STEM EDUCATION AND PUBLIC ENGAGEMENT - 2024/5
Module code: PHY3063
The module will introduce students to key concepts in education as well as the tools and strategies for effective public engagement in their discipline areas and for different audiences. Students will gain practical experience by planning, implementing, and evaluating an education or public engagement-based activity. Opportunities will also exist for classroom (e.g. school; early-year University) teaching experience and / or involvement in external exhibitions. The projects will be related to current Faculty, department and / or outreach needs thus leading to informed student partnership activities.
Mathematics & Physics
SHENTON-TAYLOR Caroline (Maths & Phys)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
Module cap (Maximum number of students): 30
Overall student workload
Independent Learning Hours: 77
Lecture Hours: 9
Seminar Hours: 2
Tutorial Hours: 8
Practical/Performance Hours: 24
Guided Learning: 20
Captured Content: 10
Prerequisites / Co-requisites
- Becoming a teacher (roles and responsibilities)
- Beginning to teach (learning outcomes; lesson planning; content and delivery design)
- Classroom / peer interactions and management
- Inclusive education
- Assessment, feedback and evaluation
- The science of learning
- Debunking educational myths
- Educational research methods and tools
- Effective communication (audience design; creative media; engagement)
- Stress management in public speaking
- Public Engagement planning / design (Theory of Change; framing information; narrative)
- Technical and Public Engagement writing
- Reflective practice
|Assessment type||Unit of assessment||Weighting|
|Coursework||An extended essay on a topic in mathematics/physics education OR An activity event plan||30|
|Coursework||A short-written report and placement assessment||50|
|Oral exam or presentation||A presentation on undertaken school project OR A presentation evaluating the event||20|
The coursework¿s can be completed within the Late Summer Assessment (LSA) period if required. The presentation is individual and can also be completed within the LSA. If the school placement or public engagement activity cannot be completed, an alternative assessment will be provided instead of the critical/event report. In this instance the students will either undertake a research pedagogic essay or evaluate an existing faculty engagement event. Whilst students will work in groups for the public engagement activity, all units of assessment are completed individually.
The assessment strategy is designed to provide students with the opportunity to demonstrate knowledge and skills for the effective design, delivery and evaluation of an education, or public engagement activity.
Two summative assessment paths are provided to accommodate specific student interest.
- School Placement An extended essay on a topic in mathematics/physics education 30%
- A short-written report and placement assessment 50%
- A presentation on undertaken school project 20%
- Public Engagement Event An activity event plan 30%
- A short-written report and event assessment 50%
- A presentation evaluating the event 20%
Feedback and formative assessment: Feedback will be provided through scheduled supervisor / mentor meetings and within a workshop dedicated to formative assessment practices.
The latter will involve peer feedback on aspects of the research / event / media design work.
Late Summer Assessment: As all pieces of coursework are individual assessments, these can be undertaken in the LSA period if required.
- Introduce key concepts in education and public engagement as well as the tools and strategies for effective teaching and public engagement for different audiences.
- Gain practical experience by planning, implementing and evaluating an education or public engagement-based activity.
- Opportunities for classroom (e.g. school; early-year University) teaching experience or involvement in external exhibitions.
- Work is related to current Faculty, Department and Outreach needs, working with the faculty as partners to further enhance education and communication practices.
|001||School Placement (SP) and Public Engagement (PE). Analyse how an engagement role (e.g. teacher, research public outreach) impacts on the audience (e.g. students, public and research communities).||K|
|002||PE. Describe and reflect on the role, impact and mutual benefit of public engagement on communities and higher education.||CK|
|003||SP. Apply key educational theories and communication concepts to activity design, delivery and assessment .||CKT|
|004||PE and SP. Appraise the benefits and limitations of a range of communication / public engagement media.||CKT|
|005||PE and SP. Design and deliver education / public engagement activities based on audience / stakeholder background, motivation, priorities and needs.||CKPT|
|006||PE and SP. Apply appropriate research methods and tools to evaluate education or communication effectiveness.||CKPT|
|007||PE and SP. Reflect constructively on teaching / public engagement experiences and the feedback received from these.||CPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to provide students with a holistic and integrated understanding of communication, education, and reflective practice. Skills and approaches common to effective teaching and public engagement are explored and students are provided opportunity for the practice through authentic assessments. A blended learning approach is used to provide flexibility in student learning and implicit demonstration of teaching practice. The taught teaching sessions comprise lectures, seminars and workshops, with opportunities to engage with expert communicators, public speakers and National Teaching Fellows.
The module provides option for specialisation in either education practice (school placement, SP) or public engagement (PE). This is achieved through a school placement or public display / presentation . Two study / assessment pathways are possible to accommodate specific student interest. Common teaching sessions and resources are used irrespective of the pathway.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: PHY3063
The School of Mathematics and Physics is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:
Employability Through either a school placements or via the delivery of an outreach activity, the module provides an opportunity for students to experience education or outreach in a public arena. Working within a local school or the STEM outreach community, students can develop their network of professional contacts
Resourcefulness and Resilience Either in a school or outreach environment, students gain practice in applying taught practical problem skills applied to real-world timelines.
Digital Capabilities The education sector and outreach community utilise a variety of digital platforms, including specialist educational software resources, digital media and social media content. The practical element of the module allows students to gain experience of both creating and using such digital capabilities.
Programmes this module appears in
|Mathematics with Statistics BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Mathematics BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Mathematics with Music BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Mathematics with Statistics MMath||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Financial Mathematics BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Mathematics and Physics BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Mathematics and Physics MPhys||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Mathematics and Physics MMath||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Physics BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Physics with Astronomy BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Physics with Quantum Technologies BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Physics with Nuclear Astrophysics BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Mathematics MMath||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.