87928 - Transversal Skills for Physics-Related Professions

Learning outcomes

At the end of the course the student will acquire soft professional skills working in disciplinary themes in physical sciences. In particular he/she will have abilities in: - writing a scientific project; - innovation and entrepreneurship; - scientific communication and journalism; - science outreach.

Course contents

The class is structured in two different modules: 1) Project Writing and 2) Communication and Outreach.

MODULE 1: PROJECT WRITING

The module is divided into 5 different classroom groups. Each classroom group has a separate teacher. The conducted activities are the same for each classroom group. Students are randomly assigned to their classroom group and they cannot switch to other classroom groups.

The module introduces the preparation of written research proposals. It covers all important sections of a proposal, starting from the introduction and moving through the objectives, excellence section, impact part, and implementation. Each section's purpose is explained and illustrated, and a methodology is provided for writing these sections, highlighting key aspects that require crucial attention.

As meta concepts, the module aims to develop skills in scientific writing through dedicated lectures and exercises. It also includes methodologies for guiding teamwork and enhancing its effectiveness. Additionally, the module addresses novel text editing tools, including AI-based methods.

To gain practical experience and begin writing texts, students are randomly assigned to small groups comprising members from different sectors of the physics curriculum. Each group is tasked with composing a small written proposal on an outreach or research activity.

MODULO 2: COMMUNICATION AND OUTREACH

This module has two options: Storytelling and Science Communication. The students can select which one to follow. Some students might be assigned to keep student numbers equilibrated:

Option 1: Storytelling

The course is designed for those who want to acquire the basic elements of science outreach and communication by means of storytelling. Both theoretical and practical tools will be provided working on two basic aspects of storytelling: the construction of the story (dramaturgy) and its public restitution (stage presence and public speaking). The course is designed for those who need to meet an audience, not necessarily composed of experts in the field, and to find the keys to create a sense of curiosity and wonder around the exposed scientific contents. The contents of the course will be useful also to those interested in creating narrative podcasts or videocasts. We will also reason around the idea that storytelling can become a tool to teach and better understand science. Several examples will be provided and, after a theoretical introduction on story construction, participants will be asked to identify themes / scientific subjects on which to focus attention. On those subjects they will create a scientific “narrative”. We will start by devising a dramaturgical plot and then, by means of refining moments, they will create a short story.

Option 2: Science Communication

The course intends to address the main issues regarding the communication of science. It begins with an historical and theoretical overview, highlighting how the communication models arose and developed alongside the evolution of the scientific endeavour and of society.

Then the course identifies and analyses some specific communication situations, and how the theoretical models are empirically applied: scientific journalism and how a research paper becomes a news story; how to present science in public; how science should be presented before, during and after a public crisis.

All the course topics are framed from a theoretical perspective and are explored through interactive and practical activities

Readings/Bibliography

A reading list is presented on the Virtual plattform for this class. Regarding scientific writing there are a few books that can help to improve the writing skills, but it is not mandatory to read them for this class.

Teaching methods

- seminars with a teacher and interactive classes

- group work (structured group discussions and writing exercises to be conducted as a team)

- individual writing exercises

- student presentations

Assessment methods

• Each student is a member of a team. Each team has to submit a written research proposal at the end of the module 1 that is evaluated
• Students have to show regular and active participation in the exercises and class discussions to pass the evaluation of module 2 and 3.
• If students miss > 1/3 ofthe lectures module participation is considered insufficient.

Teaching tools

Different teaching modalities are exploited in the class. Frontal lectures are used to introduce new concepts. Large space is given for group work with small teams. Teams are randomly assigned. Indivual exersises using online plattform are part of the lectures to help students to assess their capabilities. The course has a dedicated eLearning page that contains all lecture materials, videos and supporting materials.

Office hours

See the website of Nico Lanconelli

See the website of Filippo Piccinini

See the website of Andrea Brunello