Doctoral students in science disciplines spend countless hours learning how to conduct cutting-edge research but very little time learning to communicate the nature and significance of their science to people outside their field. To narrow this disparity, we created an unusual course titled Communicating Science for doctoral science trainees at Rutgers University. Our goal was to help students develop an advanced ability to communicate their research clearly and accurately and to emphasize its value and significance to diverse audiences. Course design included classroom instruction
DATE:
TEAM MEMBERS:
Nicholas PonzioJanet AlderMary NucciDavid DannenfelserHolly HiltonNikolaos LinardopoulosCarol Lutz
Scientists (and engineers) wishing to conduct public engagement do so in the context of established disciplinary norms and complex institutional systems that may support or limit their success. This report seeks to convey the known complexity, unique challenges, and opportunities for universities to better support for scientists in their public engagement work. The report is intended to drive discussion towards deeper exploration and development of actionable next steps.
This is the executive summary of report from Workshop III: Academic Institutions, part of the Support Systems for
In the United States, broad study in an array of different disciplines —arts, humanities, science, mathematics, engineering— as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century
DATE:
TEAM MEMBERS:
David SkortonAshley BearNational Academies of Sciences, Engineering, and Medicine
Scientists (and engineers) wishing to conduct public engagement do so in the context of established disciplinary norms and complex institutional systems that may support or limit their success. This report seeks to convey the known complexity, unique challenges, and opportunities for universities to better support for scientists in their public engagement work. The report is intended to drive discussion towards deeper exploration and development of actionable next steps.
This is a report from Workshop III: Academic Institutions, part of the Support Systems for Scientists' Communication and