GradSciComm Day 1
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#GradSciComm Scaling Up Communication Trainings for Young Scientists
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Transcript of GradSciComm Day 1
#GradSciCommScaling Up Communication Trainings for Young Scientists
HOW does change happen?
WHO are the key people?
WHAT should we teach?
#GradSciComm@COMPASSonline
Nancy&Baron
Elizabeth&(Liz)&Bass
Center:for:Communica?ng:Science,Stony:Brook:University631.632.1162:[email protected]
James&(Jamie)&Bell
Center:for:the:Advancement:of:Informal:Science:Educa?on:(CAISE)202.783.200:x:[email protected]
Gerald&(Jerry)&Blazey
Graduate:Educa?on:Moderniza?on:WGWhite:House:Office:of:Science:&:Technology:Policy:(OSTP)[email protected]
Richard&(Rich)&Boone
Division:of:Graduate:Educa?on,Na?onal:Science:Founda?on:(NSF)[email protected]
Russ&Campbell
Burroughs:Wellcome:[email protected]
Phillip&(Phil)&Clifford
Postdoctoral:Educa?on,:Medical:College:of:Wisconsin414.384.2000:ext:[email protected]
Sharon&Dunwoody
School:of:Journalism:and:Mass:Communica?on,:University:of:[email protected]
Clare&Fieseler
Scien?sts:with:Stories,University:of:North:[email protected]
Erica&Goldman
Lisa&Graumlich
College:of:the:Environment,:University:of:Washington:[email protected]
Thomas&(Tom)&Hayden
Stanford:[email protected]
Geoff&Hunt
Public:Outreach,American:Society:for:Biology:and:Molecular:Biology:(ASBMB)[email protected]
Patricia&(Trish)&Labosky
Office:Strategic:Coordina?on,:Na?onal:Ins?tutes:of:Health:(NIH)[email protected]
#GRADSCICOMM&WORKSHOP&PARTICIPANTS&AT&A&GLANCEDecember&5O6,&2013&
Tiffany&LohwaterCenter:for:Public:Engagement,American:Associa?on:for:the:Advancement:of:Science:(AAAS)[email protected]
Susan&MasonOffice:of:Legisla?ve:and:Public:Affairs,Na?onal:Science:Founda?on:(NSF)[email protected]
Elizabeth&(Liz)&[email protected]
Michelle&PaulsenOffice:of:STEM:Educa?on:Partnerships,Northwestern:[email protected]
Jessica&RohdeENGAGE,University:of:[email protected]
Walter&(Wally)&SchafferOffice:of:Extramural:Research,Na?onal:Ins?tutes:of:Health:(NIH)[email protected]
Dietram&ScheufeleDepartment:of:Life:Sciences:Communica?on,University:of:[email protected]
Ardon&ShorrPublic:Communica?on:for:Researchers:(PCR),Carnegie:Mellon:[email protected]
Jack&SchultzBond:Life:Sciences:Center,University:of:[email protected]
Brooke&[email protected]
Tobin&(Toby)&SmithAssocia?on:of:American:Universi?es:(AAU)[email protected]
John&SonstengExpert:Witness:Training:Academy,William:Mitchell:College:of:[email protected]
Kate&StollAAAS:Fellow,Emerging:Leaders:in:Science:and:Society:(ELISS)[email protected]
Richard&(Rick)&TankersleyDivision:of:Graduate:Educa?on,Na?onal:Science:Founda?on:(NSF)[email protected],:[email protected]
Jay&LabovCenter:for:Educa?on,Na?onal:Research:Council:(NRC)[email protected]
Bruce&LewensteinDepartment:of:Science:Communica?on,:Cornell:[email protected]
History
Entering the Century of theEnvironment: A New Social
Contract for ScienceJane Lubchenco
As the magnitude of human impacts on the ecological systems of the planet becomesapparent, there is increased realization of the intimate connections between thesesystems and human health, the economy, social justice, and national security. Theconcept of what constitutes “the environment” is changing rapidly. Urgent and unprec-edented environmental and social changes challenge scientists to define a new socialcontract. This contract represents a commitment on the part of all scientists to devotetheir energies and talents to the most pressing problems of the day, in proportion to theirimportance, in exchange for public funding. The new and unmet needs of society includemore comprehensive information, understanding, and technologies for society to movetoward a more sustainable biosphere—one which is ecologically sound, economicallyfeasible, and socially just. New fundamental research, faster and more effective trans-mission of new and existing knowledge to policy- and decision-makers, and bettercommunication of this knowledge to the public will all be required to meet this challenge.
Scientists today are privileged to be able toindulge their passions for science and simul-taneously to provide something useful tosociety. With these privileges, of course,comes serious responsibility. The close of acentury and a millennium provides an oc-casion for reflection on the nature of theseresponsibilities and an evaluation of theextent to which we are fulfilling them.
The scientific enterprise has providedphenomenal understanding of our bodies,our minds, our world, and our universe.The advances that have emerged fromspace, defense, and medical research,among many other areas—all of whichhave depended on basic research across alldisciplines—have been astounding. Spaceexploration, for example, has given us notonly new understanding of the cosmos,and wonderful products and technologies,but also a new sense of our world andourselves: a sense captured forever by thatfirst photograph of the whole Earth takenagainst the black background of space.Scientific research is advancing explosive-ly on all fronts. The benefits include adizzying array of new knowledge, econom-ic opportunities, and products—rangingfrom laser surgery to genetic testing, fromglobal positioning systems to prediction ofEl Nino events, from the discovery of newdrugs derived from natural products tonew information systems.
In the United States, much of the in-
vestment that produced this wealth was aresult of strong bipartisan political supportand popular enthusiasm for science thatbegan during World War II and increasedsubstantially in the 1960s. This supportwas predicated in part upon an (unwrit-ten) social contract between science andsociety, specifically the expectation that asubstantial investment in research wouldresult in winning the war (initially WorldWar II and later the Cold War), winningthe space race, and conquering diseases(bacterial infections, polio, and cancer).The scale of the U.S. investment in sci-ence changed dramatically during this pe-riod. Investment in science in most otherdeveloped nations is predicated upon asimilar expectation of a return of knowl-edge and technology to society. The sci-entific enterprise that has produced thiswealth is widely admired and envied. Thequestion I pose is whether the enterprisethat has met these past challenges is pre-pared for the equally crucial and dauntingchallenges that lie in our immediate fu-ture. The answer that I must give is “no.”I assert that the immediate and real chal-lenges facing us have not been fully appre-ciated nor properly acknowledged by thecommunity of scientists whose responsibil-ity it is, and will be, to meet them.
Part of our collective responsibility tosociety must include a scientific communi-ty-wide periodic reexamination of our goalsand alteration of our course, if appropriate.The fact that the scientific community hasresponded to societal needs several times inthe past century—although generally inwartime—provides encouragement that it ispossible to mobilize and change course rap-
idly in the face of a crisis. As the geologistMarshal Kay was fond of saying, “What doeshappen, can happen.”
Despite the plethora of reports examin-ing the future of the scientific enterprise (1,2), I see the need for a different perspectiveon how the sciences can and should ad-vance and also return benefit to society.This different perspective is firmly embed-ded in the knowledge of specific, identifi-able changes occurring in the natural andsocial worlds around us. These changes areso vast, so pervasive, and so important thatthey require our immediate attention. Sci-entific knowledge is urgently needed to pro-vide the understanding for individuals andinstitutions to make informed policy andmanagement decisions and to provide thebasis for new technologies.
This paper is organized around four keyquestions: How is our world changing?What are the implications of these changesfor society? What is the role of science inmeeting the challenges created by thechanging world? and How should scientistsrespond to these challenges? My goal incommunicating these thoughts is to stimu-late a dialogue within the scientific com-munity on these topics. I hope that theresult will be a thoughtful reexamination ofour individual and collective priorities andactions.
The Board of Directors of AAAS hasinitiated an electronic discussion of the re-lationship between science and society. Apaper summarizing its deliberations alongwith comments from a number of scientistsare posted to invite an exchange of ideas onthe questions posed above. On behalf of theBoard, I invite your participation (3).
Global Changes and Their Causes
How is our world changing? One majorway is that we now live on a human-dominated planet. The growth of the hu-man population and the growth in amountof resources used are altering Earth inunprecedented ways. Through the activi-ties of agriculture, fisheries, industry, rec-reation, and international commerce, hu-mans cause three general classes ofchange. Human enterprises (i) transformthe land and sea—through land clearing,forestry, grazing, urbanization, mining,trawling, dredging, and so on; (ii) alter themajor biogeochemical cycles— of carbon,nitrogen, water, synthetic chemicals, andso on; and (iii) add or remove species andgenetically distinct populations—via hab-itat alteration or loss, hunting, fishing,and introductions and invasions of species(4–6).
The resulting changes are relativelywell documented but not generally appre-
The text is modified from her Presidential Address at theAnnual Meeting of the American Association of the Ad-vancement of Science, 15 February 1997. The author isin the Department of Zoology, Oregon State University,Corvallis, OR 97331–2914, USA. E-mail: [email protected]
ASSOCIATION AFFAIRS
www.sciencemag.org ! SCIENCE ! VOL. 279 ! 23 JANUARY 1998 491
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NGOsEngagePublics
Media
Policymakers
Industry
Scientists
Assess results
Develop research questions
Conduct research
Publishfindings
POLICY,ATTITUDES,DECISIONS,BEHAVIORS,ETC
SCIENCE
Vision
We agree: there is an unmet need for communication skills training in
STEM graduate education.
What will be different
when this need is met?
We agree: there is an unmet need for communication skills training in STEM graduate education.
What will be different
when this need is met?
Describe the 3 most important differences on 3 cards
Roadblocks
Write down the roadblocks (one per card) that obstruct the vision we’ve described
5 minutes
the ‘how’
George MasonAstrobites
COMPASS
NSF Messenger
UW Madison
UW CoEnv
SciFund
Mizzou
Michigan State
ELISS Fellows
Carnegie Mellon
Cornell NSF Bootcamp
Stony Brook
ENGAGE
George Mason
Astrobites
COMPASSNSF Messenger
UW MadisonUW CoEnv SciFund
MizzouMichigan State ELISS Fellows
Carnegie Mellon Cornell
NSF Bootcamp
internal external
Stony Brook
ENGAGE
Stony Brook
George Mason
Astrobites
COMPASS
NSF Messenger
UW Madison
UW CoEnv
SciFund
Mizzou Michigan State
ELISS Fellows Carnegie Mellon
Cornell NSF Bootcamp
top-down
bottom-upENGAGE
how does change happen?
Susan MasonNSF Becoming the Messenger
Trish LaboskyNIH “BEST” Program
Bruce LewensteinCornell University
Jack SchultzUniversity of Missouri
Phil CliffordIndividual Development Plans
Jessica RohdeUniversity of Washington ENGAGE
Lunch
Reconvene at 1:00pm
the ‘who’
Phase 1: Scoping
Phase 2: Crowdsourcing
Phase 3: Interviews
what is mostneeded?
the ‘what’
writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon
writing government social media nonprofits speaking mu s e u m s p o l i c y m a ke r s messaging television children industry radio theory NGOs journalists graphics schools fr aming businesses zoos presentations K-12 visuals jargon etc
writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon
writing government social media nonprofits speaking mu s e u m s p o l i c y m a ke r s messaging television children industry radio theory NGOs journalists graphics schools framing businesses zoos presentations K-12 visuals jargon etc
writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon
writing government social media nonprofits speaking museums po l i c ymaker s messaging television children industry radio theory NGOs journalists graphics schools framing businesses zoos presentations K-12 visuals jargon etc
writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon
writing government social media nonprofits speaking museums po l i c ymake r s messaging television children industry radio theory NGOs journalists graphics schools fr aming businesses zoos presentations K-12 visuals jargon etc
writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon
writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon writing government social media nonprofits theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon museums speaking policymakers messaging television children theory industry NGOs journalists graphics high schools framing presentations zoos businesses visuals radio jargon
Core Competencies
Competencythe ability to do something
Proficiencymastery of a skill
Competencythe ability to do something
Write down what you believe are core competencies
(one per card) in science communication
5 minutes
One take on core science communication competencies
Science comm skillsContentOrganizationClarity and languageStyleAnalogyNarrativeDialogue
Context of science commMedia structure and normsPublic knowledge of and attitudes towards
science
Views about science commSelf confidence in speaking with mediaBenefits & challenges of speaking with mediaAttitudes towards science in mediaResponsibility of individual scientistsDeficit model and attitudes towards public
engagement
what is missing?
Proficiencymastery of a skill
reflection
niggle: verb - to cause slight but
persistent annoyance, discomfort,
or anxiety. Synonyms: irritate,
annoy, bother, provoke,
exasperate, upset, gall, irk,
reception
