Next term I’m launching a new 4th year undergraduate course in Science Communication. I’ve wanted to teach a course on this topic for a while as I think that teaching our students how to communicate science to a range of audiences will be useful to them. Ideally we’ll get to a point where they can enter into dialogues with others about science, rather than having the interaction be one sided.
It’s been fun to think about what topics to cover in the course and what order to present them to the students. I’ve also been developing assignments for the course that I’m hoping will be useful for the students to complete and am aiming to have them be interesting and enjoyable too. Several months ago I sent out a call on Twitter to crowdsource resources and ideas and I was not disappointed!
My own relationship with science communication has been an ever-changing journey. I recognized its importance when I was a plant biology graduate student during the mid-90’s and consistently found myself at parties having conversations with people about genetic engineering. Most of these conversations were frustrating for me as I felt that I wasn’t very effective at articulating my viewpoint and was very shocked by the beliefs (true or not) that other people held about the technology. I’d like to think that I’ve become a better communicator since then, but I recognize that I still have a lot to learn. I’m looking forward to my new class next term and will be learning a great deal of new content and ideas alongside my students.
I received very little explicit instruction or education about how to be an effective science communicator. I think that this is a skill of increasing importance, not only in academia, but in other career paths that my students may choose once they leave the university. I think that I have an obligation to engage with various audiences about my science and science in general due to the fact that my research is funded by the public. I also think that if we as scientists do not have a role in crafting the narrative about science and the process of doing science that other incorrect or harmful narratives will be offered up by others. I’m hoping that by teaching this course I will be giving my students some of the tools that they will need to be effective and engaging ambassadors for science and that this is a worthy endeavour.