Science Communication Training Research Articles

+Ciencia: a training program to increase evidence-based science communication and literacy for Hispanic high school and undergraduate students.

Science misinformation represents a significant challenge for the scientific community. Hispanic communities are particularly vulnerable due to language barriers and the lack of accessible information in Spanish. We identified that a key step toward enhancing the accessibility of information for non-native English-speaking communities involves imparting science communication education and training to Hispanic youth. Our goal was to provide them with the skills to become science ambassadors who can effectively engage with their communities and bridge communication gaps. To address this, we developed the first science communication training program in Spanish for Hispanic high school and undergraduate students in Puerto Rico. The program called +Ciencia aims to provide training and education on science communication for Hispanic minorities through experiential and collaborative learning. In the short term, our multifaceted approach works to counter misinformation and promote science literacy within the broader community. Over the long term, our grassroots efforts with students will evolve into a generation of professionals equipped with strong engagement skills and comprehensive training in science communication with a specific focus on Hispanic audiences. Herein, we describe the components of this educational program and provide open access to educational materials and articles developed by three cohorts.

Science Communication Training for Graduate Exercise Physiology Students

Physiologists have a responsibility to inform the public about how new discoveries and challenges will impact the health of society. However, most physiologists do not have formal training in science communication. The purpose of this study was to implement a science communication training pilot program for graduate students. Students (n = 23) were introduced to science communication training that emphasized key skill development (writing, public speaking, leadership, project management, teaching) as part of their advanced exercise physiology course. Subsequently, students carried out service-learning projects that tasked them with presenting evidence-based health information to public audiences (e.g., community members, clinicians, K-12 students, journalists, policy makers). In a subset of students (n = 8), a survey was administered to assess students’ perceptions of the value of science communication and their ability to communicate to different audiences. Service-learning projects that students completed included blog posts, infographics, podcast series, visits with K-12 schools, and public townhall presentations. Most students (≥75%) agreed that completing the science communication training helped them develop confidence speaking to a range of audiences. After completing the science communication training, students were more interested in learning about how to better communicate science concepts to the public compared to before the training (88% vs. 25%). Collectively, these preliminary results suggest that science communication training helped graduate exercise physiology students recognize the gap between science and society, develop confidence speaking to a range of audiences, and communicate more effectively. These results support findings from other disciplines such as biology and medicine. Implementation of science communication training is paramount, and the approach described here could be useful for physiology students, educators, and departments. American Physiological Society - Teaching Career Enhancement Award. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Integrating Health Policy Into Undergraduate Physiology: A Pedagogical Framework

Evidence-based health policies save lives. Rising to meet the global health challenges of the 21st century (e.g., the climate crisis, infectious diseases, health inequity) will require more scientists to participate in the policymaking process. However, few opportunities exist for STEM students to learn how their scientific knowledge can be applied to policy, or how they can shape the policies that govern science in the United States. Additionally, although scientific expertise is necessary to create effective health policies, it is not suffcient. For example, many scientifically sound policies (e.g., masking, vaccination) fail in the implementation phases because they are not communicated effectively to their intended audience. Here we share a pedagogical framework for integrating health policy into existing undergraduate physiology courses using examples from Anatomy and Physiology, Physiological Model Systems, and Public Communication of Physiology. This framework empowers students to develop procedural knowledge about state and federal policymaking, discuss examples of biomedical scientists and healthcare workers contributing to policy and rulemaking, link course curricula to current legislation proposed at the state or federal level, and advocate using their scientific knowledge and lived experiences as scientists. It also incorporates foundational science communication training that goes beyond the commonly used deficit framework (i.e., “educating the public”), and instead emphasizes dialogue (e.g., listening to stakeholders), rhetorical strategy (e.g., storytelling), trust-building, discrete goal setting, and positionality. Lastly, we provide preliminary evidence that using this health policy toolbox leads to student empowerment in policy and advocacy, development of practical communication skills applicable to their future careers, and deep affective connections to their physiology coursework. This project was supported by the Alan R. Bennett College of Liberal Arts and Sciences Public Health Policy Research Fund at the University of Connecticut. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Learning (how) to listen: a key aspect in training future scientists for meaningful dialogue with society

ABSTRACT The current paper presents the findings of an educational design study conducted within the realm of science communication training. Within this study framework, we implemented the active listening observation scale (ALOS) in a science communication training based on (deliberate) experiential learning. Our investigation centered on determining the efficacy and mechanisms through which the ALOS facilitated the acquisition of active listening skills. This was achieved through semi-structured interviews conducted with participants who, as part of our training regimen, participated in numerous dialogue sessions with a non-scientific audience. Through reflexive thematic analysis, it was observed that the ALOS facilitated learning in three distinct manners. First, the ALOS enhanced active listening cognition, by aiding participants in identifying active listening as a spectrum of behaviors serving various functions. Second, the ALOS enhanced the enactment of active listening behaviors by reinforcing the deliberate character of the experiential learning process. Lastly, the ALOS enhanced active listening affect, by assisting participants in recognizing active listening as key in fostering meaningful dialogue. We contemplate our findings within the context of the imperative to advance training initiatives explicitly tailored to fostering meaningful dialogue with society. Moreover, we underscore the necessity to refine science communication training from a pedagogical perspective.

Scientists’ side of the microphone: An examination of agricultural and natural resources podcast guests’ experiences

While some food, agricultural, natural resources, and human science (FANRHS) experts participate in a variety of outreach opportunities, many face barriers to public interaction such as lack of incentive, knowledge, or confidence. This study examined scientists’ and Extensionists’ outreach experiences as guests on science podcasts. Results showed the guests had minimal formal science communication training yet were highly educated individuals and involved with informal education. Future research should examine how peer-modeling can be used to recruit more scientists to science communication opportunities and how institutions can improve training for outreach such as podcasts.

A guide to science communication training for doctoral students.

A guide to science communication training for doctoral students.

Race-evasive ideology in U.S.-based science communication fellowship director discourse

A critical examination of science communication training programs may uncover barriers to cultivating inclusive, equitable, and just science communication spaces. In this study, we analyzed science communication fellowship director's discourse for evidence of race-evasive ideology — language that avoids talk of race and justifies current racial inequity as the outcome of nonracial processes [Bonilla-Silva, 2006]. We found the four frames of race-evasive ideology (minimization, abstract liberalism, cultural racism, and naturalization) pervasive in interviews with science communication fellowship directors. We discuss how these findings might explain why structural racism persists in science communication organizations despite their directors' best intentions.

The Visual Science Communication Toolkit: Responding to the Need for Visual Science Communication Training in Undergraduate Life Sciences Education

Visual representations are essential to scientific research and teaching, playing a role in conceptual understanding, knowledge generation, and the communication of discovery and change. Undergraduate students are expected to interpret, use, and create visual representations so they can make their thinking explicit when engaging in discourse with the scientific community. Despite the importance of visualization in the biosciences, students often learn visualization skills in an ad hoc fashion without a clear framework. We used a mixed-methods sequential explanatory study design to explore and assess the pedagogical needs of undergraduate biology students (n = 53), instructors (n = 13), and teaching assistants (n = 8) in visual science communication education. Key themes were identified using inductive grounded theory methods. We found that extrinsic motivations, namely time, financial resources, and grading practices, contribute to a lack of guidance, support, and structure as well as ambiguous expectations and standards perceived by students and instructors. Biology and science visualization instructors cite visual communication assessments as a way of developing and evaluating students’ higher-order thinking skills in addition to their communication competencies. An output of this research, the development of a learning module, the Visual Science Communication Toolkit, is discussed along with design considerations for developing resources for visual science communication education.

“Can I write this is ableist AF in a peer review?”: A corpus-driven analysis of Twitter engagement strategies across disciplinary groups

At a time when scholars are increasingly expected to participate in public knowledge dissemination, social media platforms like Twitter hold great promise for engaging both experts and non-experts. However, it remains unclear in what ways academic tweets are shaped by disciplinary concerns and how this might, in turn, impact audience engagement. Our paper reports an early-stage corpus-driven analysis of 4,000 English tweets from 40 scholars’ Twitter accounts across four disciplinary groups: Arts and Humanities (AH), Social Sciences (SS), Life Sciences (LS), and Physical Sciences (PS). Engagement rates (Tardy, 2023), multimodal elements, tweet types, and interaction markers were quantitatively calculated using corpus and computational methods and qualitatively analysed through close reading. Our findings revealed some disciplinary variation in the corpus: specifically, LS used more multimodal elements than SS on Twitter; SS used fewer interactional markers than LS and PS on Twitter. We further found that LS also has the highest number of threads and the longest threads, often to unfold their multimodal information. Despite being the least multimodal and interactive disciplinary group, SS has the highest engagement rate. Our analysis suggests that explicit evaluation and critique plays an important role in eliciting responses on Twitter, particularly with regard to current social or political issues —a finding that resonates with previous research on science communication and popularization (Orpin, 2019). The findings can be applied in science communication training to raise disciplinary awareness in shaping one’s social media presence.

Integrating sustainability into a higher education science communication course

The global problems we face call for universities to prioritise science communication education and training. Here, we describe how we integrated sustainability into a master-level course in science communication through three iterations. By retrospectively analysing our actions and reflections, we demonstrate how and why we progressed from education about sustainability to education for sustainability, and finally education as sustainability. We conclude by discussing our findings, and offering our implications for the teaching and learning of sustainability science communication and of science communication.

Building Competencies Amongst Youth to Mainstream Knowledge and Soft Skills to Enable a Transformative Impact on the Society

The world is recognizing the relevance and scope of Sustainability Science (SS) as it integrates the disciplines ranging from pure sciences and social sciences and their specializations. Hence, a balance between policies, research, and direct action is integral to the field of SS. Interdisciplinarity is important for SS, and this is a relatively new area. Hence, experiments done within the scope of SS need to be recorded and intensive dissemination of lessons learnt (Haider, 2018). The youth of today should be aware of these new upcoming disciplines and be able to align their strengths to address environmental challenges with interdisciplinary skills. The future belongs to the youth, and they will also be impacted the most. Representative of vibrance and positive energies, young people are our future citizenry. The need of the hour is to enhance their knowledge of sustainability and improve their skill sets. This is achievable only when the capacity-building initiatives are planned with the right mix of pedagogy, limiting not only to subject matter knowledge but beyond, hence touching the sphere of SS. At TERI (The Energy and Resources Institute), different permutations and combinations are tried to make learning creative and, at the same time, have the potential to apply learning in a larger setting. This paper presents the findings of a project run by TERI in partnership with NCSTC (National Council for Science and Technology Communication), Department of Science and Technology, Government of India. TERI implemented TERI-NCSTC Eco Next Investigation for Youth, which comprised six trainings of five days each on local environmental issues. Along with core environmental learning, these workshops were also enriched with science communication and leadership training. Post this training; a few selected students worked on action projects that promised a transformative impact in their immediate neighborhoods. Through the program, TERI directly reached out to 175 students and also influenced 20 students to implement pathbreaking changes in their surroundings. The program helped students enhance their knowledge about issues related to nature conservation, eco-restoration, and nature-based solutions through tools that stressed cocreation, leadership skills, innovative approaches, and experimentation. The paper also stresses upon future research area on citizen science concept and ways in which a connect could be established with environmental education.

Minoritized Scientists in the United States: An Identity Perspective to Science Communication

This study investigates how tenure-track faculty from historically marginalized groups in the environmental sciences approach science communication based on their self-identities. A thematic analysis of 28 in-depth interviews with U.S.-based participants using the Communication Theory of Identity and Border-Crossing Theory was conducted to explore the interrelation of layers of identity, the identity gaps participants experience, and their communication practices. The results show that communication merges fragments of identity not to form a fixed identity, but to create an evolving consciousness about who you are and how you communicate. Implications for science communication training are discussed.

A call from early‑career Turkish scientists: seismic resilience is only feasible with “earthquake culture”

Despite significant scientific advances in earthquake research and building codes, Türkiye remains vulnerable to earthquakes, as demonstrated by the tragic Kahramanmaraş earthquake in February 2023. In contrast, countries such as Chile and Japan have successfully reduced earthquake damage through strict enforcement of building codes and effective public awareness campaigns. This paper highlights the need for seismic resilience in Türkiye and proposes actionable guidelines to bridge the gap between science and society. These guidelines include comprehensive geoscience education, the establishment of local earthquake centers, effective science communication, preparation for future earthquakes through scenario modeling, and development of an earthquake culture. Geoscience education should be integrated into the education system, and opportunities for geoscientists should be increased. Local earthquake centers can improve seismic monitoring, research, and public outreach. Geoscientists should prioritize science communication training to engage the public and combat misinformation. Scenario modeling and annual preparedness exercises can improve earthquake preparedness across the country, and promoting earthquake memory and awareness initiatives will build a collective consciousness about earthquakes. By implementing these guidelines, Türkiye can build earthquake resilience and mitigate the impact of future earthquakes; however, the active engagement of scientists, institutions, and the public is essential to achieve earthquake resilience.

Inclusive Science Communication training for first-year STEM students promotes their identity and self-efficacy as scientists and science communicators

IntroductionIt is critical for STEM students to be able to discuss science with diverse audiences, yet many STEM students do not receive adequate training in these skills. When students have the skills to communicate about science, they may feel a resulting sense of empowerment as a scientist as well as help members of society understand science.MethodsIn this study, we developed, implemented, and evaluated a workshop that gave students understanding of and practice in applying Inclusive Science Communication. We assessed the workshop via a mixed-methods approach.ResultsWe quantified student affective measures that are associated with STEM persistence, such as science self-efficacy and science identity, showing that the workshop increased these measures both for students of marginalized identities and for students who do not hold these identities. We also assessed student open-ended responses for themes related to the Theory of Planned Behavior, Community Cultural Wealth, and White Supremacy Culture, finding that forms of cultural capital empowered students to perform science communication behaviors while power imbalances, fear of conflict, and perfectionism presented barriers to these behaviors.DiscussionThis study highlights the importance of providing explicit training and practice in Inclusive Science Communication for undergraduate STEM students. Our results also suggest that students need the opportunity for reflexivity – that is, the practice of reflecting upon their identities and motivations – in order to develop in their identity and confidence as scientists and science communicators.

Science Communication Training Imparts Confidence and Influences Public Engagement Activity.

The impacts of science are felt across all socio-ecological levels, ranging from the individual to societal. In order to adapt or respond to scientific discoveries, novel technologies, or biomedical or environmental challenges, a fundamental understanding of science is necessary. However, antiscientific rhetoric, mistrust in science, and the dissemination of misinformation hinder the promotion of science as a necessary and beneficial component of our world. Scientists can promote scientific literacy by establishing dialogues with nonexperts, but they may find a lack of formal training as a barrier to public engagement. To address this, the American Society for Biochemistry and Molecular Biology (ASBMB) launched the Art of Science Communication course in 2015 in order to provide scientists at all career stages with introductory science communication training. In 2020, we conducted a retrospective survey of former participants to evaluate how the course had impacted participants' science communication behaviors and their confidence engaging with nonexperts, as well as other benefits to their professional development. We found that scientists were significantly more likely to communicate with nonexpert audiences following the course compared to before (77% versus 51%; P < 0.0001). In addition, quantitative and qualitative data suggested that scientists were more confident in their ability to communicate science after completing the course (median of 8, standard deviation [SD] of 0.98 versus median of 5, SD of 1.57; P < 0.0001). Qualitative responses from participants supported quantitative findings. This suggested that the Art of Science Communication course is highly effective at improving the confidence of scientists to engage with the public and other nonexpert audiences regardless of career status. These data-driven perspectives provide a rationale for the implementation of broadly accessible science communication training programs that promote public engagement with science.

ReclaimingSTEM: A healing-centered counterspace model for inclusive science communication and policy training

The dominant U.S. cultural norms shape science, technology, engineering, and math (STEM), and in turn, these norms shape science communication, further perpetuating oppressive systems. Despite being a core scientific skill, science communication research and practice lack inclusive training spaces that center marginalized identities. We address this need with a healing-centered counterspace grounded in the key principles of inclusive science communication: ReclaimingSTEM. ReclaimingSTEM is a science communication and science policy training space that centers the experiences, needs, and wants of people from marginalized communities. ReclaimingSTEM problematizes and expands the definitions of “what counts” as science communication. We organize ReclaimingSTEM with intentionality, emphasizing inclusion at every part of the process. Since initiating in 2018, five ReclaimingSTEM workshops have been held in multiple locations, both in-person and virtually, reaching more than 700 participants from all over the globe. In this paper, we share our model for ReclaimingSTEM, reflections of workshop participants and speakers, barriers faced during organizing, and recommendations for creating truly inclusive practices in science communication spaces.

Analysis of Inclusivity of Published Science Communication Curricula for Scientists and STEM Students.

There has been an increased push for science, technology, engineering, and mathematics (STEM) students and scientists to be trained in science communication. Science communication researchers have outlined various models of how scientists interact with nonscientists-including deficit, dialogue, and inclusive approaches. We wanted to analyze whether published science communication curricula for STEM students and scientists exhibit features of inclusive science communication. We analyzed n = 81 published science communication trainings. We found an increase in such publications over the past two decades. We coded the trainings according to the science communication model they most closely follow, finding 40.7% deficit, 39.5% dialogue, and 19.8% inclusive. Trainings for STEM undergraduates were the least likely to provide training in the inclusive model. Finally, only 27.2% of publications included evaluation of the efficacy of the curriculum using an external scale or framework. These findings present opportunities: while it is positive that there are more published science communication curricula, science education and communication researchers should develop and publish more-inclusive science communication trainings for STEM students. Additionally, undergraduate students can and should begin their training in science communication with a focus on inclusivity not deficits. Finally, science education researchers should develop more standards for evaluating the efficacy of inclusive science communication training.

Rethinking the Ph.D. dissertation in botany: Widening the circle.

Rethinking the Ph.D. dissertation in botany: Widening the circle.

Science and Public Engagement in National Parks: Examples and Advice from Young Scientists

Science and Public Engagement in National Parks: Examples and Advice from Young Scientists

Assessing and Improving Science Student #SciComm Skills

As the population becomes increasingly connected online, there is a growing need for effective science communication on social media platforms (referred to here as #SciComm). We deployed a survey to all FHSU undergraduate and graduate science students to gauge their experiences with #SciComm. Questions included what training students already receive on communicating science to non-scientists and which classes incorporate building these skills. Our survey found that most students have not received any formal training in online science communication. However, many students reported that they wanted more hands-on #SciComm training. Results were used to develop and implement a workshop for FHSU students to provide a primer on #SciComm during the Spring 2023 semester. Ultimately, we hope to encourage more classroom- and workshop-based activities to better prepare the next generation of scientists for science communication in a digital world.