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Semester 1 - lectures on how to communicate science to the general public using different media, workshops on interview communication plans

Mon 28th Sep 5-6pm, PL5, ENS-3001 - See timetable for further dates and times

The term ‘science communication’ has many definitions. It has been variously described as an objective, goals, a process, a result and an outcome. Internationally science communication has been termed, and still are in some countries, as “Science popularisation”, “public understanding”, “vulgarisation”, “public understanding of science”, and the cultivation of a “scientific temper”.

'Science communication’ (by whatever term) is used to inform, engage, persuade, change behaviours and support better decision-making. Science communication aims to lift the social, environmental and economic standing of a nation’s people. Science communication revolves around problems in diverse regional and cultural contexts: health, economic opportunity and jobs, urban resiliency, food and agriculture, clean energy, managing the development of new technologies and innovation. It may also support the participation of citizens in setting the agenda for scientific research, a democratic motivation.

In this module you will explore research-based, practical ideas and inspiring stories from the field based on conversations with many expert interviewees worldwide, including best-selling popular science authors and leading science communication researchers. You will be assessed based on two pieces of coursework – one writing a popular science article and giving constructive feedback on a GenAI output, and the other a science communication video or infographic, putting what you have learnt into practice.

See timetabled lectures for OSX-3018, teaching split between Menai Bridge and Bangor

Bangor teaching weeks 5-11 (weeks starting 29.09.25 - 10.11.25).

See timetabled lectures for ENS-4303

Contact Prof. John Healey for further information

This module addresses the world’s forests and woodlands, focussing on their role as resources (biodiversity and ecosystem services) and the ecological knowledge (related to dynamics and resilience) required for assessment, conservation, sustainable forest management and policy development.

You will use a diverse range of learning approaches, with an emphasis on “learning by doing” in field practicals (for students in Bangor), analysis and interpretation of the data you collect, and group literature research, presentation and discussion. Each topic will start with an introductory lecture, then class groups will research its key questions in preparation for a follow-up seminar.

This module gives you a key insight into the contribution of forest management, degradation and global deforestation to the climate and biodiversity crises.

Through this module you will be able to: (i) plan, carry out and analyse ecological assessment of forests/woodlands, their biodiversity and resilience; (ii) research, critically evaluate, present and discuss key questions in forest ecology, conservation, ecosystem services.

See timetabled lectures for ENS-4307

The module equips students with the fundamental ecological knowledge necessary to design, execute and evaluate restoration projects.
The preliminary syllabus is divided into three thematic blocks covering ten topics:

Block I: Conceptual basis and ecological theory
1.    Introduction to ecological restoration
2.    Setting objectives and evaluating success in restoration projects
3.    Ecological basis of restoration

Block II: Restoration in tree-dominated ecosystems
4. Restoration of woodlands in Britain
5. Reforestation in (semi-)arid environments
6. Restoration in burnt areas
7. Restoration in tropical environments

Block III: Restoration in non-forested and man-made systems
8. Restoration of lakes, wetlands, rivers and riverbanks
9. Restoration in civic works and infrastructures
10. Natives, aliens, invasive species and “science-fiction” in restoration

First lecture is 09:00-11:00 on Monday 28th September. See timetabled lectures for ENS-2001

The module has a mixture of lectures and practical GIS classes. Most weeks will have one lecture and one practical computer class, but some weeks have drop-in sessions only, to allow questions to be answered and problems to be worked through.

Begins on Monday 5th October 14:00, then around 3-5 lectures/practicals per week until 20 November. All teaching in Menai Bridge.  See timetabled lectures for OSX-4027

See timetabled lectures for ICE-4131

Currently timetabled for: 13:00-15:00 on Tuesdays in DS_319 (Dean Street)

See timetabled lectures for ENS-3106

Semester 2 - guest speakers in different careers that communicate science, and workshops on interview skills

See timetabled lectures for ENS-3001

The term ‘science communication’ has many definitions. It has been variously described as an objective, goals, a process, a result and an outcome. Internationally science communication has been termed, and still are in some countries, as “Science popularisation”, “public understanding”, “vulgarisation”, “public understanding of science”, and the cultivation of a “scientific temper”.

'Science communication’ (by whatever term) is used to inform, engage, persuade, change behaviours and support better decision-making. Science communication aims to lift the social, environmental and economic standing of a nation’s people. Science communication revolves around problems in diverse regional and cultural contexts: health, economic opportunity and jobs, urban resiliency, food and agriculture, clean energy, managing the development of new technologies and innovation. It may also support the participation of citizens in setting the agenda for scientific research, a democratic motivation.

In this module you will explore research-based, practical ideas and inspiring stories from the field based on conversations with many expert interviewees worldwide, including best-selling popular science authors and leading science communication researchers. You will be assessed based on two pieces of coursework – one writing a popular science article and giving constructive feedback on a GenAI output, and the other a science communication video or infographic, putting what you have learnt into practice.