A Shifting Tide: Recommendations for Incorporating Science Communication into Graduate Training

Abstract

Scientists who are skilled in communication reap professional and personal rewards. Unfortunately, gaps exist in fostering curricular and extracurricular training in science communication. We focus our article on opportunities for university-and department-level leadership to train new scientists to communicate effectively. Our motivation is threefold: (1) communication training is key to being competitive in the increasingly diverse job market, (2) training early career scientists in communication "jump-starts" personal and societal benefits, and (3) the authors represent a group of early career aquatic scientists with unique insights on the state of and need for training. We surveyed early career aquatic scientists about their science communication training experiences. In summary, survey respondents indicated that (1) science communication training is important; (2) graduate students are interested in training that is not currently available to them; (3) departments and advisors are moderately supportive of students participating in science communication, but less enthusiastic about providing training support; and (4) graduate students lack opportunities to put science communication training into practice. We recommend departments and institutions recognize the benefits of science communication training, develop a strategy to support such training, and facilitate individualized approaches to science communication.

Considerations for effective science communication

“…There is an increasing number of peer-reviewed papers that review communication and behavioural theories underpinning science communication, examine challenges of science communication, and provide practical advice on science communication (Brossard et al 2005;Bik and Goldstein 2013). There are also papers that provide general guidance on science communication (e.g., Brossard and Scheufele 2013;Kuehne et al 2014;Liang et al 2014) as well as direction to those developing course materials to train others (including in the academy) in science communication (Trench 2012;Dilger and McKeith 2015;Hundey et al 2016;LaRocca et al 2016). There are also a growing number of organizations and companies that offer training or consultation services in science communication (e.g., compassonline.org; commnatural.com), or provide platforms for hosting science communication events (e.g., beneaththewaves.org).…”

Fisheries Volume 43 Number 3 March 2018

“…To facilitate learning, mastering, and retaining knowledge in the context of multiple media and modes of instruction, our teaching approaches must change (Dikkers et al 2012 ;McGarvey and Mason 2015 ;Grossman et al 2016 ;Hundley 2016 ) . Powerful learning strategies, such as fl ipping the classroom, emerge when educators create learning experiences designed to change the learner (Fink 2003 ;Smith et al 2005 ;Hwang et al 2015 ).…”

Federal R&D funding: the bedrock of national innovation

“…Survey data suggests that there is a high level of willingness and interest among scientists to engage with the public [61,62]. There has also been an increase in graduate-level training and professional development opportunities in science communication [63]. We believe that such opportunities for training should continue to be expanded.…”