Background on Science Communication

Dolenc, Sašo. “The Essence of Science Communication.” Sci-Highs (blog), 2023. https://sci-highs.com/essence-of-scicom/.

Several efforts have been made to develop a more precise definition of science communication. According to one attempt: “science communication (SciCom) is defined as the use of appropriate skills, media, activities, and dialogue to produce one or more of the following personal responses to science (the AEIOU vowel analogy): Awareness, Enjoyment, Interest, Opinion-forming, and Understanding” (Burns, O’Connor, and Stocklmayer 2003). Another example defines science communication: “as organized, explicit, and intended actions that aim to communicate scientific knowledge, methodology, processes, or practices in settings where non-scientists are a recognized part of the audiences” (Horst, Davies, and Irwin 2017, 882)…..

We therefore propose stricter criteria, according to which science communication consists of two key elements: (1) identifying the current level of consensus and uncertainty about scientific knowledge in the scientific community on a given topic, and (2) communicating scientific knowledge in a way that enables understanding, trust and engagement with the target audience. This proposal is based on many years of practical engagement in the field of science communication and a long-standing reflection on the functioning and societal role of science…..

A science communicator is primarily focused on explaining scientific concepts and findings in a way that is understandable and engaging to a broad audience, often with the goal of increasing public interest and understanding of science. A science journalist, on the other hand, is a type of journalist who specializes in reporting on scientific topics. Their goal is often to inform the public about new scientific findings, debates, and implications, and to hold scientists and institutions accountable by questioning their claims and methods.

Fischhoff, Baruch. “The Sciences of Science Communication.” Proceedings of the National Academy of Sciences 110, no. supplement_3 (2013): 14033–39. https://doi.org/10.1073/pnas.1213273110.

The goal of science communication is not agreement, but fewer, better disagreements. If that communication affords people a shared understanding of the facts, then they can focus on value issues, such as how much weight to give to nature, the poor, future generations, or procedural issues in a specific decision….

Because science communication seeks to inform decision making, it must begin by listening to its audience, to identify the decisions that its members face—and, therefore, the information that they need. In contrast, science education begins by listening to scientists and learning the facts that they wish to convey (4). Science education provides the foundation for science communication….

Science communications … must perform four interrelated tasks:

• Task 1: Identify the science most relevant to the decisions that people face.
• Task 2: Determine what people already know.
• Task 3: Design communications to fill the critical gaps (between what people know and need to know).
• Task 4: Evaluate the adequacy of those communications.

Repeat as necessary.

Nerghes, Adina, Bob Mulder, and Ju-Sung Lee. “Dissemination or Participation? Exploring Scientists’ Definitions and Science Communication Goals in the Netherlands.” PLOS ONE 17, no. 12 (2022): e0277677. https://doi.org/10.1371/journal.pone.0277677.

Over the last decades, a rhetorical shift has taken place in the area of science communication in that calls for dialogue between scientists and non-scientists, as well as calls for more participatory approaches to science communication, have taken precedence over the scientific literacy deficits rhetoric. Together with this rhetorical shift from ‘deficit’ towards ‘dialogue’ and ‘participation’, scholars have developed a number of science communication models ranging from transmission of information to dialogue and public engagement….

Historically, science communication had been described as a process of information transmission, which assumed “public deficiency, but scientific sufficiency” . What has become known as the deficit model of science communication was first discussed in the literature during the 1980s and early 1990s. This model asserts that science communication is guided by a perceived need for science literacy, where the public is viewed as having a deficit of scientific knowledge until such knowledge is received from the communicator. As Irwin describes, the deficit model aims at ‘public understanding of science’ and is characterised as a one-way, top-down communication process. In other words, science communication is a one-way process from the scientists (‘experts’) to the public (‘non-experts’) in which scientists—with all the required information—filled the knowledge vacuum in the scientifically illiterate general public as they see fit….

The dialogue model is characterised by three main features: (1) engagement in a dialogue with the public to help explain the science, (2) listening to and consulting the public about their perceptions, concerns and needs with regard to science, and (3) acknowledging that the public may have useful knowledge that can help scientific progress and policy-making [48]. Under this model, science communication is centred around dialogic approaches that aim for a two-way conversation, allowing an exchange of perspectives between scientists and the public.

Office of Science and Technology and the Wellcome Trust. “Science and the Public: A Review of Science Communication and Public Attitudes to Science in Britain.” London: Office of Science and Technology, Great Britain / Wellcome Trust, 2000. https://wellcomecollection.org/works/gqk2wxw6.

The term ‘science communication’ encompasses communication between:

• groups within the scientific community, including those in academia and industry;
• the scientific community and the media;
• the scientific community and the public;
• the scientific community and the Government, or others in positions of power and/or authority;
• the scientific community and the Government, or others who influence policy;
• industry and the public;
• the media (including museums and science centres) and the public; and
• the Government and the public.

Center for Advancement of Informal Science Education (CAISE). “Many Experts, Many Audiences: Public Engagement with Science – A CAISE Inquiry Group Report.” Washington, D.C.: Center for Advancement of Informal Science Education, 2009. https://informalscience.org/research/many-experts-many-audiences-public-engagement-science/.

Public Engagement with Science in terms of informal science education refers to activities, events, or interactions characterized by mutual learning—not one-way transmission from “experts” to publics—among people of varied backgrounds, scientific expertise, and life experiences who articulate and discuss their perspectives, ideas, knowledge, and values. A PES activity may—but does not necessarily—directly inform the direction of scientific investigations, institutions, and/or science policy.

ISE generally focuses on increasing overall interest, involvement in, and knowledge of scientific content and processes. In addition, the goals of PES activities in ISE for individuals or communities often include one or more of the following:

• Mutual learning by publics and scientists, allowing all participants to develop new or more nuanced understandings of issues and opportunities;
• Empowerment and the development of skills for participating in civic activities;
• Increased awareness of the cultural relevance of science, science as a cultural practice, and science-and-society interactions; and
• Recognition of the importance of applying multiple perspectives and domains of knowledge, including scientific understandings, personal and cultural values, and social and ethical concerns, to understanding and decision making related to science and to science-related societal issues.

A key characteristic that distinguishes Public Engagement with Science from other approaches in informal science education is that PES values and facilitates participation and mutual learning among publics, scientists, and others with respect to the development and application of science and technology in modern society.

Association of Science Communicators. “Home Page.” Association of Science Communicators, 2023. https://www.associationofsciencecommunicators.org/.

We promote responsible practices in science communication, facilitate discussion and exchange of ideas, enable networking, and foster public engagement. Our members gain professional skills, networking opportunities, and most importantly, a sense of community.

Civic Science Media Lab. “Home Page.” Sai Resident Collective (blog), 2024. https://saicollective.org/media-lab/.

We are an investigative news collaborative that examines the civic nature of science around the world. The primary goal is to make civic science more accessible, informative, and actionable for diverse stakeholders in the field who are building solutions to benefit society. The CS Media Lab conducts investigative civic science journalism to interrogate and unravel ongoing progress and shed light on important developments across the field. The lab experiments with generating new questions for the stakeholders we engage in order to shed light on the actionable insights for civic scientists across scientific fields and training stages, in addition to civic science practitioners such as science engagers, science journalists, funders, educators, community leaders, and others. The CS Media Lab is currently affiliated with the Sai Resident Collective (SRC) and the College of Arts, Media, and Design (CAMD) at Northeastern University.

COMPASS. “Home Page.” 2023. https://www.compassscicomm.org/.

[From “About Us”] “Preparing scientists to become agents of change. We invest in science leaders that reflect the diversity of society as a whole, creating inclusive, safe, and empowering spaces for learning and transformation. With strategic skills, connections, and support, scientists can advance just, equitable solutions to climate change and biodiversity loss. Since 1999, COMPASS has supported over 10,000 scientists to communicate about their work and engage beyond lab and field. We’ve connected them with journalists, policymakers, and community leaders across the United States, when and where it matters, ensuring science has a seat at the table. Our community is our strength. We work within and across a consciously-woven network spanning disciplines, ideologies, sectors, and fields. From our unique vantage point, we spot and open doors that lead to new partnerships and solutions, bringing scientists and communities together to co-create a future where people and nature thrive.”

Open Notebook. “Home Page.” The Open Notebook, 2024. https://www.theopennotebook.com/.

From “About”] The Open Notebook is a 501(c)(3) non-profit organization that is widely regarded as the leading online source of training and educational materials for journalists who cover science. Our ultimate goal is to enable communities to navigate the complexities of how science affects our everyday lives. Toward that end, our work focuses on strengthening journalistic coverage of science, environment, health, and technology. Our publications, courses, workshops, and mentoring programs empower journalists in the U.S. and globally to tell stories that matter, contributing to an informed and engaged society.

PCST Network – Global network for science communication. “Home Page,” n.d. https://www.pcst.network/.

[From “About”] The PCST Network seeks to promote new ideas, methods, intellectual and practical questions, and perspectives on the communication of science and technology. Specifically, it aims to: * improve the theoretical understanding of science communication by providing a forum to consider the latest developments * improve the practice of science communication by providing a forum to consider strategies and methods * promote an exchange between practitioners and theoreticians, to improve both the study and practice of science communication.

Sai Resident Collective. “Home Page.” Sai Resident Collective, 2024. https://saicollective.org/.

The SRC is a community of emerging civic science scholars and social entrepreneurs who are advancing new research and entrepreneurial ventures that are strengthening the connections between the scientific enterprise and local communities around the world. Residents can take advantage of peer-to-peer mentoring, professional development funding, access to interns, and more to help accelerate their work.

Science Europe. “Home Page.” Science Europe, 2024. https://scienceeurope.org/our-priorities/science-communication/.

Science Europe is the association representing major public organisations that fund or perform excellent, ground-breaking research in Europe. We bring together the expertise of some of the largest and best-known research organisations in the world to jointly push the frontiers of how scientific research is produced and delivers benefits to society. We advocate science and the scientific community to help build the European Research Area and shape the global scientific agenda.

Science Literacy Foundation. “Home Page.” Science Literacy Foundation, 2023. https://www.scienceliteracyfoundation.org/.

The Science Literacy Foundation investigates, creates and funds scalable initiatives and programs providing new paths to achieving science literacy.

Communication Research – Articles onScience Communication (Search Results). https://journals.sagepub.com/action/doSearch?AllField=science+communication&SeriesKey=crxa.

Environmental Communication. https://www.tandfonline.com/toc/renc20/current.

Frontiers in Communication – Section on Science and Environmental Communication. https://www.frontiersin.org/journals/communication/sections/science-and-environmental-communication.

Public Understanding of Science. https://journals.sagepub.com/home/pus.

Science Communication. https://journals.sagepub.com/description/SCX.

SciComm 2022. “Sharing Science in a Polarized World,” 2022. https://www.scicommcon.org/.

[From “About Us”] SciComm is a conference dedicated to understanding and promoting effective communication of science to diverse audiences – including students of all levels as well as the general public – across all venues.

Science Writers 2023. “Welcome,” 2023. https://sciencewriters2023.org/welcome.

ScienceWriters2023 is presented by the National Association of Science Writers and the Council for the Advancement of Science Writing in collaboration with our local hosts, University of Colorado Boulder and University of Colorado Anschutz Medical Campus.

World Conference of Science Journalists. “WCSJ 2023,” 2023. https://www.wcsj.org/.

[From “About”] Upended by world events, the World Conference of Science Journalists (WCSJ), Medellín will now take place at the end of March 2023. Participants will begin and end each day with a walk through lush natural beauty as the event will be held in the stunning Jardin Botánico, a 13-hectare forest in the middle of a thriving Latin American city. The World Conference of Science Journalists takes place every two years, and is the largest international event for science journalists to gather as peers, helping one another learn, grow, and thrive. The event has not happened since 2019 because of the COVID-19 pandemic and brings together some of the World Federation of Science Journalists’ 15,000 members in 53 countries. During the conference, attendees will enjoy seminars, workshops, lectures and access to expertise from around the world. There will be opportunities to build contacts with other journalists and editors and to share ideas and experience, as well as field trips and discussions to provide outstanding material to report on.

Muindi, Fanuel, and Jenny Luray. Visualizing the Landscape of Training Initiatives for Scientists in Public Engagement in the United States. 2023 Inaugural Editon. Research!America, 2023. https://www.researchamerica.org/reports/visualizing-the-landscape-of-training-initiatives-for-scienitists-in-public-engagement-in-the-u-s-_-nov-2023/.

In partnership with the Albert and Mary Lasker Foundation, Research!America conducted an in-depth mapping of the public engagement training landscape in the United States. This inaugural report offers a detailed overview of the diversity and scope of training initiatives enhancing public engagement for scientists. Notably, the report includes an interactive dashboard that provides a dynamic window into the rapidly developing field of training in public engagement. Together, the report and dashboard are designed to inspire new discussions, connections, and collaborations that further strengthen the ecosystem of public engagement training for scientists. Watch the launch of the report and dashboard.

Training Initiatives​ for Scientists in Public Engagement (TISPE) Dashboard. From Fanuel Muindi and Jenny Luray, Visualizing the Landscape of Training Initiatives for Scientists in Public Engagement in the United States, 2023 (c) Research!America. (Online interactive version of dashboard.)

Arthur L. Carter Institute. “The Science Communication Workshops at NYU.” NYU Journalism, n. d. https://journalism.nyu.edu/about-us/science-communication-workshops-nyu/.

Our Mission: Helping Scientists Reach the General Public– Has there ever been a more important time for scientists to learn to communicate effectively to lay audiences? We don’t think so. Researchers need to be able to talk about their work clearly, concisely and accurately not just to funders and peer reviewers, but to colleagues, patients, and the public at large. They must not only explain the latest findings from the laboratory or clinic, but convey the underlying passion, excitement, and resourcefulness that produced those discoveries. And they must do all this while also learning how to achieve critical distance from their own field in order to become reliable, trustworthy commentators. With that in mind, the Carter Institute in 2009 began offering workshops taught by nationally prominent science writers for NYU science Ph.D. students and post-doctoral fellows. We have since expanded our trainings to include NYU science faculty and now offer specialized workshops in audio podcasting, too. In 2023, we are expanding to include master’s degree students in the sciences.

Harvard University. “ComSciCon: The Communicating Science Workshop for Graduate Students,” 2023. https://comscicon.com/.

[From “About”] Communicating Science is a workshop series organized by graduate students, for graduate students, focused on science communication skills.  Our goal is to empower future leaders in technical communication to share the results from research in their field to broad and diverse audiences, not just practitioners in their fields.  For more information about ComSciCon events, read our most recent annual report.

ComSciCon provides a unique professional development experience to graduate students engaged in and committed to communicating research.  Attendees interact with graduate student leaders in technical communication, from around the country, learn from professional communicators including journalists and educators, and produce original works of science communication for publication.

Our goal is to sustain an annual flagship workshop series each summer for graduate students from around the US and Canada, and a series of chapter workshop programs for graduate students from specific communities throughout the year.  Applications for the workshops are open to graduate students from all fields of science and engineering who are interested in learning how to effectively communicate their research to both scientific and non-scientific audiences.

ComSciCon (Harvard University). “Home Page,” 2023. https://comscicon.com/.

[From “About”] Communicating Science is a workshop series organized by graduate students, for graduate students, focused on science communication skills. Our goal is to empower future leaders in technical communication to share the results from research in their field to broad and diverse audiences, not just practitioners in their fields. For more information about ComSciCon events, read our most recent annual report. ComSciCon provides a unique professional development experience to graduate students engaged in and committed to communicating research. Attendees interact with graduate student leaders in technical communication, from around the country, learn from professional communicators including journalists and educators, and produce original works of science communication for publication. Our goal is to sustain an annual flagship workshop series each summer for graduate students from around the US and Canada, and a series of chapter workshop programs for graduate students from specific communities throughout the year. Applications for the workshops are open to graduate students from all fields of science and engineering who are interested in learning how to effectively communicate their research to both scientific and non-scientific audiences.

Lewenstein, Bruce V. “Science Communication Workshop … for Graduate Students (and Others),” 2024. https://blogs.cornell.edu/scicommworkshop/.

This intensive weekend workshop introduces graduate students and post-docs in the sciences (including natural sciences, engineering, experimental social sciences, etc.) to communicating effectively – especially about controversial topics, such as climate change or evolution – with nonscientists such as policy makers, political stakeholders, the media, and the general public. Activities include role-playing, mini-lectures, hands-on practice writing blog posts and other outreach materials, real-time practice being interviewed for the media, and discussion with invited speakers.

We will begin on Friday afternoon with a panel of speakers talking about opportunities in public communication…. On Saturday, we start right out with writing for the public through press releases and blogs. You’ll get practice. Plenty of practice. Sunday is devoted to constructing a message and delivering it in a broadcast media interview. Throughout the weekend we’ll also meet other scientists and science communicators, learning from their experience.

Metcalf Institute (University of Rhode Island). “Science Communication & Career Development Training,” n. d. https://metcalfinstitute.org/training/scientists/.

Metcalf Institute offers training throughout the year for faculty, research staff, graduate students, post docs and senior level undergraduates in partnership with the Rhode Island Consortium for Coastal Ecology Assessment Innovation & Ecology (RI C-AIM). These programs are designed to help Rhode Island researchers obtain essential career development skills in topics.

Stony Brook University Alan Alda Center for Communicating Science / School of Communication & Journalism. “Science Communication Master’s Program,” 2023. https://www.stonybrook.edu/commcms/journalism/graduate-students/science-communication-masters.php.

This page describes the Master of Science in Science Communication degree program and requirements. “Good science requires good communication. When you master effective communication, you can advocate for valid, reliable science and help others engage with science in meaningful ways. Help bring science out of labs and libraries and into the world.”

UC Santa Cruz Science Communication Masters Program, 2021. https://scicom.ucsc.edu/.

[From “About”] The women and men who popularize science enjoy a career that satisfies their intellectual restlessness. They report on science trends, discoveries, personalities, and policies, often from the lab or in the field. Science writers choose from myriad career options: online or print journalism; staff writing at university news offices, federal agencies, national labs, museums, and zoos; and multimedia work on the Internet and in radio. The science writing program at UC Santa Cruz has produced professional science writers since 1981. The program is one academic year long, focusing entirely on practical training through rigorous coursework and diverse internships. It’s the only graduate science writing program in the U.S. that requires a degree in science and experience in research. Our alumni, more than 350 strong, work as reporters and editors at the nation’s top science magazines, online news services, research agencies, universities, and medical centers. About half of our graduates freelance, mainly to live where they wish and to cover the science that captivates them.

University of Florida College of Journalism and Communications. “Science and Health Communication (Graduate Program),” 2023. https://www.jou.ufl.edu/graduate/research-and-theory/mamc-science-health/.

The Science and Health Communication track is an on-campus program designed to teach scientists and health specialists to communicate effectively via media, and to teach mass media specialists the background science to translate the language of science and health into meaningful and understandable stories for their audiences. These goals are achieved through theoretical writing and applied courses. At least two aspects of the program make it unique among science communication programs nationwide.

American Society for Biochemistry and Molecular Biology. “The Art of Science Communication,” 2023. https://www.asbmb.org/career-resources/communication-course.

The Art of Science Communication is an online course that provides fundamental training in science communication, focusing on how to present science to a nonexpert audience in a formal setting, such as a public lecture. Using video lectures, background material, virtual mentoring and discussions, the course covers the important components of what makes for a successful presentation, including messaging, generating interest and engaging with the audience. The course is open to all scientists and STEM professionals.An online course that provides fundamental training in science communication.

Animate Your Science. “Science Communication Training Academy,” 2023. https://www.animateyour.science/training.

The Science Communication Training Academy is an initiative formed by Animate Your Science and its affiliates to deliver SciComm training to the world. Our courses and workshops are suitable for all levels of tertiary education — from students to researchers. We encourage even the most seasoned academics to take our programs to bolster and update their communication skills.

COMPASS. “Workshops & Event,” 2024. https://www.compassscicomm.org/events/.

[From COMPASS home page https://www.compassscicomm.org/ under “Training”] In-depth, highly interactive, and personalized science communication, policy, and strategy trainings will teach you to find the relevance of your science for key audiences, set your goals for change, and motivate and inspire you to reach them.

Coursera. “Designing Effective Science Communication.” 2023. https://www.coursera.org/learn/designing-effective-science-communication.

Beginner level online course offered through Coursera by Melanie Peffer, Research Faculty member at University of Colorado, Boulder. “What you’ll learn: * Describe principles of human learning that are important to consider when designing science outreach activities. * Compare and contrast modalities for science communication/outreach. * Identify common pitfalls in science communication/outreach. * Design a science communication/outreach activity based on principles learned in this course.”

Open Notebook. “Science Journalism Master Classes.” The Open Notebook, 2024. https://www.theopennotebook.com/science-journalism-master-classes/.

Master your craft with our free Science Journalism Master ClWherever you are in your career—novice, developing, or established—The Open Notebook’s Science Journalism Master Classes will help you sharpen your ability to find and vet story ideas, craft effective pitches, report and write impactful stories, spot scientific hype, collaborate with editors, and more. To create our Master Classes series, we’ve teamed up with Emily Laber-Warren, who heads the Health and Science Reporting program at the Craig Newmark Graduate School of Journalism at the City University of New York. Emily’s lessons draw not only on her classroom experience but on insights from the many science journalists who have shared their work processes with The Open Notebook over the years through hundreds of articles on craft, writer interviews, annotations of notable stories, and our Ask TON advice column. Our Science Journalism Master Classes are free, thanks to a generous grant from The Kavli Foundation.asses. These short courses, delivered by email, are made possible by a grant from The Kavli Foundation.

SciComm Success. “Home Page.” SciComm Success, 2023. https://scicommsuccess.com/.

We offer online, blended-learning and in-person workshops and training programmes to equip researchers, academics and scientists with the skills they need to talk about their work…. We offer a range of free resources as well as paid-for training and courses to help you build the skills you need to become a clear, confident and authentic communicator of science. And you want to improve your interpersonal skills to help you work communicate better and work more effectively in your scientific or research career, we can help you there, too.

Sitka Sound Science Center. “Science Communication Training.” Sitka Sound Science Center, n. d. https://sitkascience.org/education/science-communication-training/.

Communicating science is one of the most important things we do at the Sitka Sound Science Center. Science communication stands at the crossroads of scientific research and science education. Without communicating new understandings, the science endeavor is not shared with society. Excellent science communication can capture the imagination: sparking meaningful debate and discussion whether this is among kindergarten students, in the halls of Congress or among friends at the dining room table. As Jane Goodall once said, “only if we understand will we care.” Sitka Sound Science Center works to communicate science in many ways. Sitka WhaleFest and the Natural History Seminar Series are venues for scientists to speak about current research. SSSC also helps scientists communicate their work by providing formal science communication training. We also work in and out of the schools to help students understand scientific concepts, the scientific process and why scientific thinking is unique. Through our programs, Scientists in Residency Fellowship, Sitka WhaleFest, Scientists in the Schools, and our hands-on learning tools like the Molly O Ahlgren Aquarium and the Sheldon Jackson Hatchery we are hoping to create a “Culture of Science” for our community, where residents and visitors learn to verify and validate, to think critically, and problem-solve. This culture of science means we will have a more informed and better prepared electorate that can analyze information and use critical curiosity to impact policies on a government level and decisions on a daily and local level.

Baram-Tsabari, Ayelet, and Bruce V. Lewenstein. “Science Communication Training: What Are We Trying to Teach?” International Journal of Science Education, Part B 7, no. 3 (July 3, 2017): 285–300. https://doi.org/10.1080/21548455.2017.1303756.

Rapid growth in public communication of science and technology has led to many diverse training programs. We ask: What are learning goals of science communication training? A comprehensive set of learning goals for future trainings will draw fully from the range of fields that contribute to science communication. Learning goals help decide what to count as success and how to gather evidence of learning. Based on the strands of learning developed for ‘learning science in informal environments’, we built a conceptually coherent definition of science communication learning that addresses affective issues, content knowledge, methods, reflection, participation, and identity. We reviewed dozens of articles describing science communication training, identifying explicit and implicit learning goals. We identified gaps in outcomes commonly used for training programs; these gaps appeared especially in the areas of affective learning and identity formation. No one program can achieve all learning goals. Different courses might be tailored for scientists who remain in science, wish to become journalists, wish to work for museums, etc. But we believe conceptual coherence can help course designers identify important goals. Creating a common language will increase the ability to compare outcomes across courses and programs.

Barbolini, Natasha. “Bringing Science Communication Skills into the University Classroom and Back out Again: What Do Palaeoscience Educators Think?” Frontiers in Education 7 (2022). https://doi.org/10.3389/feduc.2022.852122.

University-level pedagogy and public science communication both have the same broad goal: to facilitate the sharing of knowledge and understanding from a specialist or expert, to a non-specialist group. Recent research has emphasised the need for there to be a two-way transfer or dialogue of ideas between these fields, but collaboration thus far is rare, particularly at the tertiary education level. Performing science outreach is mostly a voluntary service for academics, and institutions provide little in the way of support, training or recognition. Here I explore the potential for a positive feedback loop between science communication and higher-education pedagogy in the palaeosciences. A synthesis of best practises in science outreach is drawn from the literature and related to pedagogical concepts and findings. The resulting congruences suggest enormous potential for ‘cross-pollination’ of ideas between the fields….

Brownell, Sara E., Jordan V. Price, and Steinman, Lawrence. “Science Communication to the General Public: Why We Need to Teach Undergraduate and Graduate Students This Skill as Part of Their Formal Scientific Training.” Journal of Undergraduate Neuroscience Education 12, no. 1 (2013): E1–10. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3852879/

[First paragraph] Communication of science to the general public is increasingly recognized as a responsibility of scientists …, yet how do scientists learn these skills? While scientists are thoroughly trained in research methodologies, analytical skills, and the ability to communicate with other scientists, they usually receive no explicit training in communication of scientific concepts to a layperson audience.

Lewenstein, Bruce V., and Ayelet Baram-Tsabari. “How Should We Organize Science Communication Trainings to Achieve Competencies?” International Journal of Science Education, Part B 12, no. 4 (2022): 289–308. https://doi.org/10.1080/21548455.2022.2136985.

To advance science communication training, we use learning theory to build on an earlier effort to create a comprehensive list of topics for learning science communication. We identify threshold concepts that can help learners move through the community of practice of science communication. We organize the topics as essential or advanced, and specify their relevance to occasional, active, and professional science communicators. We understand learning progressions as a way to structure movement within a community of practice, especially the development of stronger identity as a science communicator. We believe this approach can lead to development of formal learning progressions for structuring science communication training. Our goal is to help move science communication training from an opportunistic activity drawing on the particular interests and skills of individual trainers to a more systematic enterprise.

Llorente, Carolina, and Gema Revuelta. “Models of Teaching Science Communication.” Sustainability 15, no. 6 (2023): 5172. https://doi.org/10.3390/su15065172.

Changes in the communication ecosystem have generated profound transformations in current science communication. In the same way, the coexistence of diverse actors with different objectives and professional standards also raises new ethical dilemmas. The main objective of this research was to identify existing models of teaching science communication to scientists and professional communicators worldwide. To this end, we conducted 26 semi-structured interviews with science communication teachers from 15 different countries. From these interviews, we identified three models of teaching science communication to scientists: (A) the practical model, where skills such as writing, public speaking, etc., are taught; (B) the reflective model that teaches theory and the history of science communication to enable researchers to understand the relationship between science and society; and (C) the disruptive model, where traditional roles of scientific knowledge production as well as relationships and power roles in science are challenged. On the other hand, we have identified two models for professional science communicators: (A) the professional model, which is subdivided into two different approaches—theoretical (historical review, understanding of the science–society relationships, etc.) and skill-based (writing, audiovisual, etc.) that coexist in teaching programs—and (B) the research model, where tools, concepts, and methodologies for science communication research are taught.

Rowland, Susan, and Louise Kuchel, eds. Teaching Science Students to Communicate: A Practical Guide. Cham, Switzerland: Springer, 2023. https://link.springer.com/book/10.1007/978-3-030-91628-2.

[A]ddresses how to teach effective communication in science. The first part of the book provides accessible context and theory about communicating science well, and is written by experts. The second part focuses on the practice of teaching communication in science, with nuts and bolts lesson plans direct from the pens of practitioners. The book includes over 50 practice chapters, each focusing on one or more short teaching activities to target a specific aspect of communication, such as writing, speaking and listening. Implementing the activities is made easy with class run sheets, tips and tricks for instructors, signposts to related exercises and theory chapters, and further resources. Theory chapters help build instructor confidence and knowledge on the topic of communicating science. The teaching exercises can be used with science students at all levels of education in any discipline and curriculum the only limitation is a wish to learn to communicate better! Targeted at science faculty members, this book aims to improve and enrich communication teaching within the science curriculum, so that science graduates can communicate better as professionals in their discipline and future workplace.

Wood, Matthew. “Science Communication as Interdisciplinary Training.” Journal of Science Communication 22, no. 6 (2023): Y01. https://doi.org/10.22323/2.22060401.

Science communication education has come a long way thanks in part to broad recognition of the importance of communication skills and the capacity for science communication courses to address that need. Similarly, the current rise in demand for interdisciplinary competencies offers new opportunities for the advancement of science communication education, and for greater contribution to preparing graduates for a rapidly changing world

Cornell University. “SciComm@Cornell,” n. d. https://scicomm.cornell.edu/.

A guide to science communication resources at Cornell. [From “About”]: “The goal of SciComm@Cornell is to provide a landing page for people interested in learning more about how to do public communication of science and technology. Both the site and the “scicomm” tag on events highlight training opportunities, talks about the process of public communication, etc.”

CUNY Graduate Center. “The Graduate Center Science Communication Academy,” n.d. https://asrc.gc.cuny.edu/illuminationspace-hub/science-communication-academy/.

The GC [Graduate Center] Science Communication Academy engages CUNY STEM faculty and graduate students in learning how to communicate complex science to diverse audiences and advocate for STEM in the public interest through a variety of programs and skills-building opportunities. Our goal is to create a community of researchers committed to expanding understanding of and interest in the practice of science and sharing CUNY’s collective STEM excellence with New Yorkers and the world. In 2022, the IS SciCom Academy will also begin offering a public-facing science advocacy workshop created in partnership with NYC communities and aimed at providing under-resourced communities with skills for effective engagement of science policymakers.

Irion, Robert. “Science Communication: A Career Where PhDs Can Make a Difference.” Molecular Biology of the Cell 26, no. 4 (2017): 591–93. https://doi.org/10.1091/mbc.E14-03-0813.

Career pathways in science communication have shifted dramatically in the past decade with the diminution of traditional media outlets, especially newspapers. (Only one of my PhD graduates since 2006 still writes for a newspaper.) However, online media have soared in popularity, and writing jobs at research institutions also have helped take up the slack. Moreover, PhDs with data-handling and graphics or video skills are now recruited by major news outlets.

I closely track the career placements from my program and the ongoing work of our alumni. Our PhD science writers have no problem finding rewarding jobs or keeping busy as independent writers. Among the places they are in demand are the following:

• Publications primarily read by researchers….
• General-interest publications that value in-depth coverage….
• Universities and medical centers….
• Federal research agencies….
• Biomedical resource sites….

JHM Professional Development and Career Office. “Science Communication,” 2024. https://pdco.med.jhmi.edu/career-exploration/career-paths/science-communication/.

Professionals in science communication make complex scientific information accessible to lay or public audiences. They serve as liaisons between research scientists and the world beyond the bench. Common science communication positions include science writers, journalists, education outreach professionals, communication managers, and press managers for scientific institutions and museums. Success in these careers will require excellent written and oral communication skills.

The Professional Development and Career Office hosts a Communication and Advocacy Career Community that meets monthly for six months. The workshops expose trainees to a variety of careers in science outreach and science writing with the intent of helping trainees narrow down what science communication careers interest them most….

UC San Francisco Office of Career and Professional Development. “Science Communication and Outreach Careers,” 2024. https://career.ucsf.edu/phds/career-paths/science-communication.

Working in science communication encompasses a variety of careers, from traditional journalism, working for scientific journals to public outreach. Careers exist for general interest scientific publications, universities, federal agencies, and even textbook writing. Effective science communication is critical to having a positive impact on the way science is viewed by the public….

The type of career that is right for you will be related to the audience you want to reach. For example, do you want your audience to be the public, doctors or those in the medical field, scientific researchers, or investors for biotech companies? You will also want to consider the format of your communication….

Brodie, Jo. “Types of Science Communication Jobs: A List.” Scicommjobs – Science Communication Jobs (blog), 2019. https://scicommjobs.wordpress.com/2019/01/06/types-of-science-communication-jobs-a-list/.

How can I be a science communicator?

People often need or want access to technically precise information without necessarily having the background knowledge to make the most of it. Science communicators can help non-specialists engage with and make sense of complex information. They work in a range of jobs including science or medical writing, museums and science centres, health charities and in government.

There’s a lot of overlap among the different sectors mentioned below – you could also divide jobs into those where you communicate face to face, by written media (blogs, newspapers), or spoken (radio) or on TV…

1. Museums, science centres
2. Science or medical journalism….
3. TV or radio presenting, or contributor, editor, producer, researcher….
4. Medical research charities / patient groups (also science research-funding Research Councils)….
5. Government / Policy….
6. Learned societies / professional bodies….
7. Universities….
8. Pharmaceutical companies….

Gallegos, Jenna E. “Types of Science Communication Jobs – and How to Prepare for Them.” Escaping The Bench (blog), 2022. https://escapingthebench.com/2022/03/29/types-of-science-communication-jobs-and-how-to-prepare-for-them/.

The term “alternative careers” in science is becoming wildly outdated. The majority of scientists now seek jobs outside of academia, and the interest in science communication in particular is growing. Fortunately, the pool of science communication careers is also expanding. But for the recently graduated, knowing what to search for is a challenge. This post will explain the types of science communication careers out there and how to prepare yourself for them. Scroll to the bottom for a table comparing different scicomm careers on the basis of job security, compensation, competition, and potential for working remote….

Indeed Editorial Team. “31 Types of Science Communication Jobs (Plus Salary Info),” 2024. https://www.indeed.com/career-advice/finding-a-job/types-of-science-communication-jobs.

Science communication is a practice professionals use to ensure their work is understandable to a non-expert audience. If this sounds interesting to you, consider exploring career options in the field. Understanding the different careers you can seek in the science communication industry can help you choose the right one for yourself and your career goals.

In this article, we discuss what science communication is, including a list of 31 types of science communication jobs for you to consider pursuing based on your interests, experience and education level.

MIT Science Policy Initiative. “Careers in Science Policy,” n. d. https://mitspi.squarespace.com/careers.

Science policy is a big umbrella, encompassing lots of potential types of work and employers. The chart below shows some broad categories with more specific examples. If you want to work with policymakers themselves, you could intern at a government agency at the local, state, or federal level. You can either advise on policy itself or conduct actual science or technology work for the office, like working to improve computer systems for the City of Boston. You can intern directly for an elected official or Congressional committee.

If you would prefer to influence government from the outside, you can conduct policy research at a think tank or nonprofit. There are also nonprofits dedicated to science or technology advocacy. For instance, the American Civil Liberties Union (ACLU) works on internet privacy. There’s also the option of a policy fellowship at a national science academy, like the American Institute of Physics. If you want to work on policy in the private sector, technology companies often have a policy team that seeks to influence legislation. If you love to write, you could work in science communication.

Association of Universities for Research in Astronomy (AURA). “Careers.” AURA Astronomy (blog), n. d. https://www.aura-astronomy.org/careers/.

AURA’s goal is to build a world-class, diverse workforce and support an inclusive environment that encourages professional development and offers top-notch benefits. Our talented staff, who work at our corporate office, or one of our NASA or NSF Centers, come from a variety of fields. Positions include scientists, engineers, educators, information technology staff, outreach and public relations professionals, managers, writers, designers, business professionals, and administrative staff.

[Types of positions: include:] Communications Staff: Communications and public outreach staff promote the scientific discoveries from AURA Centers and provide informal education services and materials for the public. Positions include educators, writers, graphic designers, scientists, web development specialists, and news specialists.

LinkedIn. “Science Communication Jobs in United States,” 2024. https://www.linkedin.com/jobs/science-communication-jobs.

Job listing showing 1,022 results for science communication in the U.S. on June 9, 2024

AstraZeneca. “Director, Global Scientific Communications – Hematology,” 2024. https://careers.astrazeneca.com/job/boston/director-global-scientific-communications-hematology/43991/53973569872.

The Director, Scientific Communications, Hematology leads the development and implementation of global communications strategies, publications plans and medical education initiatives across the Hematology areas in alignment with Alexion brand and corporate strategies. The Director will chair the Hematology TA Global Publication Team as well as engage with cross-functional partners including but not limited to research, clinical development, marketing, medical affairs and biostats. In this role, the Director will develop collaborative and positive relationships with external investigators, leaders and authors. These efforts will ultimately drive timely execution of publication plans and result in high-quality and impactful scientific and clinical abstracts, posters, oral presentations, manuscripts, and slide decks. Analysis and interpretation of scientific and clinical data as well as review of results from cross-functional publications team members and agencies for content and key messages are central responsibilities of this role. The Director will also be responsible for the identification and supervision of medical communications agencies and may also work/oversee medical writing consultants. This position reports to the Senior Director, Global Medical Communications for Hematology & Nephrology….

Frost Museum of Science (Miami). “Careers,” 2024. https://www.frostscience.org/careers/.

From biologists swimming with sharks, to educators working with children, to our communication staff marketing a fantastic exhibit to the world, Frost Science offers a broad array of career paths. If you’re looking for a fun work environment that inspires learning and conservation, Frost Science is a great place to build your career. The museum is committed to our employees’ professional growth, offers competitive benefits and understands the value of work-life balance. We support employees as they manage priorities such as finances, retirement planning and health care….

Health and Environment Alliance (HEAL). “Job description – Science Communications Officer,” 2024. https://www.env-health.org/job-description-science-communications-officer/

Reporting to: Head of Communications.

Purpose of the role: The Science Communications Officer is responsible for the delivery of communications and dissemination activities related to HEAL’s participation in research projects under the content guidance of the EU Projects Coordinator. This involves coordinating all communication and dissemination activities for the research projects in which HEAL is involved, developing and implementing effective communications strategies, elaborating informative materials, and building and sharing compelling stories that showcase research findings towards policy, with a focus on science to policy communication.Key duties:

• Communications strategy and narrative development….
• Coordination and delivery of communication products….
• Content creation….
• Organisational development and other duties….

Sustainable Conservation. “Science Communicator,” 2024. https://greenjobs.greenjobsearch.org/jobs/science-communicator-2/

As a Science Communicator, this role will collaborate with staff across the organization to identify, gather, analyze, and present data from and related to our work in compelling and clear written, visual, and digital collateral. Reporting to the Chief Development Officer, this position will support the Development and Communications team and all our programs: Accelerating Restoration, Solutions in our Soil, Waste Not (dairies and water quality,) and Water for the Future. This position will also identify new storytelling opportunities to help the organization advance our mission. A passion for translating and communicating complex, science-based information, data, and concepts to various audiences, a keen interest in learning about our work, and an exceptional ability to present visual stories from data are key skills needed for success in this role.

U.S. Geological Survey (USGS). “Science Communications Job Opportunity, 2024.” https://www.usgs.gov/mission-areas/water-resources/news/science-communication-job-opportunity.

As a USGS public affairs specialist (GS-07 or GS-09 level), you would develop novel content – such as webpages, videos, social media posts, blogs, and other outreach materials – to communicate information about water resource science to diverse technical and non-technical audiences. If hired for the GS-09 level of the role, you would also be responsible for developing communications strategies, guidelines, and protocols.

You would join a team of science communicators in the USGS Water Resources Mission Area responsible for the Water Resources Mission Area website; social media accounts on Instagram, Facebook, and Twitter/X; and the USGS Water Science School, an educational website for K-12 students, educators, and the public.

We strive to make our content engaging, accessible, useful, and usable to a wide variety of audiences and use the principles of plain language, digital accessibility, and user-centered design to accomplish our goals. We use tools such as Canva and Adobe Creative Cloud applications to create graphics and videos for the web and social media. We use a web content management system (Drupal) to create and manage websites.

The position is a full-time, permanent federal job in the Web Communications Branch of the USGS Water Resources Mission Area. The position is eligible for telework and the location is negotiable. Salary is based on general schedule (GS) grade and locality and ranges from $49,025.00 to $63,733.00 per year (GS-07) and $59,966.00 to $88,926.00 per year (GS-09)….