Over the last 25 years, science communication has expanded from a field of public intellectuals, celebrity scientists, broadcast media professionals and event producers to a global industry of ground-breaking artists, games developers, disruptive creators, radical curators, social entrepreneurs and citizen scientists. Developed in partnership with industry, this part-time, distance learning course will provide you with the knowledge and skills required to take advantage of excellent job prospects in this growing field.
Studying this MSc will provide you with the opportunity to accelerate your career and become part of a worldwide community which is pushing the boundaries of science communication through new and emerging technologies. You will gain practical and transferable skills informed by theory, a creative portfolio and access to world-class professional networks to progress your career in science communication. You will become mindful of the ethical challenges that new communication systems might pose to achieving sustainable development goals for health and wellbeing, gender equality and communities.
Through a selection of specifically designed modules, you will learn about the importance of involving the public in the co-creation of citizen science projects, explore the increasing trend of locating science within festivals, examine how art and science come together to innovate, and explore digital storytelling strategies for communicating science. Additionally, you will investigate how science writing and journalism has changed in a digital era, and focus on contemporary matters of global concern in science communication. All modules aim for you to develop and enhance your public portfolio through a range of creative projects.
Science communication is an expanding field and, as such, there are many exciting career prospects working in science journalism, public engagement, events production, science publishing and within the media, to name a few. Our academics have strong networks in the field and, as the course is delivered in collaboration with industry experts and professional science communicators, you can be sure that the skills and knowledge you gain are those you need to forge a successful career in the field and stay ahead of the curve. This course aims to bridge the #scicomm digital skills gap in an era where digital fluency, critical thinking, and creative innovation make professionals stand out from the crowd.
This science communication masters focuses on the areas of communication, media management, public engagement, emerging technologies, global challenges, digital literacy and creative practice.
We offer awards to help you study through our:
There are also other sources of funding available to you.
For more information please see our funding section.
This science communication MSc is designed to equip the modern science communicator with the practical skills and theoretical grounding to carry out science communication, public engagement and policy roles in a wide range of institutions, from Universities to science festivals, museums and galleries to research funders, science and health charities, NGOs and science businesses spanning education, entertainment, PR/ advocacy and sustainable development.
Science communication professionals contribute to a wide range of industries including:
Graduates could undertake roles (within these sectors and others) such as:
The fields of science communication and public engagement are currently enjoying unprecedented growth. This is being driven by a greater need to demonstrate the impact of publicly funded research, the need for science to be valued, increased government scrutiny and a desire for a stronger evidence base for policy decisions. Many career opportunities are emerging at the interface between science and various stakeholder groups and ever more creative methodologies for science engagement are being explored.
Our part-time online distance learning programme provides an opportunity to gain a formal qualification in science communication without having to leave your job or move to a different location. You may elect to begin with the Post-Graduate Certificate in the first instance and then decide to study for a Diploma and/or a Master’s degree. You will engage with other students from around the world, from a variety of different academic and professional backgrounds and you will enjoy a rich learning experience while studying on the programme.
You will experience a variety of science communication and public engagement methodologies and issues. In the process, you will develop critical thinking and self-evaluation skills through reflective practice. Your learning in individual courses is transferable, ensuring interconnection across the programme, thus providing opportunities for deeper learning and for the application of key principles in different contexts.
The programme attracts students from across the globe, from a range of academic and professional backgrounds and provides a formal qualification for those working in science communication and public engagement or a conversion route for those interested in moving into this field.
Our online learning technology is fully interactive, award-winning and enables you to communicate with our highly qualified teaching staff from the comfort of your own home or workplace.
Our online students not only have access to Edinburgh’s excellent resources, but also become part of a supportive online community, bringing together students and tutors from around the world.
The programme can be studied to PG Certificate, PG Diploma or Masters level – if you are interested, in a formal qualification in science communication then sign up for our Post Graduate Certificate. You can then opt to continue to the Diploma and the Masters degree.
Year 1 (Certificate) - courses currently on offer include:
Year 2 (Diploma) - courses currently on offer include:
Year 3 (Masters)
To address the need for effective science communication and public engagement with science, there has been a significant rise in opportunities available for professionals with the specialist knowledge, skills and attributes necessary to pursue roles at the interface between scientific research and public.
These roles can be found in, for example, Higher Education Institutions, Research Centres, Museums, Science Centres, Learned Societies and consultancies for democratic decision-making. Examples of specific roles are engagement managers, information and education officers, policy and knowledge brokers, in addition to the traditional science communicator role.
The field of science communication and public engagement with science is currently enjoying unprecedented growth.
This is driven by a greater need to demonstrate the impact of publicly funded research, the need for research to be valued, increased government scrutiny and a desire for a stronger evidence base for policy.
Many career opportunities are emerging at the interface between scientific research and various public groups.
You will experience a variety of science communication and public engagement issues and methodologies. In the process, you will develop critical thinking skills and self-evaluation skills through reflective practice.
The learning gained from one course is transferable to other courses, thus ensuring interconnection across the programme.
This programme is affiliated with the University's Global Academies.
This MSc is a twelve-month programme, divided into three semesters. The final semester consists of a choice of research-or practice-based project. Students also complete placements in an organisational setting.
Teaching methods contain a blend of lectures, individual and small-group activities, and practice-based sessions. Teaching styles will be designed to ‘model’ the practices in science communication and public engagement.
Students will also complete two placements in public engagement workplaces.
The University of Edinburgh has excellent links with many organisations and placement opportunities include: National Museum Scotland, Edinburgh International Science Festival and placements in policy and education.
There has been a significant rise in opportunities available for scientists with the specialist knowledge, skills and attributes necessary to pursue roles at the interface between scientific research and the public.
These roles can be found in, for example, higher education institutions, museums, science centres, learned societies and consultancies for democratic decision-making.
Examples of specific roles include Engagement Managers, Information and Education Officers, Policy and Knowledge Brokers.
Curating Science will enable you to develop an independent academic and curatorial practice at the intersection of histories, philosophies and social studies of science, science communication and museum studies.
You will engage with current debates in science communication and interpretive practice in museums, including cutting-edge art-science practices that are reimagining ways of knowing and being in the 21st Century. Alongside this, you will be encouraged to develop innovative practices of dialogic and participative engagement, developing their own ways of convening public spaces for debate.
You will undertake a range of active learning activities from developing displays, programmes and events to developing digital content and designing their own research projects. You will be supported throughout by an interdisciplinary academic staff team drawn from museum and curatorial studies and the histories and philosophies of science, as well as professionals from our partner institutions.
Students can specialise in their own areas of interest, through choosing from an array of optional modules that explore contemporary curatorial strategies, technologies and media, cultural memory, histories of medicine, audiences, participation and engagement. You will have the option of undertaking a negotiated placement with a museum or heritage organisation.
All students on the MA in Curating Science will take three core modules.
The History and Theory of Modern Science Communication allows students to explore how science, technology and medicine have been communicated to a wider public in the past. Students will identify how the processes and purposes of science communication has changed over the last two centuries and debate the consequences for science communication of the introduction of new media, ranging from the radio to the internet. The module addresses these questions by surveying the development of science communication since 1750, and by examining the changing theoretical perspectives that have underpinned these developments. Students will learn to re-examine the processes of contemporary science communication in the light of a deeper understanding of this history.
Interpreting Cultures is underpinned by action learning and puts contemporary curation in an international context. From the outset, students work on an interpretation intervention with one of the archives and collections on campus (such as The Stanley & Audrey Burton Gallery; Special Collections; Treasures of the Brotherton; Marks and Spencer Company Archive; ULITA ― an Archive of International Textiles; Museum of the History of Science, Technology and Medicine). This intensive experience of project planning, management, collaboration and team working prepares students for the option of undertaking a negotiated work placement in the second semester or optional modules exploring audiences, participation or engagement.
Through our Advanced Research Skills modules, students are equipped to undertake assessments and ultimately develop their own research project. The modules build to a symposium in Semester 2 where students present initial research findings towards a dissertation on a research topic of interest.
In addition, students choose from a range of optional modules offered by the School of Fine Art, History of Art and Cultural Studies and the School of Philosophy, Religion and History of Science. These include the opportunity to complete a placement or consultancy project role in either curational approaches or engagement.
You will be taught by leading researchers and experienced practitioners in their fields, and you’ll benefit from a range of teaching and learning methods. They include lectures and seminars, gallery and museum visits, as well as hands-on experience of specific collections in library sessions.
We use a range of assessment methods including essays, presentations, assignments and literature reviews among others, depending on the modules you choose.
Through a combination of theory and practice, the programme produces graduates who are able to develop professional careers in the museums and heritage sector whilst retaining a critical and reflexive eye on their own practice and that of the institutions in which they work. It will equip you with a good understanding of the issues and approaches to science communication and curation, interpretation and engagement, as well as practical work experience ― a combination which is very valuable to employers.
To get a flavour of the kinds of career trajectories our graduates of allied MAs have taken see the ‘news’ section of the Centre for Critical Studies in Museums, Galleries and Heritage and the alumni pages of the School website.
We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.
The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.
In Semester 2 you will have the option to undertake a negotiated work placement to gain first-hand experience of curating science.
We have close links with many of the major cultural institutions and organisations in the region, meaning there are plenty of opportunities for you to explore. If you have a particular ambition in mind for your placement, we usually try to find a role that suits you.
Students on allied MAs have completed placements in organisations such as Leeds City Museum, Leeds Art Gallery, Harewood House, the Henry Moore Institute, National Science and Media Museum, York City Art Gallery, National Railway Museum, Impressions Gallery, The Tetley, Yorkshire Sculpture Park, Lotherton Hall, Abbey House Museum and the Royal Armouries.
The Science Communication MA at Kent is unique in that it includes both practical and critical aspects of the subject. You engage with a variety of media, including print, audio-visual and web-based presentation.
You are taught by lecturers in medical and science humanities, and by scientists. These include nationally recognised teachers, a blogger for a national newspaper, museum experts and regulars on national media.
The School of History at the University of Kent offers a great environment in which to research and study. Situated in a beautiful cathedral city with its own dynamic history, the University is within easy reach of the main London archives and is convenient for travelling to mainland Europe.
The School of History is a lively, research-led department where postgraduate students are given the opportunity to work alongside academics recognised as experts in their respective fields. The School was placed eighth nationally for research intensity in the Research Excellence Framework 2014.
There is a good community spirit within the School, which includes regular postgraduate social meetings, weekly seminars and a comprehensive training programme with the full involvement of the School's academic staff.
History at Kent was ranked 19th in The Guardian University Guide 2017. In the National Student Survey 2016, 94% of our History students were satisfied with the overall quality of their course.
History at Kent was ranked 16th for graduate prospects in The Guardian University Guide 2017 and 17th for graduate prospects in The Complete University Guide 2017. Of History students who graduated in 2015, 92% were in work or further study within six months (DLHE).
The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules.
You take four modules including two compulsory modules (BI830, Science at Work and HI866, Science and Medicine in Context) and two additional specialist modules (to be chosen from a choice of variable yearly options).
During the summer term and over the summer vacation you take the History Dissertation module, which involves writing a 15,000-18,000 word thesis.
HI866 - Science and Medicine in Context (30 credits)
BI830 - Science at Work (30 credits)
HI817 - Deformed, Deranged and Deviant (30 credits)
HI857 - Geiger Counter at Ground Zero: Explorations of Nuclear America (30 credits)
HI881 - Museums, Material Culture and the History of Science (30 credits)
HI883 - Work Placement (30 credits)
HI887 - Knowledge in the Real World (30 credits)
HI888 - Money and Medicine in Britain and America since 1750 (30 credits)
HI993 - History Dissertation (60 credits)
The programme aims to:
Medieval and early modern history
Covering c400–c1500, incorporating such themes as Anglo-Saxon England, early-modern France, palaeography, British and European politics and society, religion and papacy.
Covering c1500–present, incorporating such themes as modern British, European and American history, British military history, and 20th-century conflict and propaganda.
History of science, technology and medicine
Incorporating such themes as colonial science and medicine, Nazi medicine, eugenics, science and technology in 19th-century Britain.
As the job market becomes increasingly competitive, postgraduate qualifications are becoming more attractive to employers seeking individuals who have finely tuned skills and abilities, which our programmes encourage you to hone. As a result of the valuable transferable skills developed during your course of study, career prospects for history graduates are wide ranging. Our graduates go on to a variety of careers, from research within the government to teaching, politics to records management and journalism, to working within museums and galleries – to name but a few.
Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/
Many of the most pressing issues facing New Zealand and the world today—climate change, the loss of biodiversity, and how to respond to new technologies—can't be solved using traditional scientific approaches.
In the age of social media, clickbait headlines and 'fake news', new means of communicating science and engaging different groups and communities are required.
The 180-point Master of Science in Society is a cross-disciplinary programme that combines taught courses, research projects and your choice of final project to give you a practical understanding of the role of science in society.
You'll learn how to engage New Zealanders in conversations about the science that impacts their lives so they can make informed decisions. Find out how you can influence policy change and research priorities.
Develop your understanding of contemporary scientific issues, and draw from a range of diverse fields such as philosophy, history and the creative arts to gain a broader and more nuanced perspective on science.
Gain an insight into the range of perspectives different communities have on scientific and environmental issues, and explore the important role of mātauranga Māori and other indigenous knowledge in science decision-making.
The Master of Science in Society is suited to students who are interested in science but don't want to pursue a traditional postgraduate science research programme. If you're interested in more effective public engagement around key scientific issues like conservation and pest eradication, or you're keen to pursue a career in science policy or advocacy, this degree is a good choice for you.
Learn from award-winning academics and professionals who are leaders in the field of science communication, public engagement with science, natural and social science, the humanities and the arts. You'll also be exposed to a wide range of expertise from across the university and from visiting experts.
The Master of Science in Society has two parts. The first part takes place in Trimester One, is based on-campus and is compulsory for all students.
In Part 1, you'll focus on developing your critical thinking and communication skills in four taught courses. Look at the theory and practice of science communication, and gain a grounding in contemporary scientific issues and theories. Explore perspectives on science from different cultures and from across the humanities and social sciences.
You'll choose from three of four core 400-level courses, and complete an additional approved course worth 15 points.
The field component of SCIS 589, the Science Communication Project, also takes place during Trimester One.
You'll go on to put your learning into practice in Part 2 by completing your science communication project and a research essay. You'll also choose to do a work placement or a research project, or choose other relevant courses from another discipline of your choice, such as Māori Studies, Public Policy or Conservation Biology.
While working on your final projects you'll be supervised by subject experts from within and outside of the university, and will continue to meet regularly with your fellow students in tutorials or seminar sessions.
You can complete Part 2 of your Master's remotely if your placement or research project takes place outside Wellington. You'll need to have sufficient internet access to take part in online seminars, lectures and workshops.
The Master of Science in Society will take you three trimesters (one year) of full-time study, or up to three years if you are studying part time.
If you are studying full time, you can expect a workload of 40–45 hours a week for much of the year.
If you're a part-time student, you can estimate your workload by adding up the number of points you'll be doing. One point is roughly equal to 10–12 hours work.
The Department of Education will not be recruiting to the MA in Science Education for the academic year 2018/19, as we are undertaking a review of our provision. The text below is for information only.
The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Applications are welcomed from both home and international students.
Applicants are strongly advised to ensure that they submit applications no later than 1st September if they wish to begin a course of study beginning in the same year. No guarantee can be offered that applications received after this date will be processed for a September start date.
The Department also welcomes applications from people interested in studying for a PhD in science education in its areas of expertise (see below).
The University of York Science Education Group (UYSEG) has an outstanding international reputation for the excellence of its work in research and curriculum development in science education. Our school science programmes such as Science: the Salters Approach, Salters Advanced Chemistry, Salters Horners Advanced Physics and, most recently, Salters Nuffield Advanced Biology and 21st Century Science are widely used in this country, and have received international acclaim. Science: the Salters Approach and Salters Advanced Chemistry have been adapted for use in many other countries, including Belgium, Hong Kong, The Netherlands, New Zealand, Russia, South Africa, Spain, Swaziland and the USA. If you come to York, you will have the opportunity to work with one of the leading groups in science education.
As members of the University of York Science Education Group, the science education staff in the Department of Education have made a significant contribution to the high profile of science education at York. Science specialist staff currently in the Department include Professor Robin Millar, Professor Judith Bennett, Martin Braund and Fred Lubben. All hold major grants for research and development in science education.
Areas of expertise include assessment, attitudes to science, the use of context-based approaches to the teaching of science, curriculum development (including international collaboration on projects), evaluation of curriculum interventions, gender issues in science education, practical work in science, scientific literacy, systematic reviews of research literature, and the transition from primary to secondary school. Current international work includes involvement in the PISA (Programme for International Student Assessment) project and a number of initiatives in Southern Africa.
The reputation of the University of York Science Education Group was a major contributory factor in York being chosen as the home of the new National Science Learning Centre, which opened in September 2005 and offers a programme of professional development courses for science teachers.
The programme offers specialist tuition within an established framework for MA provision in the Department. The aims of the programme are:
-To enhance knowledge and understanding in science education
-To develop educational research capabilities and skills in the fields of education and science education
-To contribute, where appropriate, to professional development by enhancing capacity to investigate aspects of one or more of educational theory, policy and practice
-Science, Education and Society (20 credits)
-Research methods in education (20 credits)
One option module from a list of about 10 (20 credits). Options are likely to include:
-Cross-linguistic influences in second language acquisition
-Education and social justice
-Evaluating ESOL classroom practice
-Intercultural communication in education
-Learning and teaching second/foreign language reading
-Motivation in education
-Teaching and assessing speaking skills
-Teaching and assessing writing skills
-Teaching and learning in schools
-Teaching World English
-Topics in second language acquisition
-Recent research and innovation in science education (20 credits)
One option module from a list of about 10 (20 credits). Options are likely to include:
-Approaches to English teaching
-Contemporary issues in teaching
-Cross-cultural perspectives on language and discourse
-Learning and teaching grammar in a second language
-Pragmatics: language, meaning and communication
-Psychology of language and language learning
-Qualitative and quantitative data analysis
-Teaching and learning citizenship and global education
-Teaching English for academic purposes
-The practice of English language teaching
-Testing and assessment in English language teaching
Planning and Communicating Research (20 credits). Classes are spread over Terms 2 and 3.
The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September.
Students will also be able to attend the department series of research seminars for Masters students which includes talks by visiting speakers.
Students will complete:
-Four assessed coursework essay assignments (each 4,000 to 5,000 words in length)
-An exam in Research Methods in Education
-An assessed presentation + dissertation outline + ethics audit
-A dissertation of 12,000 words in length
Our graduates find employment in a wide range of sectors within education, but also in journalism, information management, human resources and other careers.
Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.