Abstract
Effective and accurate communication of scientific findings is essential. Unfortunately, scientists are not always well trained in how to best communicate their results with other scientists nor do all appreciate the importance of speaking with the public. Here, we provide an example of how the development of oral communication skills can be integrated with research experiences at the undergraduate level. We describe our experiences developing, running, and evaluating a course for undergraduates that complemented their existing undergraduate research experiences with instruction on the nature of science and intensive training on the development of science communication skills. Students delivered science talks, research monologues, and poster presentations about the ecological and evolutionary research in which they were involved. We evaluated the effectiveness of our approach using the CURE survey and a focus group. As expected, undergraduates reported strong benefits to communication skills and confidence. We provide guidance for college researchers, instructors, and administrators interested in motivating and equipping the next generation of scientists to be excellent science communicators.
Highlights
Antibiotics kill viruses (Collett, Pappas, Evans, & Hayden, 1999), vaccines cause autism (Ruiz & Bell, 2014), and global climate change is a conspiracy (van der Linden, 2015)
We focus here primarily on the development of oral communication skills, even though all five categories of a classroom undergraduate research experience (CURE) were met during the semester
All enrolled students anonymously and voluntarily completed the CURE survey at the beginning of the course and another survey after the conclusion of the course. This survey is a tool to evaluate traditional CURE courses and other science courses that incorporate research (Lopatto, 2008b). We used this survey because we had elements of the nature of science as well as communication skill sets incorporated into our course design (Lopatto, 2008b; see S1)
Summary
Antibiotics kill viruses (Collett, Pappas, Evans, & Hayden, 1999), vaccines cause autism (Ruiz & Bell, 2014), and global climate change is a conspiracy (van der Linden, 2015). These, among many others, are huge misconceptions of scientific knowledge that are perpetuated by the fast flow of information through the internet. Disseminating inaccurate information has become a normal occurrence as avenues for information on the Internet have expanded (Del Vicario et al, 2016). It is more crucial than ever for scientists of all levels to learn how to effectively communicate their science and to do so frequently through multiple media. Communication of scientific findings is essential among scientists themselves to enable science to proceed in new and innovative directions (Osterhaus & Vanlangendonck, 2015)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
