Public engagement with a twist

Elizabeth Stevenson,John Palfrey,Tony Lynch

doi:10.29311/ndtps.v0i5.446

Elizabeth Stevenson, John Palfrey + Show 1 more

Open Access

https://doi.org/10.29311/ndtps.v0i5.446

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Abstract

An increasing number of post-graduate students and post-doctoral researchers in the College of Science and Engineering at the University of Edinburgh do not have English as their first language. Indeed some researchers have barely acquired the minimum standard of English required by the College. This hinders their own development as scientists and engineers and also has implications for undergraduate tutoring and laboratory demonstrating in their science and engineering disciplines. To address this issue, an English Language Skills course was developed in collaboration with the Institute for Applied Language Studies (University of Edinburgh). The course uses the techniques and activities of science communication training for Public Engagement in sessions dedicated to learning English. Part of the rationale was that students would find comfort and confidence in their scientific knowledge, and would therefore feel empowered to speak out and improve their English skills. This case study outlines the development and implementation of the course, includes feedback from the participants and observations on the course.

Highlights

The University of Edinburgh has been active in Public Engagement with Science since the 1990s and provides training in Science Communication for post-graduate students and post-doctoral researchers, through its „Transkills‟ programme.[1]
The limited English language skills can prevent some students from being involved in teaching activities, present difficulties for them integrating into their research groups and can limit their contributions at research group meetings
Communication for a non-specialist audience to engage with the science. Having worked through their points, the tutor asks the the speaking activities varied in their use of oral and students to raise any other points themselves that occurred as written information and students‟ own experiences, their they were engaged in the task, such as when they were common purpose was to create a natural platform for the unsure which of two words to use in context, or when they students to practise communicating in English

Summary

Introduction

The University of Edinburgh has been active in Public Engagement with Science since the 1990s and provides training in Science Communication for post-graduate students and post-doctoral researchers, through its „Transkills‟ (transferable skills) programme.[1]. Some students misunderstood the purpose of the course and assumed it was an English Language Skills Course as opposed to training for Public Engagement with Science.

Results

Conclusion