Best practice in communications training for public engagement with science, technology, engineering and mathematics

Abstract

Effective training in key communications5 stated that science policy relies ever more on public involvement and engagement, communication of science and dialogue, as well as on science and its social and ethical implications.Within this context, key actors in science -researchers and engineers, science institutions, and science centre and museum explainers -are increasingly being called upon to engage directly with the public. Various training programmes for public engagement with Science, Technology, Engineering and Mathematics (STEM) have been developed to provide both scientists and explainers with the support they need to be able to communicate effectively. However, to date each training programme has remained relatively isolated, pursuing its own path with little to no comparison between different programmes, and lacking an over-arching investigation of best practice.Comparative evaluation of communications training programmes is constricted by the wide diversity of course formats and delivery mechanisms. Programmes can range from external one-day training courses to in-house workshops at science centres and museums to formal degree programmes which usually take a

Models to build capacity for African science centres and science communication: needs and assets

“…This paper focuses on research on leaders and individuals pivotal to the development of science centres in Southern and East Africa who have been involved in Science Circus Africa capacity building programs both in Africa and Australia. The main program involves capacity building through partnership and co-delivery of real-world outreach programs; embedding training in authentic settings to maximise effectiveness [Baram-Tsabari and Lewenstein, 2017;Silva and Bultitude, 2009]. The program has reached 10 African countries and 73,300 people (mainly youth) and trained 499 people from African partner organisations, with a smaller cohort receiving in-depth training over several weeks.…”

Comunicación de la Ciencia desde la Mirada de los Investigadores Universitarios: entre el Indicador y la Vocación

“…Esto, sobre todo si asumimos que "acercar la ciencia a la sociedad es, en parte, responsabilidad de los científicos, y muy especialmente de aquellos que reciben fondos públicos para su investigación" (Lascurain y Sanz, 2009), y donde parte importante de esta responsabilidad se concentraría en las universidades, las que "deben promover mecanismos y acciones que faciliten el acceso de la opinión pública a la investigación y a la docencia que realizan" (Lascurain y Sanz, 2009). Entre estas acciones, hoy es posible identificar abordajes desde las unidades de comunicaciones y prensa existentes en muchas -si no en todas-las universidades, por ejemplo, pero también -como se observa en la literatura internacional-en una creciente preocupación por incorporar en la propia formación académica de los nuevos científicos de diversas áreas disciplinarias, competencias e interés sobre su rol de comunicadores de la ciencia (Brownell, Price y Steinman, 2013;Clarkson, Houghton, Chen y Rohde, 2018;Miller y Fahy, 2009;Silva y Bultitude, 2009;Stuart, 2013).…”

Experientially learning how to communicate science effectively: A case study on decoding science

“…The contributions made to society by science, technology, engineering, and mathematics (STEM) professionals are numerous and invaluable. Although higher education trains STEM professionals to conduct scientific research, there is a general lack of training on how to communicate research to the general public, even though STEM scientists are increasingly tasked with speaking to the general public (Silva & Bultitude, ) and communication skills have been identified as an essential part of achieving independence and success in STEM professions (National Postdoctoral Association, ). Science communication training has been listed as an initiative for many granting agencies like the National Science Foundation (NSF, , ), the National Institutes of Health (NIH, ), and the U.S. Department of Energy (U.S. Department of Energy, ).…”

“…Graduate STEM students with communication training as part of their education are better prepared to communicate their research to various audiences (Besley, Dudo, & Storksdieck, ; Dudo, ). Science communication training not only benefits up‐and‐coming STEM professionals and their audiences, but also the community at‐large, as research demonstrates a connection between effective communication and economic progress (Silva & Bultitude, ).…”