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Laslo M, Hartmann M. Developing Scientific Communication Skills Using Primary Literature in an Undergraduate Cell Biology Course. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00186-22. [PMID: 37614889 PMCID: PMC10443402 DOI: 10.1128/jmbe.00186-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Accepted: 03/23/2023] [Indexed: 08/25/2023]
Abstract
Being able to communicate scientifically is an important skill for students graduating with a science degree. Skills used in future graduate school and careers for science majors include oral and written communication, as well as science literacy and being able to create figures to display information. There is a consensus that these skills should be taught throughout an undergraduate science curriculum; however, many instructors have cited insufficient time to cover skills and develop materials to effectively incorporate these skills, especially into lower-level content-focused courses. Here, we present an active curriculum that can easily be incorporated into any content-focused undergraduate Cell Biology course. The curriculum is designed around scientific literature that engages students in a multitude of active learning activities to develop different types of scientific communication skills. This curriculum not only develops student skills and self-efficacy in scientific communication, it also engages them in course content and stimulates their interest in research. While making changes to a course to include scientific communication can be difficult, making small changes, such as addition of this curriculum to an already-existing content-focused course, could make a big difference in the skills and attitudes of early undergraduate science students.
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Affiliation(s)
- Mara Laslo
- Department of Biological Sciences, Wellesley College, Wellesley, Massachusetts, USA
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Vickery R, Murphy K, McMillan R, Alderfer S, Donkoh J, Kelp N. Analysis of Inclusivity of Published Science Communication Curricula for Scientists and STEM Students. CBE LIFE SCIENCES EDUCATION 2023; 22:ar8. [PMID: 36637377 PMCID: PMC10074279 DOI: 10.1187/cbe.22-03-0040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 11/21/2022] [Accepted: 12/12/2022] [Indexed: 06/17/2023]
Abstract
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.
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Affiliation(s)
- Randy Vickery
- Department of Biology, Colorado State University, Fort Collins, CO 80523
| | - Katlyn Murphy
- Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, CO 80523
| | - Rachel McMillan
- Department of Biology, Colorado State University, Fort Collins, CO 80523
| | - Sydney Alderfer
- Department of Chemical and Biological Engineering, Colorado State University, Fort Collins, CO 80523
| | - Jasmine Donkoh
- Department of Biology, Colorado State University, Fort Collins, CO 80523
| | - Nicole Kelp
- Department of Biology, Colorado State University, Fort Collins, CO 80523
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Kleftodimos A, Triantafillidou A. The use of the Video Platform FlipGrid for Practicing Science Oral Communication. TECHTRENDS : FOR LEADERS IN EDUCATION & TRAINING 2022; 67:294-314. [PMID: 36310652 PMCID: PMC9592542 DOI: 10.1007/s11528-022-00801-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/01/2022] [Indexed: 06/16/2023]
Abstract
Oral communication and presentation skills are considered key competencies for many academic fields and professions, including science-related ones. Therefore, it is vital that students are given sufficient class time in the curriculum for practicing public speaking. It is well documented in the literature that video technology can be of valuable aid in enhancing oral skills, and FlipGrid is a relatively new video discussion platform that has become popular for this purpose. The aim of this study is two-fold. First, the literature regarding FlipGrid is explored to understand how educators around the globe use the platform. Second, a case study is presented where FlipGrid is used and evaluated as a tool for practicing and assessing oral science communication. A mixed-method approach was used to evaluate FlipGrid with the participation of 112 students. Findings indicate that although the use FlipGrid in science fields is limited, it can be a useful platform for practicing oral science communication.
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Affiliation(s)
- Alexandros Kleftodimos
- Department of Communication and Digital Media, University of Western Macedonia, 52100 Fourka Area Kastoria, Greece
| | - Amalia Triantafillidou
- Department of Communication and Digital Media, University of Western Macedonia, 52100 Fourka Area Kastoria, Greece
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Ritchie TS, Rossiter DL, Opris HB, Akpan IE, Oliphant S, McCartney M. How do STEM graduate students perceive science communication? Understanding science communication perceptions of future scientists. PLoS One 2022; 17:e0274840. [PMID: 36191004 PMCID: PMC9529114 DOI: 10.1371/journal.pone.0274840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Accepted: 09/06/2022] [Indexed: 11/05/2022] Open
Abstract
Increasingly, communicating science to the public is recognized as the responsibility of professional scientists; however, these skills are not always included in graduate training. In addition, most research on science communication training during graduate school, which is limited, has been program evaluation or literature reviews and does not report on or seek to understand graduate student perspectives. This research study provides a comprehensive analysis of graduate-level science communication training from the perspective of STEM graduate students. Using a mixed-methods approach, this study aimed to investigate where graduate students are receiving science communication training (if at all), what this training looks like from the student’s point of view, and, for graduate students that are engaging in science communication, what do these experiences look like. This study also explores how graduate students define science communication. Taken together, these results will give graduate students a voice in the development of science communication trainings and will remove barriers and increase equity in science communication training.
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Affiliation(s)
- Tessy S. Ritchie
- Department of Chemistry & Life Science, United States Military Academy, West Point, NY, United States of America
| | - Dione L. Rossiter
- Science at Cal, University of California, Berkeley, Berkeley, CA, United States of America
| | - Hannah Bruce Opris
- STEM Transformation Institute, Florida International University, Miami, FL, United States of America
- Department of Biological Sciences, Florida International University, Miami, FL, United States of America
| | - Idarabasi Evangel Akpan
- STEM Transformation Institute, Florida International University, Miami, FL, United States of America
- Department of Biological Sciences, Florida International University, Miami, FL, United States of America
| | - Simone Oliphant
- STEM Transformation Institute, Florida International University, Miami, FL, United States of America
- Department of Biological Sciences, Florida International University, Miami, FL, United States of America
| | - Melissa McCartney
- STEM Transformation Institute, Florida International University, Miami, FL, United States of America
- Department of Biological Sciences, Florida International University, Miami, FL, United States of America
- * E-mail:
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Daoust-Boisvert A. Science communication skills as an asset across disciplines: A 10-year case study of students' motivation patterns at Université Laval. PUBLIC UNDERSTANDING OF SCIENCE (BRISTOL, ENGLAND) 2022; 31:648-659. [PMID: 34736347 PMCID: PMC9131417 DOI: 10.1177/09636625211051970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
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.
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Affiliation(s)
- Amélie Daoust-Boisvert
- Amélie Daoust-Boisvert, Department of
Journalism, Concordia University, Loyola Campus, CJ4.301, 7141 Sherbrooke Street
West, Montréal, QC H4B 1R6, Canada.
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Phelps M, White C, Xiang L, Swanson HI. Improvisation as a Teaching Tool for Improving Oral Communication Skills in Premedical and Pre-Biomedical Graduate Students. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2021; 8:23821205211006411. [PMID: 33954254 PMCID: PMC8056562 DOI: 10.1177/23821205211006411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Accepted: 03/11/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVE To evaluate the relationship between training in theatre improvisation and empathy, communication, and other professional skills. METHODS Undergraduate and graduate students who were participants of a 10-week summer undergraduate research program engaged in theatre improvisation techniques during a 3-hour workshop. In Study #1, a de-identified, self-report questionnaire (known as the Empathy Quotient) was administered prior to and following the workshop. Paired sample 2-tailed t-tests were performed to evaluate pre- and post-test scores. To identify additional benefits of engaging in theatre improvisation techniques, Study #2 was performed. Here, a survey was administered to the participants following their completion of the workshop to assess the impact on their personal growth and professional skills. An additional survey was administered at the end of the 10-week program to evaluate all program activities. RESULTS Study #1. Paired t-test analyses indicated that pre-test versus post-test Empathy Quotient scores were not significantly different, implying that participation in the theatre improvisation workshop did not impact empathy. Study #2. Survey results indicate that participation in the theatre improvisation workshop encouraged feelings of support by peers and creative thinking as well as increasing communication skills. CONCLUSION Incorporating a theatre improvisation workshop into educational programs for pre-medical and pre-biomedical students is of value for enhancing self-confidence, oral communication skills and ability to think creatively.
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Affiliation(s)
- Marianne Phelps
- Department of Theatre & Dance, University of Kentucky, Lexington, KY, USA
| | - Catrina White
- Department of Pharmacology and Nutritional Sciences, University of Kentucky, Lexington, KY, USA
| | - Lin Xiang
- Department of STEM Education, University of Kentucky, Lexington, KY, USA
| | - Hollie I Swanson
- Department of Pharmacology and Nutritional Sciences, University of Kentucky, Lexington, KY, USA
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Lavik E. Thermo in the Time of COVID-19: Using Improvisation to Foster Discussion and Translating the Experience to Online Learning. BIOMEDICAL ENGINEERING EDUCATION 2020; 1:133-138. [PMID: 35141717 PMCID: PMC7466914 DOI: 10.1007/s43683-020-00022-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/21/2020] [Accepted: 08/23/2020] [Indexed: 06/14/2023]
Abstract
This paper covers teaching a graduate thermodynamics class as a seminar and using improvisational activities to foster community and discussion. The paper includes the experience of piloting improvisational activities online to help foster community for an entirely virtual version of the thermodynamics seminar class. Improvisational activities were found to help foster discussion in a thermodynamics seminar class, and some of these improvisational activities can be translated online in ways that may help to foster connection and community across the curriculum including online.
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Affiliation(s)
- Erin Lavik
- Department of Chemical, Biochemical and Environmental Engineering, UMBC, Baltimore, Piscataway Territories, MD 21250 USA
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