Broadening the voice of science: Promoting scientific communication in the undergraduate classroom

Enhancing medical students' science communication skills: from the perspective of new media

With the development of science over the years, people have increasingly realized the importance of science communication. Unfortunately, very little research has focused on helping medical students develop the capabilities of science communication. To improve medical students' science communication and evaluate the effectiveness of New Media through mobile clients in health science communication, a competition was held among medical undergraduates. Outstanding works were selected for publication on our official health science communication WeChat account. Furthermore, the participants volunteered to complete a questionnaire survey to help us assess students' awareness of science communication. Our analysis revealed that students had a strong willingness to serve society and to participate in science communication work. Students generally agreed that science communication work had excellent effects on professional knowledge and related skills. In addition, the correlation results showed that the greater students' willingness to participate in health science communication was, the greater their sense of gain. New Media effectively expand the influence of students' popular science works. Our findings suggest that competition in science communication has a positive impact on enhancing students' awareness and capabilities in science communication. In addition, New Media are an effective way to improve students' scientific communication efficiency. However, we also noted that students' participation rate and enthusiasm for scientific communication were not high. Further research is needed to determine the reasons for this situation and potential strategies to further improve students' science communication.NEW & NOTEWORTHY The science communication competition had a positive impact on helping medical students develop awareness and capabilities for science communication. In addition, New Media are an effective way to improve students' scientific communication efficiency.

Evaluation of a Faculty Fellows Program in Science Communication

Introduction

Science communication plays a crucial role in tackling pressing regional, national, and global health issues. Effective communication with various audiences is integral to dissemination of science findings.

Purpose

This study evaluates changes in self-efficacy and attitudes toward science communication skills over time and also assesses program outcomes and satisfaction with a Faculty Fellows in Science Communication (FFSC) program among faculty (N = 30) with interest in environmental health science and/or education in Appalachia Kentucky.

Methods

A mixed methods program evaluation was employed using longitudinal data on behaviors, attitudes, and program outcomes from three cohorts of Faculty Fellows who participated in the year-long UK-CARES Faculty Fellows in Science Communication (FFSC) program from 2018 to 2021. Repeated Measures Analysis of Variance was used to evaluate changes over time in self-efficacy and attitude scores.

Results

A total of 30 Fellows enrolled in the program. Participation in the FFSC program significantly increased self-efficacy in communicating with peers in one's own department (F = 7.6, p = 0.002), outside department (F = 7.3, p = 0.002 ), and lay audiences (F = 5.8, p = 0.006) and evaluations of the program were positive. Qualitative feedback from participants offered insights into how program participation helped them communicate with different audiences, incorporate narratives or stories to engage audiences, and develop innovative methods of communicating with lay audiences.

Implications

The FFSC program provides a useful framework for other institutions and supports faculty as they build the communication skills necessary to effectively translate science with various audiences.

How to design an art-science program? Self-reported benefits for artists and scientists in the VI4 artist-in-residence program

While many new programs bridge the arts and sciences, a data-based examination of art-science program design can lead to more efficient programming. The Vanderbilt Institute for Infection, Immunology, and Inflammation Artist-in-Residence program is a virtual program that brings together undergraduate student "artists" and faculty-level "scientists" to generate science-art content. We have recruited over 80 artists and 50 scientists to collaborate in creating visual science communication content. Using self-reported data from both groups, we performed qualitative and quantitative analyses to define sources for negative and positive experiences for artists and scientists. We also identify areas for improvement and key features for in producing a positive experience. We found that artists participants had more positive responses about "learning something new" from the program than scientists. We also found that for both artists and scientists the length of the program and the virtual nature were identified as key features that could be improved. However, the most surprising aspect of our analysis suggests that for both "way of thinking" and "science communication to the public or general audience," were seen as significant beneficial gains for scientists compared to artists. We conclude this analysis with suggestions to enhance the benefits and outcomes of an art-science program and ways to minimize the difficulties, such as communication and collaboration, faced by participants and program designers.

Science communication skills as an asset across disciplines: A 10-year case study of students' motivation patterns at Université Laval

As the demand for science communication proficiency is growing and post-secondary science communication courses and programs are launched or redesigned, it is paramount to understand who takes these courses and why. Based on a convergent mixed methods approach, this article explores the characteristics and self-reported motivations of students enrolled in an online science communication course at Université Laval, Canada, from 2009 to 2018. Results show that the typical science communication student is a woman with a career-orientated motivation pattern, mostly seeing science communication skills as an asset for a career in communication, science, or health. Be it career-driven, interest-driven, or online education-driven, motivation pattern differences emerge depending on the students' gender or field of study. Those patterns offer new paths of research, such as exploring the impact of science communication program design or of advertising strategies on enrollment.

A Course-Based Undergraduate Research Experience (CURE) in Biology: Developing Systems Thinking through Field Experiences in Restoration Ecology

Course-based undergraduate research experiences (CUREs) introduce research leading to skills acquisition and increased persistence in the major. CUREs generate enthusiasm and interest in doing science and serve as an intervention to increase equity and participation of historically marginalized students. In the second-semester laboratory of our introductory sequence for biology and marine science majors at California State University Monterey Bay (CSUMB), instructors updated and implemented a field-based CURE. The goals of the CURE were to promote increased scientific identity, systems thinking, and equity at a Hispanic-serving institution (HSI). Through the CURE, students engaged in scientific writing through a research paper with a focus on information literacy, critical thinking, and quantitative reasoning as important elements of thinking like a scientist. Course exams also revealed that students showed gains in their ability to evaluate a new biological system using systems thinking. More broadly, because such field-based experiences demonstrate equity gains among Latinx students and a much greater sense of scientific identity, they may have impacts beyond introductory biology including in students' personal and professional lives.

Teaching Undergraduates to Communicate Science, Cultivate Mentoring Relationships, and Navigate Science Culture

The historic underrepresentation of women, certain racial and ethnic minorities, and members of other marginalized groups in careers in science, technology, engineering, and mathematics (STEM) reflects a disproportionate exit of individuals from these academic and career paths due to both environmental and personal factors. To transition successfully from classroom-based learning to the research environment, students must acquire various forms of capital nested within a largely hidden curriculum that most scientists learn informally. We have developed a semester-long course for undergraduate researchers that makes explicit concepts and strategies that contribute to STEM persistence. The course teaches skills for: 1) scientific communication; 2) maximizing the effectiveness of research mentoring relationships; and 3) navigating scientific culture and its interactions with multiple social identities. We offered the course for three consecutive semesters at the University of Massachusetts Boston to 33 students from different backgrounds, academic majors, and educational experiences. Quantitative and qualitative assessments demonstrated student learning in all three areas of emphasis. By deliberately combining instruction and practice in skills, such as those needed to present and critique scientific research, with skills needed to optimize personal interactions and key research relationships, we have created a novel learning experience to promote persistence in STEM.

Plant science decadal vision 2020-2030: Reimagining the potential of plants for a healthy and sustainable future

Plants, and the biological systems around them, are key to the future health of the planet and its inhabitants. The Plant Science Decadal Vision 2020-2030 frames our ability to perform vital and far-reaching research in plant systems sciences, essential to how we value participants and apply emerging technologies. We outline a comprehensive vision for addressing some of our most pressing global problems through discovery, practical applications, and education. The Decadal Vision was developed by the participants at the Plant Summit 2019, a community event organized by the Plant Science Research Network. The Decadal Vision describes a holistic vision for the next decade of plant science that blends recommendations for research, people, and technology. Going beyond discoveries and applications, we, the plant science community, must implement bold, innovative changes to research cultures and training paradigms in this era of automation, virtualization, and the looming shadow of climate change. Our vision and hopes for the next decade are encapsulated in the phrase reimagining the potential of plants for a healthy and sustainable future. The Decadal Vision recognizes the vital intersection of human and scientific elements and demands an integrated implementation of strategies for research (Goals 1-4), people (Goals 5 and 6), and technology (Goals 7 and 8). This report is intended to help inspire and guide the research community, scientific societies, federal funding agencies, private philanthropies, corporations, educators, entrepreneurs, and early career researchers over the next 10 years. The research encompass experimental and computational approaches to understanding and predicting ecosystem behavior; novel production systems for food, feed, and fiber with greater crop diversity, efficiency, productivity, and resilience that improve ecosystem health; approaches to realize the potential for advances in nutrition, discovery and engineering of plant-based medicines, and "green infrastructure." Launching the Transparent Plant will use experimental and computational approaches to break down the phytobiome into a "parts store" that supports tinkering and supports query, prediction, and rapid-response problem solving. Equity, diversity, and inclusion are indispensable cornerstones of realizing our vision. We make recommendations around funding and systems that support customized professional development. Plant systems are frequently taken for granted therefore we make recommendations to improve plant awareness and community science programs to increase understanding of scientific research. We prioritize emerging technologies, focusing on non-invasive imaging, sensors, and plug-and-play portable lab technologies, coupled with enabling computational advances. Plant systems science will benefit from data management and future advances in automation, machine learning, natural language processing, and artificial intelligence-assisted data integration, pattern identification, and decision making. Implementation of this vision will transform plant systems science and ripple outwards through society and across the globe. Beyond deepening our biological understanding, we envision entirely new applications. We further anticipate a wave of diversification of plant systems practitioners while stimulating community engagement, underpinning increasing entrepreneurship. This surge of engagement and knowledge will help satisfy and stoke people's natural curiosity about the future, and their desire to prepare for it, as they seek fuller information about food, health, climate and ecological systems.

Cocktail Napkin Presentations: Design of an Activity to Enhance Undergraduate Communication and Critical Evaluation of Neuroscience Primary Literature

Distilling complex neuroscientific ideas in a succinct and elegant way is an art. The distilled product must have smoothly flowing logic, communicate a substantial body of knowledge, and be easily digestible by the audience. At the same time, the essence of scientific accuracy and experimental design cannot be lost in the distillation process. When undergraduates encounter primary literature for the first time, they are often stifled by its overpowering complexity and astringent technicality, but can quickly learn how exciting and interesting some of their subtle findings can be. Here, the design of a novel learning activity is presented that utilizes a cocktail napkin to synthesize the knowledge and skills required for fluidity in neuroscience primary literature. The activity was implemented within the context of an upper-level developmental neurobiology course for biology majors. The activity was designed specifically to increase neuroscience literacy and oral communication. The activity appeared to address a needed shift in students' attitudes to reading primary literature, and students additionally remarked how deeply engaged they were with the literature. When paired with mentored instruction, students' values toward neuroscience appeared to change as they learned to produce distillations that were rich in content and delightful to the scientific mind.

The role of scientific communication in predicting science identity and research career intention

The number of biomedical sciences PhDs persisting in academic faculty careers has been declining. As one potential influence on trainees’ intention to persist, we investigate the development of scientific communication (SC) skills, hypothesizing that attitudes and behaviors regarding scientific writing, speaking, and presenting predict academic research career intention, through science identity. After adapting a social-cognitive career theoretical model of SC to include science identity and mentor practices, we conducted a longitudinal survey of 185 doctoral and postdoctoral fellows. Structural equation modeling was used to examine relationships among SC productivity, SC self-efficacy, SC outcome expectations, mentor practices in SC, science identity, and research career intention. Results confirmed the overall model and revealed additional specific pathways: SC productivity and SC outcome expectations directly predicted career intention; SC productivity and mentor practices predicted science identity through SC self-efficacy. Demographic factors did not predict intention when controlling for SC variables. Findings support a model of SC skill development as a predictor of research career intention (R² = .32). The finding that SC language use predicts science identity has important sociolinguistic implications. The key factors in this process are actionable at the trainee, mentor, and institutional levels, suggesting potential for SC interventions to increase career persistence.

Fundamentals of graphic design—essential tools for effective visual science communication

Guidance on improving the visual aspects of science communication range from “recipe”-style instructions to hyper-focused aspects of data visualization. Currently lacking in the peer-reviewed literature is a primer in graphic design tailored to a high-level overview of basic design principles and associated jargon related to layout, imagery, typeface, and colour. We illustrate why these aspects are important to effective communication. Further, we provide considerations on when to solicit professional assistance and what to expect when working with graphic designers. Having the fundamental principles of good design in your toolbox facilitates the production of effective visual communication related to your research and fruitful scientist–designer collaborations.

Broadening the voice of science: Promoting scientific communication in the undergraduate classroom

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.