2022
DOI: 10.1080/21548455.2022.2068809
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Teaching scientists to communicate: developing science communication training based on scientists’ knowledge and self-reflectiveness

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Cited by 5 publications
(5 citation statements)
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“…study provide a more in-depth understanding of faculty members' unique experiences, as well as provide practical recommendations for communication professionals in various areas of work. Though prior research highlights numerous personal challenges faculty face when choosing to engage in Science Communication [14,16], this study highlights some of the professional and institutional reasons that can make Science Communication difficult. For our participants, the challenges centered around the necessary knowledge, resources, and rewards associated with Science Communication work.…”
Section: Plos Onementioning
confidence: 84%
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“…study provide a more in-depth understanding of faculty members' unique experiences, as well as provide practical recommendations for communication professionals in various areas of work. Though prior research highlights numerous personal challenges faculty face when choosing to engage in Science Communication [14,16], this study highlights some of the professional and institutional reasons that can make Science Communication difficult. For our participants, the challenges centered around the necessary knowledge, resources, and rewards associated with Science Communication work.…”
Section: Plos Onementioning
confidence: 84%
“…This finding may speak to an issue with some faculty feeling personally disconnected from Science Communication technology use or believing these skills should belong to a specific communication support role. Indeed, past research shows that tenured faculty feel less knowledgeable about science communication [16], and that science communication efforts are for specific support roles [14]. Based on these findings, we recommend training programs developed for faculty members include hands-on Science Communication technology training components such as camcorders and cameras, audio recorders, or editing software, especially if the intended trainees do not have the resources to hire communications support staff or students.…”
Section: Plos Onementioning
confidence: 99%
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“…While communicating with diverse audiences is not traditionally a part of curricula, it is an expected professional skill. Furthermore, funding agencies are increasingly demanding accountability regarding the broader impacts of research on the public (e.g., Begley, 2017; Grzyb et al., 2018; Hall & Birch, 2018; Llorente & Revuelta, 2023; Mercer‐Mapstone & Kuchel, 2017; Negretti et al., 2022; Parrella et al., 2022; Sotério & Queiroz, 2022; Varner, 2014; Washburn et al., 2022). Here, we outline general communication strategies that can be incorporated into any graduate agricultural science course to help students explain important research concepts to diverse audiences.…”
Section: Introductionmentioning
confidence: 99%