Learning Science Communication Skills Using Improvisation, Video Recordings, and Practice, Practice, Practice.

Inhalt

Literaturnachweis - Detailanzeige

Trefferliste

Autor/Urheber	Nicholas M. Ponzio; Janet Alder; Mary Nucci; David Dannenfelser; Holly Hilton; Nikolaos Linardopoulos; Carol Lutz
Institution	American Society for Microbiology
Titel	Learning Science Communication Skills Using Improvisation, Video Recordings, and Practice, Practice, Practice.
Quelle	In: doi:10.1128/jmbe.v19i1.1433; 1935-7877; 1935-7885; Journal of Microbiology & Biology Education, Vol 19, Iss 1 (2018)(2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1128/jmbe.v19i1.1433
Schlagwörter	Science Communication; Scientific Thinking; Active listening; Capstone projects; Improvisation; Multidisciplinary faculty; Special aspects of education; Biology (General); QH301-705.5
Abstract	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 supplemented with improvisation, video recordings, and ample opportunity for students to practice and receive immediate, constructive feedback in a supportive environment. A multidisciplinary faculty with expertise in science, education, communication, and theater arts taught this course. PhD students came from diverse scientific disciplines, ranging from biology and chemistry to civil engineering. Students also completed a capstone project in which they worked with a professional in the academic or private sector to explore a possible career aspiration. Assessment was in the form of feedback on students' oral and poster presentations, and written abstracts about their research. Student evaluations and comments about course format and content were mostly positive and also provided input for ways to improve the course. We discovered that the diversity of scientific backgrounds among our students enhanced their ability to learn how to communicate their science to others outside their disciplines. We are leveraging the success of our initial course offering to reach other student and faculty groups at Rutgers.
Erfasst von	BASE - Bielefeld Academic Search Engine