Design and Implementation of a Structured Course in Science Communication for Traditional Small‐Group Tutorials

Abstract

SUMMARY This paper describes the replacement of traditional tutorials with a science communication course for Aquatic Bioscience students at The University of Glasgow. Our aims were: (a) to raise the standard of written and oral skills; and (b) address equity issues arising from the way in which our established tutorials were conducted. The content of each tutorial was at the discretion of individual tutors and students had criticized this arrangement because of differential experiences, workloads and outcomes. To tackle both issues, we proposed that tutors should use their tutorials to teach a common course on science communication. The type of course planned was ideally suited to teaching and learning in small groups, as the promotion of critical thinking and the development of attitudes and interpersonal skills were major considerations. Evaluation showed that students appreciated the concept of equity implicit within a common course. The emphasis on learning core skills was recognized as essential preparation for further study and future employment in a competitive market. Some tutors expressed concern at loss of ‘academic freedom’, and there were some difficulties with assessment procedures and in learning to teach in unfamiliar territory.