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Education For Science Communicators At Hokkaido University

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Education For Science Communicators At Hokkaido University

  1. 1. Education and Practice of Science Communication at Hokkaido University, Japan Gensei Ishimura Communicators in Science and Technology Education Program (CoSTEP)
  2. 2. Menu <ul><li>What is CoSTEP? </li></ul><ul><li>What we teach? </li></ul><ul><li>CoSTEP as life-long education </li></ul><ul><li>Re-define our educational purpose </li></ul>
  3. 3. 1. What is CoSTEP?
  4. 4. Goal and History <ul><li>An educational organization to train students specialized in creating bridges between specialists in science and technology and the society (i.e. science communication) </li></ul><ul><li>Founded in 2005 in Hokkaido University as a 5-year project funded by the government </li></ul>
  5. 5. Why science communication? <ul><li>Relation among science, technology and the society becomes extremely complicated. </li></ul><ul><li>The number or issues which science can approach but cannot solve (= trans-science) increases. </li></ul><ul><li>Individuals with “novel skills” are needed to deal with such issues. </li></ul>
  6. 6. Mission <ul><li>To educate science communicators </li></ul><ul><li>To practice variety of science communications </li></ul><ul><li>Research and Development of education method </li></ul>To realize better relationship between science and society
  7. 7. Philosophy <ul><li>Mutual communication </li></ul><ul><li>Community based </li></ul><ul><li>Leaning by practice </li></ul><ul><li>Science communicator as a role (not restricted to ,so-called, “profession”) </li></ul><ul><li>Generalists (not excluding specialists but collaborating with them) </li></ul>
  8. 8. 2. What we teach?
  9. 9. 3 major components I. Way of thinking in science communication II. Information Analysis and Planning for Action III. Practices in science communication To understand theoretical constellation of the field and “frame of reference” which gives basis for agenda setting and decision making to handle with practical issues as science communicators. To learn basic way of thinking to investigate, analyze, and evaluate information about science and society, in order to give basis for decision making, consensus building, and strategy making. To learn basic knowledge and skills necessary for taking effective role through a variety of practices in the society
  10. 10. 7 elements Theoretical implication and frameworks Trans-science issues Understanding diversity among stake holders Dealing with information and planning for action Practical methods for learning, expression, and communication Practices and management in the real society Applied science communication I. Way of thinking in science communication II. Information Analysis and Planning for Action III. Practices in science communication 3 major components 7 elements
  11. 11. Educational program I. Way of thinking in science communication II. Information Analysis and Planning for Action III. Practices in science communication 3 major components 7 elements Lectures Seminars Projects Curriculum system program To realize better and mutual relationship between science and society mission
  12. 12. 3 Courses for different needs <ul><li>To learn basic knowledge and skills about science communication </li></ul><ul><li>Weight on scientific writing </li></ul><ul><li>To learn basic knowledge and skills about science communication </li></ul><ul><li>Weight on designing face-to-face communication experience </li></ul><ul><li>To take leadership to plan and manage science communication activities in the society. </li></ul>purpose Setective B Selective A comprehensive courses
  13. 13. Courses On site (Fri. 18:30~20:00) Seminar:7 Intensive (2 days) Seminar:6 On site ( Sat. 13:30~15:30) Project:27 On site ( Sat. 10:00~12:00) + Intensive (2 days) Seminar:27 On site (Wed. 18:00~19:30) / E-learning Lecture:28 20~30 Selective B On site ( Wed. 18:00~19:30) / E-learning Lecture:28 20~30 Selective A On site (Wed. 18:00~19:30) / E-learning Lecture:28 20~30 Comprehensive style Min. req. number course
  14. 14. 3. CoSTEP as life-long education
  15. 15. Constructs community catalyzed by “learning” individuals groups community (local) society Knowledge/skill acquisition Networking Emergence of community of learning and practice Activation of local society and culture
  16. 16. Helps students design their own lives catalyzed by “learning” During program Pre- Post- individuals groups / community local society CoSTEP Occasion for engagement such as “science cafe” Occasion for variety of learning and practice Sustainable occasion for learning through community
  17. 17. 4. Re-define our educational purpose
  18. 18. Goal and History <ul><li>An educational organization found to train students specialized in make bridges between specialists in science and technology and the society (i.e. science communication) </li></ul>
  19. 19. Why science communication? <ul><li>Relation among science, technology and the society becomes extremely complicated. </li></ul><ul><li>The number or issues which science can approach but cannot solve (= trans-sciene) increases. </li></ul><ul><li>Individuals with “novel skills” are needed to deal with such issues. </li></ul>Only “individuals” enough?
  20. 20. Improves problem solving function and productivity in the local society, and quality of life 1.Constructs community catalyzed by “learning” CoSTEP in reality 2. Helps students design their own lives catalyzed by “learning” To construct social capital
  21. 21. Conditions for success <ul><li>Not only to train individuals as “dots”, </li></ul><ul><li>But also to construct system to comprehensively support both of </li></ul><ul><ul><ul><li>1. Community = spatial axis </li></ul></ul></ul><ul><ul><ul><li>2. Design for life = temporal axis </li></ul></ul></ul><ul><li>catalyzed by ”learning and practice of communication about academic knowledge” </li></ul>
  22. 22. Vision: proposal for a model for sustainable education and practice in the local society CoSTEP students students students students students Through providing with occasion for learning and practice, by using network among students, CoSTEP takes partially part in PR/SR activities of organizations to which students belong. Local governance with public engagement and networking catalyzed by “learning” University Private companies Local government, Educational organizations Media, NPO Financial aids, human resource Education, practice, human resource, consulting

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