Science Communication

The science communication component is designed to give participants experience in communicating the broader context of scientific research and conveying the importance of specific research findings with others, including non-scientists and agency representatives. The focal point of this component is a weekly workshop that has two main objectives. The first will be to develop an understanding of the process of research translation by examining case studies and the second is the creation and presentation of the student participants’ own science communication activity.  Student work will culminate in a presentation by the student of an education/outreach activity designed around a topic related to their research, as well as the transfer of the complete activity to a partner organization.

The science communication component will involve a mixture of guest presentations, readings, discussion, activities, writing, and peer editing. Locations for meetings and activities will vary between Hubbard Brook, Plymouth State University, and area organizations. An example weekly schedule is as follows:

Before arrival:

• Readings: Science Links (Nitrogen, Mercury, Acid Rain Revisited, and Long-term Trends from Ecosystem Research at the Hubbard Brook Experimental Forest)

Week 1:

• Readings: NEETF American Environmental Literacy Report.
• Activities: Orientation to REU program and Introduction to History of Hubbard Brook and tour.
• Writing: Guided reflective writing on activities and exercises in the program. Completion of online pre-survey.

Week 2:

• Readings:  Peruse regional natural resource agency/organizations partners’ Web sites and recommended/related readings.
• Activities:  Partner organizations present overview of needs. Explore partner project parameters. Showcase examples of REU summer 2008 natural resource partner projects.
• Writing:  Reflective writing

Week 3:

• Readings: Acid Rain Revisited, Acid Rain BioScience paper, Exploring Acid Rain Revisited Teachers’ Guide
• Activities: “7 Habits of Highly Effective Science Translation” presentation.  Orientation to the Science Links reports and case study on Acid Rain Revisited and Exploring Acid Rain Teachers Guide
• Writing: Continue reflective writing

Week 4:

• Readings: Principals of interpretation reading
• Activities: Guidelines for quality interpretation and data presentation for the lay audience.
• Writing: Establishing a purpose through writing a 10 word, 50 word, and 100 word description of a research project for the lay audience; develop outline for outreach activity; continue reflective writing.

Week 5:

• Readings: Op ed pieces
• Activities: Writing for a purpose (informing policy, and/or fostering environmentally sustainable behavior) and targeted audience; discussion about Hubbard Brook Roundtable op ed piece for New York Times, analyzing writing examples
• Writing: Complete first draft of science communication piece for editing by peer

Week 6:

• Readings:Ethics of science writing
• Activities: Discussion on ethics of science writing; individual introductory presentation on format of science translation exercise
• Writing: Revise and create more refined second draft of science communication piece

Week 7:

• Activities: Peer reviews of draft of science communication piece
• Writing: Submit final draft to partner for feedback.

Week 8:

• Activities: Continue peer reviews of draft of science communication piece; complete feedback sheets.  Presentation of final draft to whole group for feedback.
• Writing: Continue to revise draft of science communication piece

Week 9:

• No meeting.

Week 10:

• Activities: Culminating conference with partner organizations and research mentors; presentations on science communication
• Writing:  Complete on-line post survey and qualitative survey.