Proposal Title
Reaching beyond the tower walls: How do we train students to communicate science outside of academia?
Session Type
Panel Discussion
Room
P&A 34
Start Date
6-7-2017 1:45 PM
Keywords
science communication, graduate education, undergraduate education, professional development, transferable skill
Primary Threads
None of the Above
Abstract
Elizabeth J Hundey, Western University
Stephanie Barbon, Western University
Aniruddho Chokroborty-Hoque, Western University
Ariel Frame, Western University
Dennis He, Western University
Keith Marnoch, Western University
Paul Ragogna, Western University
Abstract
Scientists, governments, funding agencies, professional societies, and policy makers agree that science communication is a critical component of science itself (Trench & Miller, 2012). Science communication to diverse public audiences has potential to accelerate discovery (Lubchenco, 1998) and provides societal benefits (McGarvey & Mason, 2015). The benefits to scientists in engaging in science communication are numerous, including that science-related careers in government, industry, education and academia benefit from effective communication to diverse audiences.
Given the importance of science communication and the diversity of science careers, we have invited 6 members of the university community (including undergraduate (He) and graduate students (Barbon & Frame), a faculty member (Ragogna), a science writer (Chokroborty-Hoque), and the Director of Media and Community Relations (Marnoch) to share their interest and experience in science communication and training. Audience members will be given the opportunity to ask questions of the panel.
By the end of the panel, participants will be able to reflect upon current practices in training in science communication, and consider future possible approaches to improving science communication training in higher education. Participants will appreciate the impacts (challenges and benefits) of diversifying training to include science communication from experiences relayed by the panelists.
Lubchenco, J. 1998. Science 279. doi:10.1126/science.279.5350.491
McGarvey, D. J., and C. A. Mason. 2015. Limnol. Oceanogr. Bull. 24. doi:10.1002/lob.10007
Trench, B., and S. Miller. 2012. Sci. Public Policy 39. doi:10.1093/scipol/scs090
Elements of Engagement
Following 15 minutes of session context and panellist introductions, panellists will respond to a combination of prepopulated and audience questions. The session organizer will meet with panellists beforehand to provide prompting questions for their introductions and to ensure panellists have an idea of their unique contributions.
Reaching beyond the tower walls: How do we train students to communicate science outside of academia?
P&A 34
Elizabeth J Hundey, Western University
Stephanie Barbon, Western University
Aniruddho Chokroborty-Hoque, Western University
Ariel Frame, Western University
Dennis He, Western University
Keith Marnoch, Western University
Paul Ragogna, Western University
Abstract
Scientists, governments, funding agencies, professional societies, and policy makers agree that science communication is a critical component of science itself (Trench & Miller, 2012). Science communication to diverse public audiences has potential to accelerate discovery (Lubchenco, 1998) and provides societal benefits (McGarvey & Mason, 2015). The benefits to scientists in engaging in science communication are numerous, including that science-related careers in government, industry, education and academia benefit from effective communication to diverse audiences.
Given the importance of science communication and the diversity of science careers, we have invited 6 members of the university community (including undergraduate (He) and graduate students (Barbon & Frame), a faculty member (Ragogna), a science writer (Chokroborty-Hoque), and the Director of Media and Community Relations (Marnoch) to share their interest and experience in science communication and training. Audience members will be given the opportunity to ask questions of the panel.
By the end of the panel, participants will be able to reflect upon current practices in training in science communication, and consider future possible approaches to improving science communication training in higher education. Participants will appreciate the impacts (challenges and benefits) of diversifying training to include science communication from experiences relayed by the panelists.
Lubchenco, J. 1998. Science 279. doi:10.1126/science.279.5350.491
McGarvey, D. J., and C. A. Mason. 2015. Limnol. Oceanogr. Bull. 24. doi:10.1002/lob.10007
Trench, B., and S. Miller. 2012. Sci. Public Policy 39. doi:10.1093/scipol/scs090