Science Communication Training for Graduate Students: Building a Framework to Classify Learning Outcomes

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-6 - Doctoral Education Across the Disciplines: Roundtable Session 2

Abstract

Recent recommendations that all STEM graduate students receive training in public communication of science and technology have led to many diverse training programs. Using a learning-centered approach, we ask: What are the learning goals of science communication training? Based on the six strands of learning developed for “learning science in informal environments,” we built a conceptually-coherent definition of science communication learning that addresses affect, content knowledge, methods, reflection, participation, and identity. We reviewed previous research describing science communication training, identifying explicit and implicit learning goals. Classifying them according to our conceptual definition, we identified gaps in outcomes commonly used for training programs; these gaps appeared especially in areas of affective learning and identity formation of graduate students as communicators.

Authors

• Ayelet Baram-Tsabari, Technion - Israel Institute of Technology

• Bruce V Lewenstein, Cornell University