Visualising Global Challenges

Transcription

1 Centre for Co-Curricular Studies Global Challenges Visualising Global Challenges Course mentor: Siân Williams Horizons field leader: Elizabeth Hauke

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3 Contents What is the Global Challenges programme?... 4 What is Visualising Global Challenges?... 5 Key course information... 6 The format of this course... 7 Course schedule... 8 Assessment Outline Assessment 1: Modes of communication report (20%) Assessment 2: Pop-up exhibit and evaluation (30%) Assessment 3: Representational artwork and plaque text (25%) Assessment 4: Gallery guide and presentation (25%) Contract of responsibilities

4 What is the Global Challenges programme? Science plays a critical role in the establishment, development, protection and sustenance of civilizations. It is crucial for exploiting, stabilizing and protecting the world around us. But science is just a small part of a complex jigsaw of technical, political, social, ethical and cultural considerations at play in managing the challenges facing us in the world today. The Global Challenges programme takes topics of global significance and gives you the opportunity not only to hear about the science involved in understanding and solving these challenges, but also to unpack the socio-political context in which they sit. You ll be expected to understand and think about more than just the science involved. Working to solve challenges of global significance takes a range of expertise and experience. Scientists and allied professionals need to be able to work in multidisciplinary teams, tackle confusing, contradictory and non-comparable datasets, develop novel and imaginative solutions and communicate risk, need and uncertainty to varying audiences of peers, world leaders, politicians, industrialists and the public. Learning Objectives The Global Challenges programme as a whole, works to develop a set of core skills including: communication skills o presenting o listening o responding o questioning o defending a position o giving constructive feedback personal development o participating in debate and discussion to test their own values and attitudes while developing self esteem and confidence professional development o participating in close exchanges with a small group of peers and tutors raises awareness of models of thinking; accepted standards, values and ethics independent learning o taking responsibility for their learning in preparing for and contributing to these sessions reflective practice o learn from their successes and failures and use this to plan future learning group working o practice group management skills such as leadership, planning and organization, supporting and encouraging others, defining tasks and monitoring progress collaboration and learning from each other 4

5 What is Visualising Global Challenges? Explore contemporary cutting edge research here at Imperial, and use it to inspire a popup street science production and a piece of artwork that will be displayed in college. This course offers you the chance to explore both public engagement with science and technology. You will explore the concept and potential of science communication, public engagement, and sci-art. You will pitch and carry out a street-science pop up exhibit in the first term and produce a representative piece of artwork in the second. I loved seeing the visual side of science being explored by the students [...], especially the amazing video with the self-replicating pills which seems so futuristic but yet with such useful applications within the medical industry Victoria Geaney, Gallery Visitor 2013 You will receive topic briefings from leading researchers, and further explore the relevant research being done here. Focussing on an area of interest, you will explore the technical, social, political, ethical or economic implications of the science. In addition to visiting sci-art installations and galleries, you will arrange interviews with specific researchers to learn more about how the science could be represented and described. The topics you might explore represent complex and specialist areas of science. However, as science undergraduates, you will have a level of scientific literacy that enables you to understand the broad context of the subject. After an initial briefing, you should be able to start appreciating the social and ethical considerations of the topic, and how it might be applied to help solve global challenges. Have a look at some of the work students have completed in previous years of this course at visualisingglobalchallenges.com 5

6 Key course information Terms: Autumn plus spring (20 weeks) Max class size: 60 ECTS value: 6 Requirements: Students are expected to attend all classes and undertake approximately one hour of homework or reading each week in addition to the assessment This module is designed as an undergraduate Level 5 course. Core content Engaging with Engagement attend two science communication, public engagement or sci-art events and reflect on the need to communicate science with the public, and how this can be achieved in different ways Design an Event design a pop-up street science event for production in South Kensington and pitch it to experts in the field of science communication Interactivity design, produce and evaluate an interactive exhibit to communicate complex science to a non-specialist audience Complex Science look into an area of cutting edge science being researched at Imperial College and consider the complex ethical, economic, social and political implications of using that science in the real world Representation create a representational piece of work to communicate these issues with a public audience; pay attention to finding an evidence base for any assertions that are made Learning Objectives Reflect critically on the use of interactivity, presentation and representation to communicate complex science with a lay audience Research and design a public engagement event and pitch the concept to event organisers Design, produce and evaluate an interactive exhibit to communicate complex scientific concepts to a non-expert audience Research an area of cutting edge science and consider the complex social, ethical, economic and political implications of using the science in the real world Design and produce a representational piece of work to communicate contextual issues about science to a lay audience Plan, monitor and review progress as an independent learner 6

7 The format of this course This course follows a 'project' model it is based on self-directed learning, group discussions and group projects. That means that there are no formal lectures or seminars. You have dedicated class time from pm every Monday, and are provided with rooms during this time. The course mentor is there to help you through the process and keep you on track. Your enjoyment of the module, completion of the projects and successes in the assessments are therefore completely in your hands! The most important things to consider are: 1. Organisation - how you organise your groups and your thinking about the projects is up to you 2. Time management you need to make sure you don't waste time as the weeks leading up to the exhibitions will fly by 3. Communicating with your mentor make the most of the time and help. If you're having difficulty, talk to us as soon as you can 4. Be methodical try to organise your work in a logical way, work through your ideas one at a time, refine your thinking and discarding elements that don't work 5. Keep up to date with your blog and upload photographs onto Bloackboard every idea, piece of research and decision you make should be recorded here. This will help keep your group on the same page and will help you when it comes to assessment. Blackboard and progress questions Each week you should contribute something to the course blog. Your contributions are included as part of the mark for Assessment 2 and Assessment 4. In your blog contributions, you should try to show that you have met that week s session objectives, including photographs and sketches where possible. Art is a process, not a product - MaryAnn Kohl 7

8 Course schedule Date Monday 13 October Monday 20 October Monday 27 October Monday 3 November Monday 10 November Monday 17 November Monday 24 November Monday 1 December Monday 8 December Monday 15 December Monday 12 January Monday 19 January Monday 26 January Monday 2 February Monday 9 February Monday 16 February Monday 23 February Monday 2 March Monday 9 March Monday 16 March Title Week 1: Introductory session Week 2: V&A Theatre & Performance trip Week 3: Independent gallery trips Week 4: Identifying your pop-up message Week 5: Developing your pop-up ideas Week 6: Pitching your pop-up idea Week 7: Production of your pop-up exhibit Week 8: Finalising your pop-up exhibit Week 9: Pop-up street science exhibit Week 10: Reflection on pop-up exhibits Week 11: Artwork group formation Week 12: Identifying your artwork theme Week 13: Creative workshop Week 14: Independent gallery visit Week 15: Developing your artwork ideas Week 16: Checking your message with scientists Week 17: Refining your artwork Week 18: Final production of your artwork Week 19: Displaying your artwork Week 20: Gallery guide presentations 8

9 Week 1: Introductory session Monday 13 th October 1. Understand the full scope of the course and the two group projects 2. Meet your course-mates and start to learn about their interests, skills and expertise 3. Reflect on some of the artwork found in college Week 2: V&A Theatre & Performance trip Monday 20 th October This week we are going as a group on a guided tour of the Theatre & Performance collection at the V&A museum. We are meeting outside the SAF building at 4pm and making our way to the museum together so be on time! 1. Reflect on the role of theatre and performance in society 2. Begin to build ideas for your pop-up exhibit in December This week you will also need to confirm your enrolment so be ready to sign a copy of the Contract of Responsibilities, which you can find in the back of this booklet. Week 3: Independent gallery trips Monday 27 th October You should visit a gallery, exhibit or event that aims to communicate science. You can do this independently, or (preferably!) with other students on the course. Some obvious ideas are the Science Museum and the Wellcome Collection, but feel free to explore beyond these places! Pick one exhibit that you think would work well as a pop-up exhibit, similar to your exhibit in December. 1. To experience successful pieces of science communication 2. Build more ideas for your pop-up exhibit 3. Complete your research for Assessment 1 Week 4: Identifying your pop-up message Monday 3 November 1. Form groups for the pop-up exhibit 2. Decide upon an area of research at Imperial that you can use as a basis of your exhibit 3. Contact a relevant scientist to ask for an interview 9

10 Week 5: Developing your pop-up ideas Monday 10 November Assessment 1: Modes of communication report due by 4pm 1. Reflecting on the research you have carried out, and the interview with an Imperial researcher, develop your idea for your pop-up exhibit 2. Prepare your pitch to be given to experts next week Week 6: Pitching your pop-up idea Monday 17 November 1. Pitch your pop-up idea to a panel of experts at the beginning of this session 2. Refine your idea as a result of their feedback Week 7: Production of your pop-up exhibit Monday 24 November 1. Make your pop-up exhibit 2. Hand in receipts for materials. Week 8: Finalising your pop-up exhibit Monday 1 December 1. Run through a mock-up of your exhibit with other members of the group 2. Ensure you have a tight plan for next week who has what role, what will happen if it rains, etc. Week 9: Pop-up exhibit Monday 8 December Assessment 2 throughout this session In this session you will perform your pop-up exhibit. Please refer to the pop-up Brief and assessment details. Week 10: Reflection on pop-up exhibits Monday 15 December Assessment 2 throughout this session In this session you will present short presentations evaluating your pop-up exhibits. Please refer to the assessment details. 10

11 Week 11: Artwork group formation Monday 12 January 1. Form your group (2 or 3 people) to create the the representative artwork this term 2. Understand the broad theme/area of science you would like to base your work on 3. Understand the skills, expertise and interests amongst your group members Week 12: Identifying your artwork theme Monday 19 January 1. Narrow down your artwork theme 2. Contact a scientist at Imperial for an interview 3. Document the evidence base for your theme, referring to relevant publications in the scientific literature Week 13: Creative workshop Monday 26 January 1. Explore the skills you have in your group 2. Begin to think about the medium you will use for your final artwork N.B. The order of the creative workshop and independent gallery visit may swap depending on the availability of the workshop leader Week 14: Independent gallery visit Monday 2 February 1. In your group, visit a gallery (hopefully new to all of you) that has work relevant to your artwork this can be in terms of the medium of your artwork, or the theme you are exploring, referring to the Artwork Brief 2. Brainstorm possible ideas for your final piece Week 15: Developing your artwork ideas Monday 9 February 1. Collect and document as many different ideas as you can for your project - remember to explore the parameters of your message as well as the medium and possible designs! 2. Start to exclude ideas that you re not going to take forward 3. Document this decision making process as carefully as possible 11

12 Week 16: Checking your artwork with scientists Monday 16 February 1. Methodically assess your ideas and identify your final concept! 2. Mock-up a complete design for this, thinking about the message that you are communicating and the object itself 3. Document this design carefully and begin assessing its strengths and weaknesses 4. If possible, contact the scientist to check they are happy with your plans Week 17: Refining your artwork Monday 23 February 1. Critically assess your final mock-up, taking on board any feedback from scientist 2. Make improvements to weak areas of the concept and remember to consider both the message and the exhibit itself 3. Make a plan for the production of your final exhibit 4. Submit a mock plaque text on Blackboard for feedback Week 18: Final production of your artwork Monday 2 March Assessment 3: Final plaque text due at the end of this session 1. Work on production of the final exhibit 2. Trouble-shoot any issues that have come up! 3. Prepare to demonstrate your exhibit next week to the curators Week 19: Displaying your artwork Monday 9 March Assessment 3: Final artwork due 4pm 1. Informally present your work for approval to the course field leader and curator 2. If given approval, hang your artwork and plaque in the gallery space 3. Finalise your text and images for the gallery guide Week 20: Gallery guide presentations Monday 16 March Assessment 4 throughout this session In this final session you will give short presentations on the design process for your final artwork. Please refer to the assessment details. 12

13 Assessment Outline This course is assessed on four pieces of work: 1. Written report reflecting on the use of interactivity, presentation and representation to communicate complex science and its social and ethical context with a lay audience (20%) 2. Interactive exhibit, including evaluation (30%) 3. Representational artwork and plaque (25%) 4. Gallery guide and presentation (25%) Assessment 1: Modes of communication report (20%) Due: 4pm Monday 10 November (Week 5) In no more than 700 words answer the following: In this course you will produce two exhibits: one interactive pop-up piece of street science, and the other a more representational piece of artwork. The aim of this report is for you to reflect on the differences in the aims and methods of diverse pieces of science communication, such as these. Draw on two pieces of science communication that you have visited. What was the difference in their aims, execution and effectiveness? Would you categorise them as communication, public engagement or sci-art? Draw upon your own experiences and published literature to make your arguments. You should include images or sketches made at the events. Please refer to the mark scheme that will be given to you guide this report. To obtain the highest marks we expect you to: Include pictures and reflections from your own visits undertaken this term Relate what you have experienced to the published literature Read outside of the suggestions here Include full references in a proper format Write in a high level of English Suggested reading: Webster, S Art and science collaborations in the United Kingdom. Nature Reviews Immunology, 5, pp Jensen, E. & Buckley, N. Why people attend science festivals: Interests, motivations and self-reported benefits of public engagement with research. Public Understanding of Science, 23(5), pp

14 Assessment 2: Pop-up exhibit and evaluation (30%) Interactive exhibit: 4-6pm Monday 8 December (Week 9) Evaluations presented in class: 4-6pm Monday 15 December (Week 10) This assessment is formed of two parts: your pop-up street science production and your evaluation of how it went. The evaluations should be presented in the form of three-minute presentations, with extra time for questions, in class. Please refer to the mark scheme that will be given to you to guide your work. To obtain the highest marks, in the pop-up exhibit we expect you to: Meet all points of the pop-up exhibit brief Share the preparation for the exhibit as an effective team, with contributions from all members Document your progress each week on Blackboard Evaluate your production in real-time In the evaluation presentations, we expect you to: o Show that you have thought about your message and its evidence base o Answer questions with a high level of critical thinking o Listen and reflect on the work of other groups, offering constructive feedback Pop-up Exhibit Brief Your pop-up exhibit must meet the following requirements. You must get the official approval of your mentor and the Horizons field leader before performing your exhibit. 1. The exhibit must be suitable for a the general public 2. The exhibit must be safe and pose no danger to the health of you or the general public 3. The exhibit should reflect the social ot ethical context of your chosen theme, rather than the technical specifics of the science itself 4. You should evaluate your exhibit in real-time, collecting quantitative data 5. You will be assisted with the costs of producing your exhibit, after consultation with your mentor 6. You should have an evidence base that supports your exhibit, presented on your blog on Blackboard 7. All members of your group should participate in the production and performance of your exhibit 14

15 Assessment 3: Representational artwork and plaque text (25%) Plaque text due: 6pm Monday 2 March (Week 18) Final artwork due: 4pm Monday 9 March (Week 19) This assessment is based on the production quality of your artwork plaque text and gallery guide submission. Please refer to the mark scheme that will be given to you to guide your work. To obtain the highest marks, we expect you to: Have met all points of the artwork brief Share the preparation for the exhibit as an effective team, with contributions from all members Document your progress in preparation each week on Blackboard Write a high-quality, succinct and thoughtful description of your work for your plaque Artwork Brief Your artwork will have to meet all of the points below to gain approval of the mentor, curator and field leader. 1. The artwork must be suitable for display in the gallery space in the Centre for Cocurricular Studies, it can take any form (drawing, painting, poem, small object etc.) suitable for display here 2. Your artwork can be online but you will need to produce a physical representation of it for display in the gallery 3. The artwork should reflect the social or ethical aspects of your chosen theme, rather than the technical aspects of the science itself 4. You must have the required skills to create your object - e.g. do not try to create a wooden carving if you have no carving experience 5. You must provide an evidence base for your artwork, documented on blackboard 6. You must provide an accompanying plaque text for display with your artwork 7. You must provide images and text for the gallery guide, describing (a) your evidence base, research and any interviews with scientists in brief and (b) your design process 8. You will be assisted in covering the costs of producing your artwork, after consultation with your mentor 9. All members of your group should participate in the production of your artwork 15

16 Assessment 4: Gallery guide and presentation (25%) Due Monday 16 March (Week 20) In the final week of the course, you will present the design process and evidence base for your final artwork, in a three-minute presentation, with extra time for questions. Please refer to the mark scheme that will be given to you to guide your work. To obtain the highest marks, we expect you to: In your gallery guide: Include images and sketches from your design process Include your research on the underlying science, including interviews with Imperial scientists Relate your research to your final artwork In your presentation: Discuss the points above Discuss your design process Ask questions with a high level of critical thinking Listen and reflect on the work of other groups, offering constructive feedback 16

17 Contract of responsibilities You will need to hand in a signed copy of this form in week 2 of the course; this will confirm your enrolment. This copy is for your reference. Attendance 1. I will try to attend every session of this course and understand that I must attend at least eight out of ten sessions in each term, including the final sessions, in order to pass 2. If I am unavoidably absent, I will inform my mentor before we are due to meet 3. I will arrive at the sessions on time and understand that being late is discorteous to the rest of the group 4. I will discuss any problems with attendance or punctuality (e.g. clashing courses on other campuses) with the course leader at the earliest opportunity Group Working 5. I will be a productive member of each group I work with 6. I will participate actively during the sessions 7. I will undertake independent research and idea development between sessions and will record this via Blackbaord. This is expected to be about an hour a week, but will vary depending on the stage of the course (expect to be busier around the times of the interactive exhibit and finalising the artwork production) Independent Learning 8. I understand that this course is an independent learning module I am responsible for my learning and development during this programme Blackboard Learn 9. I will use Blackboard Learn to continue and document my independent learning and to collaborate and demonstrate good team working with other members of my group. Assessment 10. I understand that I am being continually assessed during this course, and my contributions in the sessions and on Blackboard Learn will be considered in my assessment grades. 11. I understand that I am being assessed as an individual and I must submit all parts of the assessment myself (although parts of the assessments will be identical between group members) 12. I understand that formal assessment of this course comprises of four pieces of work: a. Written report reflecting on the use of interactivity, presentation and representation to communicate complex science and its social and ethical context with a lay audience (20%) b. Interactive exhibit, including evaluation (30%) c. Representational artwork and plaque (25%) d. Gallery guide and presentation (25%) Signed Date 17

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