Investigating Science & Society The syllabus can be downloaded from http://www.ucl.ac.uk/sts/study Practical skills are developed in all courses throughout second and third year. Teaching & learning methods include lectures, seminars, discussion groups, essay tutorials, media dossiers, case studies, museum visits, guided reading, group and individual projects. Assessment: Assessment for HPSC1007 and HPSC2012 is by critical research and analysis with assessment involving individual and group work Methods of assessment in 2nd and 3rd year courses which explicitly develop practical skills include: Oral presentations; seminar presentations; radio programmes; debates; feature articles; reports; articles for simulated periodicals; role play; advocacy projects; collective (group) actions. D: Skills and other attributes Transferable skills (able to): Teaching/learning methods and strategies: 1. word-processing, email and WWW; 2. information search and retrieval, using online computer resources to access bibliographic material; 3. ability to motivate oneself; 4. ability to work autonomously; 5. ability to work effectively as part of a group or team; 6. ability to manage one’s own time and work to deadlines; 7. Ability to think creatively, selfcritically and independently. 1. All assessed work is word processed; course correspondence is conducted via email; all students are expected to become familiar with the department’s website and demonstrate awareness of relevant websites via bibliographies and other searches; 2. Various writing and drafting tasks, production of radio programme; formal and seminar presentations etc. 3. Required for essays but demonstrated explicitly in HPSC1007, HPSC2012 and HPSCC3004 4. Developed through a variety of structured and unstructured learning activities and private study. 5. Fostered by essay writing, timed essays under examination conditions; management of deadlines. 6. Group activities in various courses include collaborative writing tasks, debates, radio programmes and presentations. 7. Study of research methods in science and society and analysis of results; Fostered by essay writing, peer and self review, as well as timed essays under examination conditions. Assessment: The various teaching and learning methods above are all assessed and contribute to the students’ final degree classification. The following reference points were used in designing the programme: the Framework for Higher Education Qualifications (http://www.qaa.ac.uk/assuringstandardsandquality/qualifications/Pages/default.aspx the relevant Subject Benchmark Statements (http://www.qaa.ac.uk/assuringstandardsandquality/subjectguidance/pages/subject-benchmark-statements.aspx) the programme specifications for UCL degree programmes in relevant subjects (where applicable); UCL teaching and learning policies; staff research. Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental course handbook. The accuracy of the information contained in this document is reviewed annually by UCL and may be checked by the Quality Assurance Agency. Programme Organiser(s) Professor Brian Balmer Name(s): Dr Emma Tobin Date of Production: August 2003 Date of Review: September 2014 Date approved by Head of Department: August 2014 Date approved by Chair of Departmental Teaching Committee: Date approved by Faculty Teaching Committee August 2014