l. Patamasuda Intuprapa. In developed countries, science communication activities play an important role ...... My name is Chelsea Hopkins-Allan. I am current-.
S C
CIENCE OMMUNICATION UWA 2002-2014
FOREWORD Science Communication at UWA. There is a long and proud tradition of teaching science and scientific communication at UWA. The Science Communication program described in this booklet was launched in 2002. From its inception, the Science Communication program at UWA has embodied principles which have subsequently been associated with New Courses 2012. The program was developed using best practice educational theory and philosophy, resulting in breadth of learning and experiences, development of excellent communication skills, extensive use of authentic assessments which reflect current professional practice and service learning. The curriculum is theoretically grounded while providing opportunities for students to think like professional science communicators, to hone skills needed in their careers and to create communication resources to add to their portfolios. UWA’s Science Communication program began as a special undergraduate program. Postgraduate coursework degrees became available in 2005 and the undergraduate Science Communication major was offered for the first time in 2008. The research program began in earnest in 2005. Snapshot of 2013 In UWA’s 2013 academic year, there were 877 students enrolled in SCOM units, 18 Science Communication majors in the third year cohort of undergraduates, 20 students in postgraduate science communication courses and 8 PhD candidates. By the end of 2013, 47 undergraduate students and 37 postgraduate coursework students had completed their studies in the science communication program. Of the postgraduate coursework students, 11 were international students. Research students had successfully completed 4 PhD theses, 10 MSc Comm dissertations and 5 honours theses. The program had attracted external grant funding worth over $1.8M. This has been achieved with modest support in comparison with similar programs at other institutions. In 2013, UWA had two academic staff members dedicated to science communication in comparison to seven academic staff at Otago’s Centre for Science Communication and seven at ANU’s CPAS. While these numbers are imprecise because of part-time appoinments, they are indicative.
What is Science Communication? A diversity of work comes under the broad umbrella of science communication, usually falling into one of three categories: 1) informal education, 2) corporate communication and 3) science journalism. The categories can overlap and in some workplaces, one person can service more than one category. The Science Communication Program at UWA was devised to cater to a broad spectrum of professional opportunities across informal science education and corporate science communication. UWA science communication graduates have found work in all three categories, with a range of employers including scientific research organisations, universities, formal and informal science learning environments and media. Some graduates are running their own science communication businesses. Science communication is a multidisciplinary field that is underpinned by theoretical frameworks and practitioner strategies. These are integrated from a wide range of disciplines and fields of study, including communication, journalism, public health, marketing and advertising, education, public relations, museology, psychology, social sciences and humanities. Science communicators present scientific content in a culturally relevant context, fulfilling the role of “science interpreters” who promote interactions between scientist/science and the target audience. Yet straight interpretation is an imperfect analogy as ideally science communicators also participate in advising and devising strategies to increase the use of scientific information and evidence in personal and policy decision making. At the heart of all science communication is an understanding of the target audience, conceptualization and development of key message(s) and familiarization with appropriate science communication tools in order to effectively and respectfully communicate with different communities. UWA can be proud of its Science Communication program and what it and its graduates contribute to communities around the world. Professor Nancy Longnecker (Discipline Chair)
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“
I enrolled at
UWA because
their science communication courses offered a range of experience, both
practical and theoretical.
“
Few other universities in Australia offered science communication and they seemed to me to be too focused on either theory or practice alone. There is no
doubt that without my study at
UWA in Science Communication
I would not have the jobs I have now. -Tracy Miller
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Jean Fletcher After completing my honours degree there were a number of high ranking universities in Canada that I could have applied to, many of which would have been cheaper and closer to home.
“I came to the University of Western Australia for ONE reason... ...it had a science communication program.”
Being an international student is expensive and if I had continued studying plant genetics I would not have been able to justify spending so much money to attend UWA when I could participate in equally ground breaking research elsewhere. However, what UWA could offer that few other universities could was an excellent science communication program. As a result, I applied to UWA. It was unquestionably the best decision I have ever made, but without a science communication program I never would have come.
“I came to the University of Western Australia for one reason. The best part of the science communication program was its focus on relevant, practical assignments instead of exams. Although I would have excelled at an exam-based course I suspect that I would have been a less desirable employee. The assignment based courses made me more employable because I had:
1. Learned how to continually balance a heavy work load which is more reflective of the work force;
2. A solid understanding how theoretical knowledge could be applied in the workforce;
3. Actual experience with consulting, designing, interviewing and evaluating etc which boosted my CV, portfolio and referee pool; 4. Made contacts and other industry networks; and
It had a Science Communication program” 5. Gained a better understanding of what areas of the industry I preferred so I do not waste time working in an area that I am less suited for.
Returning home with my master’s degree in Science Communication will give me a unique qualification as well as the knowledge, skills, experiences and portfolio to set me apart from my fellow competitors.
Additionally, my research dissertation has equipped me with the foundation to continue in the academic stream if I choose.
More than any other degree I could have studied, Science Communication at the University of Western Australia has been the most useful and I am positive that it will continue to bring in and set up other students as it has done for me. 3
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Science Communication at UWA.
A personal and professional reflection.
I have also had the pleasure of working as a science communication consultant with UWA’s Faculty of Science on the Science for our Future Festival. This was a unique chance to work with international audiences and highlight the role of science in addressing some of the world’s biggest challenges. In this instance, my experience, in combination with my degree, gave me the skills and contacts to participate in a highly rewarding experience. Throughout my career, I have been proud to continue my association with UWA’s Science Communication program, primarily through guest lecturing and supervising student projects and practicums. I also liaise with science communication teaching staff to discuss feedback and ‘field information’, with the intention of providing context for units to reflect current trends in scientific workplaces. Through this exposure to current UWA science communication students, I can vouch for the quality of their education in relation to career-readiness. I have mentored both science communication students and students from more generalised public relations and marketing degrees, and in a scientific organisation, it is the science communication students who are quickest to ‘find their feet’ in liaising with scientists to achieve their objectives.
Sarah Lau I am proud to say I was the first student enrolled in the undergraduate Science Communication degree at The University of Western Australia (UWA). I realised in high school that I wanted to study science, but did not want to pursue a career in the laboratory. I enjoy working with other people – presenting, sharing and enthusing – and so after researching study and career options, I decided I wanted to undertake a degree in science communication. I was attracted by the prestige and quality of education at UWA, but when I was deciding where to apply for university, there were no Western Australian universities offering science communication. So I submitted an application for an Arts/Science double degree at UWA, but was expecting to study elsewhere in Australia to take up my chosen course. However, I remember well hearing that UWA was introducing a science communication course. After meeting with Dr Nancy Longnecker, I was highly impressed and committed to the course. During my degree, I found the science communication course to be engaging and applicable. Assessments were very much focussed on developing career-relevant skills and experience, which became incredibly valuable as I applied for science communication jobs and started my career in the field.
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In my first major role upon graduating, I worked at Scitech tp develop and deliver their science communication programs. I would routine ly consult my notes and projects from my course, on everything from possible questions to evaluate the impact of a program to the most appropriate structure for a communication strategy. I found my degree to be particularly useful and distinctive as I applied for a role coordinating media relations and communication for ChemCentre, the WA chemical and forensic science laboratories. The exercises and assessments I undertook during my degree gave me a competitive edge, allowing me to describe my experience working with scientists and the challenges of communicating complex scientific information to general audiences. This distinguished me from the many other applicants from more generalised marketing, public relations and communications backgrounds. Starting the role at ChemCentre, I returned to the skills and experience developed through practical assessments and field exercises – this time covering things such as media relations and the visual presentation of scientific content. This has given me an appreciation of the diversity of my degree.
As an employer, I have hired both a Science Communication degree graduate and a Masters of Science Communication graduate. This has been a deliberate choice, as the specific training and skill sets these graduates have developed during their courses means they are immediately ready to work on tasks as diverse as developing outreach activities and writing science media releases. Specifically, having studied science and trained in science communication, these graduates have an understanding of the scientific process and working with scientists that gives them the edge over graduates with more general communication qualifications.
science communication programs within Australia and internationally. This, in combination with my personal experience and role managing communication staff, has led me to conclude that the UWA program is one of the most comprehensive and applicable in Australia. As UWA continues to promote itself and position itself as an internationally competitive university, science communication is not only an important degree to offer on its own, it is also an essential area for all science graduates. The realities of the modern scientific world require scientists to be able to communicate their research and its importance and worthiness of funding and support. Whilst these skills may be developed over time, there is increasing recognition from leading scientific organisations of the benefits of science communication training for scientists. Therefore, early career scientists who have developed science communication skills as part of their qualification are better positioned to succeed in a highly competitive environment. Science communication is rapidly gaining traction as a recognised profession and an area of expertise critical to groups as diverse as academia, government and industry. The program and degrees at UWA focus on producing career-ready graduates who possess the skills to move into a diverse range of science-related fields. I can attest to the quality and applicability of my science communication education at UWA, and I strongly endorse the continuation of the program.
In my role as the National Secrtary of Australian Science Communicators, the professional body representing science communicators across the country, I have developed an appreciation of 6
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Anke van Eekelen
I chose the science communication course at UWA because it
offers a very broad range of skills.
“
UWA also offered the course at a range of different levels (undergraduate,
masters, certificate, diploma and PhD) which gave me greater flexibilty. The UWA
Science Communication course is unique within Australasia.
It is a pity that the program is not better marketed as it is a
great selling point for UWA.
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-Miriam Sullivan
The curious mind and investigative nature of human beings has brought science where it is today and will not stop continuing progress in the future. Over centuries we have discovered the insights of science and have educated new generations to push the boundaries of knowledge. What has changed dramatically in just the last 2 decades is the way new findings in science are shared, discussed and used. The internet has revolutionized the way society has become part of the science process, debate and translation. More than ever before is it important to train scientific experts how to communicate their know-how to non-experts in order to guide the most appropriate use and implementation of their latest discoveries for the benefit of all. The Science Communication program at UWA is specifically geared towards the understanding and use of the new technologies available for communication online. Its parallel teaching of the basic principles of writing and broadcasting for a wider audience outside the academic arena ensures that meaningful language use and effectively constructed coverage of science news can become part of online communication platforms, even social media sites, without compromising quality and professionalism. To comprehensively learn 21st Century communication skills within the science discipline has been an enrichment of my life as a scientist. Having recently been a mature student at UWA to add a graduate diploma in science communication to 25 years of experience in medical research, has allowed me to diversify my professional activities in medical science. It has opened up opportunities to become actively involved in the communication of new medical research outcomes to the wider community. It meets the current demand of a growing number of people (educated or not), who are open and eager to learn about progress in science and its implication for health and medical treatments. As a freelance science writer/journalist for various science media outlets in print and online, I now try to complement those researchers, who thrive in their specialism but do not necessarily have the innate ability to effectively convey information on their latest discoveries to government, industry or the public. For more meaningful debates on ethical and successful implementation of science progress into new public health policies and commercial developments, exposure of the general population to science news is essential. I now feel confident to contribute to this new niche.
But the benefits of a Science Communication degree are not limited to a journalistic mediation type of role between academic experts and lay men. Even in peer-reviewed science publishing, the internet has challenged the traditionally exclusive access of the scientific elite to new knowledge. The trend to enhance Open Access publishing is paralleled by unprecedented efforts of science journals to propagate the availability of new publications and widen their exposure in the social media sphere. In my current editor role for a medical journal, my science communication skills have allowed me to introduce previously unrecognized opportunities to enhance this type of exposure through professional use of social media and international press release distribution online. I wonder whether I would have gained as much from an Arts and Humanities degree in communication. Despite of potential overlap in being taught the principles of communication technology, journalism and the media in general, I presume such a degree would have lacked a focus on how to specifically apply this information to communicate science. In making the communication of science worthwhile, news stories have to be told with precision and attention to detail. Science by nature is exact and handling science in communication requires those leading the conversation to maintain its integrity. It takes specialized skills and practice in communication to do so and the Science Communication program at UWA prioritizes these activities. As an experienced medical researcher with an added postgraduate degree in science communication, I may be an exception to the rule of how useful a specific science communication degree can be. I would like to believe though, that I am also a confirmation of the need for science students and graduates to be educated along a broader spectrum of scientific aspects. Increasingly more competitive struggles for academic positions and research funding do not guarantee a successful long lasting career in scientific research anymore and tertiary science education inclusive of science communication offers added value to those studying science to date. It will deliver science graduates with a comprehensive bag of knowledge and skills to take science into a more diverse range of careers. So the question why UWA should have a Science Communication program seems rhetorical. As such, it may be used by some to adversely probe its reasons for existence at UWA, but is interpreted by many of those directly involved in the wider dissemination of progress in science as a confirmative statement of the obvious need for this specialized science program at UWA. 8
Science; The Best Gift We Can Give WA
Avory Allen The UWA Vice Chancellor recently spoke at length about the project called “UWA Gives Back” while on a volunteering trip in Albany. He was passionate about the idea of UWA not just being about benefiting the western suburbs but all of Western Australia. This philosophy puts an ambitious, but I believe worthwhile, task ahead of him and the rest of the university. How do we plan to reach out to the entire state and benefit it? Science is an obvious avenue to improving a population’s quality of life. In the past one hundred years, the lifetime of our university, science has found us ways to increase our lifespan, take us all over the world and connect people in ways never thought possible. However, against popular media and science myths it’s very hard to get real studies and results into the public eye. If science is to be heard it needs to change the way it is spoken.
I met Greens MLC Lynn MacLaren, a politician who works strongly in favour of animal rights, stopping climate change and finding alternative energy resources she’s passionate about using science to change our state. When I said I study Science Communication her response was “We need people like you.” Without popular support of scientific achievement the accomplishments of scientists and the university will go to waste. Scientific ideas need to be integrated into our society or we might not survive the next steps of climate change and overpopulation or drug resistant disease. In the end that’s what science communication can bring the people of Western Australia.
“
From what I have witnessed, not only does the UWA science communication program allow students to improve their communication skills, but it also allows them
to gain greater confidence in their ability to convey scientific information,
“
This is what makes science communication important and what makes it inseparable from the goal of UWA giving back to Western Australia. Science communication takes an incomprehensible scientific concept and gets the general public caring about the implications of further study or action. The importance of getting the public involved in scientific discussion isn’t trivial, It’s a major accomplishment a lot of people want to see come to light.
promoting more enriched learning
in all academic areas. -Sarah Finlay- Jones
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Why UWA Should Have A Postgraduate Science Communication Program Joanne Castelli The task is to write an essay about the importance of having a Science Communication program at UWA. To me there is no question we should have one, I wonder why it is even an issue, why something so obvious needs to be justified. But what will be my angle, how do I get my point across, how do I make my argument convincing? The answer came to me as I sat examining a Science Communication Master’s thesis on students’ attitudes to manipulation of digital photography. At the same time within my job in the Faculty of Science I am also planning a focus group to study the attitudes of students to biochemistry laboratory work. The thesis discusses the merits of qualitative methodology such as focus groups and references a journal article that will help my work with the biochemistry project. The synergies continue as I organise to meet with people in the Science Communication group that have expertise in conducting focus groups and analysing the data, and have the equipment I need. Also at the same time within my job in the Faculty of Science I am organising two science outreach programs for high school students. Science communicators are a great source of talent for these events. They are a pool of talented people I can call on to deliver presentations and workshops and be mentors, or recommend to others that are running diverse events such as workshops for international agents. They are invaluable assets because they know about science and they know about how to communicate it to a non-expert audience. 11
I am constantly amazed and thankful at how my connection with the science communication community enhances many aspects of the job I do in the Faculty of Science. The Science Communication program has given me so many opportunities that have enhanced my work and life on so many levels – as an employee, a student, a teacher and a member of the community. These are transferrable skills at work in the real world. We talk about them and want our students to have them, and claim that a science degree will provide them. The Science Communication program is a great example of where the promises really are delivered. Studying the Graduate Certificate in Science Communication enhanced my writing and presentation skills, taught me about risk management, and equipped me with diverse skills such as how to write a consultancy report and work in a team with other students to deliver a message in the form of an exhibition. These are all solid and measurable outcomes, but there are also the intangible outcomes that have been so enriching to me. The connections I have made within and outside the university, the opportunities for teaching and networking, the confidence I have gained in writing and presenting and speaking. I also think the Science Communication program has allowed me to make a difference to academics, professional staff, students and the community, and has allowed me to provide opportunities to many people that have in turn increased their skills and confidence and made them more employable.
For example, I organised a Science Café about the L’Aquila earthquake for the National Youth Science Forum which emphasised to impressionable young scientists of the future the importance of knowing about science and being able to communicate science in the real world. This then became a public event that brought together academics from the earth sciences, science communication and law, students and the public of all ages and from diverse backgrounds. These events showcase the multidisciplinary nature of science and show the public that they can understand science and make decisions about it too. Surely as a university and a Faculty that is a necessary and great thing to be able to do! Many people don’t see the value of science communication because they think of it as being common sense. My experiences as both a student and a teacher of science communication have convinced me that this is far from true. The discipline of science communication is built on a solid foundation of wide-ranging theory and a real understanding of the scientific method and experimental design. My involvement with the Science Communication Research Group has exposed me to a group of professionals that are well-read in the discipline and have very strong skills when it comes to statistical and qualitative analysis of data. And on top of that they know how to communicate it! So much is reported in the media of listening to scientists and making informed decisions based on science, and here at UWA these important skills are being taught. Our world is being shaped and influenced by science in so many ways – the environment, our need for food and water to sustain us and our hunger for new technologies to entertain us and make our lives better. The provision of great scientists who can communicate the importance of science is one of the greatest contributions to society a Faculty of Science and a University can make.
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“Furthering my studies with a masters in Science Communication was probably the best academic decision I made at university.” “The course is practical, engaging and opened my eyes to a new world of possibilities in career options and research fields. It taught me skills that I did not learn in a straight science degree that have proved to be crucial in the workplace. I never knew that marrying my interest in science, art and education could be done until I discovered science communication. I loved that nearly every assignment we did in the course was real we worked with real clients, interviewed real scientists and created media that could be (and sometimes were) published. I would recommend this course to anyone who loves science and desires to change their world through its effective communication.” -Yvette Leong Patamasuda Intuprapa In developed countries, science communication activities play an important role in the public understanding of science, as well as encouraging people to train or pursue careers in science. it is clear that public awareness of science and technology is important for further scientific development as well as knowledge transfer in every aspects. Science needs to be communicated to people not only to increase their standard of living but also to help improve the country’s economy. Furthermore, public understanding of science is necessary to allow the public to make educated decisions and can directly influence the quality of peoples lives. In response, the 4th Strategy of the Thai National Science and Technology Strategy Plan 2004-2013 (Committee of Science & Technology National Plan, 2004) states that R&D institutes are responsible for distributing science and technology knowledge as well as increasing public awareness. In order to distribute science and technology knowledge and increase public awareness, science 13
communication is needed because it can help: - Encourage students to study science and technology because in Thailand the number of individuals in research and development is limited. - Raise funding for research and development by increasing awareness of politicans and other stakeholders about science and technology issues. - Share science and technology knowledge with rural people and increase awareness of recent developments. - Consolidate local leaders’ visions in term of science and technology development because local leaders play an important role in rural area development. - Encourage scientists to communicate their work to the public which result in closing the gap between scienctists and the public. The public will have a better understanding and better attitude on sceince and technology especially, rural people who believe in supernatural things. With efficient and effective science communication, I am sure that these five things can be done successfully in Thailand and it will result in helping the nation be more competive internationally. 14
Chris Wright As a five-year student of UWA, there is one clear reason UWA needs a Science Communication major: and that is, of course, communication. Over the course of my degree, each of my units has given me a handful of opportunities to apply my writing and public speaking skills to a variety of assessments.
Why UWA Should Have A Science Communication Major Zerin Wong When I’d first come across Science Communication, it appealed to me greatly and the lure of it was the practical based assignments which also gave us an insight into working in the Industry. This opportunity is not often offered in other units, where the learning is very theoretical. The main skills I’d learnt from Science Communication and that still stick with me today include researching, presenting, podcasting and videoing. The basic nature and simplicity of these skills means they are often overlooked; however, when they are applied the impact is great. After the completion of my major in Science Communication I sought job opportunities in Singapore and landed the role of Research Assistant at a private education institution.
However, the Science Communication units that I was able to take at UWA were the first to give me clear, actionable feedback on the presentation and clarity of my pieces, rather than solely on the content itself. At university, the research and information in reports and essays easily becomes the core focus of most students’ assessments, and not without good reason. The blended learning project was Government funded and one of the requirements was to give a presentation of our project findings at an Adult Symposium. With the presentation skills I’d learnt from Science Communication, the delivery was effective and I received positive feedback. Science Communication is definitely a great stepping stone for any communicator. Research, accuracy, understanding and creativity are required to communicate science. One of my colleagues passed me an article the other day – it was called Zero Point Field and it put forward an idea of the crossover between science and spirituality. The article was written to target the general adult audience; the jargon was kept to the minimum, or explained explicitly. If it’d been written otherwise, I probably wouldn’t have completed the six pages.
“we overlook how often we encounter or communicate science in our everyday lives. It’s a necessity that perhaps we take for granted.” I was tasked with converting four Leadership and People Management Skills training courses from a face-to-face delivery to blended learning (i.e. faceto-face and online). We wanted to test if blended learning was as effective as face-to-face delivery. Due to time constraints, I decided to keep the development of the online component in-house and used the skills I’d learnt. This is where the research, podcast and video skills were applied.
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On another occasion, another colleague was telling us about how soft drinks with different sugar levels, when mixed with alcohol, result in differing alcohol readings. Turns out she’d read it in the blurb of a book (which she later went to purchase during her break that day), written by Dr Karl Kruszelnicki. I think we overlook how often we encounter or communicate science in our everyday lives. It’s a necessity that perhaps, we take for granted.
As you venture further, however, the style and structure of the content increasingly become more and more essential. These skills reach crucial importance as students enter the workplace and attempt to communicate their messages to a real world audience of readers and viewers – but many students don’t know that these skills matter at all. Thankfully, Science Communication has given me and my peers ample opportunity to craft, practice and improve all aspects of our communication skills in a practical and (dare I say) fun environment. In order to teach communication for the real world, UWA needs a science communication major.
“Science
Communication has
given me and my peers ample opportunity
to craft, practice and
improve all aspects of our communication skills in a practical
and (dare I say) fun environment.
In order to teach science
communication
fo the real world, UWA needs a science
communication major.”
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“Science Communication is an excellent cross discipline area that has allowed me to combine my love of adult education with science into a format that is useful for everyone to use. I only found out about Science Communication through word of mouth. When people in the eastern states heard what I was doing it created great interest.” -Dominic Wright
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“The UWA Science Communication program is paramount in improving the academic sucess and professionalism of science students.” Sarah Finlay-Jones The purpose of studying science communication is to enhance one’s ability to effectively communicate science, a skill that is often underappreciated by students. Although all students entering a science degree at university are able to understand science, often their ability to communicate this understanding is not as refined. Speaking from experience, it is very easy for students to memorise information from a textbook, but when asked to explain this information in their own words, students often struggle to respond. After participating in two UWA science communication units, SCOM1101 and SCOM2208, I feel my ability to explain and convey scientific ideas has significantly improved, which has in turn improved many other aspects of my learning. The UWA science communication course teaches students how to effectively convey science through many different mediums, encouraging them to improve their written, oral, and visual presentation skills. The development of sound written skills is essential when studying science, as this is the most widespread and easily accessible medium for communication. In the UWA science communication course, many different forms of written communication are explored, including articles, blogs, websites and reflection pieces. Students are taught how the development of language and tone can be used to express different opinions and ideas, affecting the way science is conveyed and understood by others. The UWA science communication course is also realistic in its approach to teaching these different methods of communication, highlighting that other elements, such as visuals, play a major role in determining how effectively science is conveyed to the reader. This idea is reinforced throughout the UWA science communication course, allowing students to explore the different elements of effective communication. The UWA science communication course primarily enhances students’ learning whilst at university, but it also enables them to develop future career prospects, giving them skills that will allow them to excel 19
in the workplace. Not only do students learn to produce work of a high standard, but also learn how to present their work with confidence and professionalism. When studying the science communication major, students are able to complete a practicum where they will work alongside industry professionals, gaining critical networking skills. What is unique about this opportunity is that students are able to complete it whilst studying another science major at UWA, allowing them to concurrently strengthen both their academic and professional skills. Personally, the skills I have learnt through participating in the UWA science communication program have skyrocketed my academic success. Firstly, my writing skills have significantly improved, and I now feel confident expressing my ideas across a wide range of writing styles. My oral presentation skills have also strengthened, and I now feel more confident putting my ideas forward during group discussions and when speaking in front of large groups. I have also had the opportunity to see how the UWA science communication program has enhanced other students’ learning, through my role as a PAL leader for SCOM1101. I have seen the development of students’ communication skills, as they learn to consistently write with greater clarity, purpose and accuracy. From what I have witnessed, not only does the UWA science communication program allow students to improve their communication skills, but it also allows them to gain greater confidence in their ability to convey scientific information, promoting more enriched learning in all academic areas. To summarise, the UWA science communication program is paramount in improving the academic success and professionalism of science students. It is through the development of sound written, oral, and visual communication skills that students are able to achieve an optimum level of learning. With exposure to the learning activities offered by the UWA science communication program, students are better able to produce work to the high standard UWA prides itself on. 20
“My PhD in science communication focused on a film making project for culturally diverse students. The beneficial outcomes of the research were improved intercultural understanding and students valuing science in everyday life. These findings are important to Australia as multiculturalism within the country increases and students reported interest in science decreases.” -Muza Gondwe
“I enrolled in the Master of Science Communication and Education after hearing about it from a colleague in 2010. I was working as a tour guide at a wildlife sanctuary and wanted to further my knowledge and understanding of science communication principles.
I found the course to be extremely valuable in its practicality and literature based approach. The lecturers and tutors took me under their wings and inspired me to start my own business, which is successful and now supporting much of my income. Without the Science Communication course, I would not have improved my existing skills nor learned so many new ones. It is an asset to UWA. I have recommended the major to many potential and existing undergraduates.” -Cassandra Rowles
“This program gave me a new career direction within the media and communication industry. It's very practical so it enriched my portfolio. I worked with many awesome people and from a global perspective, not many universities around the world offer this subject, despite the wide range of job options this subject leads to.” -Axl Hu 21
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Tracy Miller
Why UWA Should Have Science Communication Holly O’Donoghoe Miscommunication is perhaps the number one cause of grief and embarrassment worldwide, both historically and now. Some current evidence includes divorce rates and the time Ryan Seacrest tried to high five a blind guy. It is not often that a UWA science student is able to draw on pop-culture references and the lessons of Shakespeare to illustrate a point. However, as I am one of the few who have chosen a Science Communication major, I can. So, I will use perhaps the most famous example of when good science went uncommunicated and resulted in tragedy. Moreover, how this tragedy could easily have been avoided. Romeo and Juliet, Act V, Scene III: Juliet, having drunk the poison given to her by a clever priest now appears dead (though she remains alive in a coma-like state from which she will soon wake). Noone delivered this message to Romeo who has discovered her “corpse” and is now so grief stricken that he prepares to kill himself. Who could console Romeo in such a state? Perhaps a scientist who understands what has happened to Juliet? Enter “Scientist” (unfortunately, this character has poor communication skills). Scientist calmly reassures Romeo all is well by commencing a long winded lecture about the metabolic rate reducing effects of the poison she has swallowed, which has no doubt inhibited the release of thyroid stimulating hormone by her pituitary gland under direction from her hypothalamus, decreasing the production of thyroxine and thereby allowing her body to enter such a deep state of metabolic depression that she drifts into a coma-like slumber. Her parasym23
pathic nervous system allows her heart rate to slow so much that it has become no longer detectable. However, shortly she will wake due to …. Meanwhile, a panicking Romeo has tuned out entirely and stabbed himself. There is blood spatter all over Scientist’s white lab-coat, Juliet has woken up, seen Romeo dead and stabs herself too.
I was excited to discover science communication as a field which allowed me to continue working in science without becoming a researcher or school teacher, the two main careers presented as options to science graduates wishing to directly apply their scientific skills. It also presented a variety of possible paths that I was eager to explore: media and journalism, informal education, visual communication, to name a few. I enrolled at UWA because their science communication courses offered a range of experiences, both practical and theoretical. Few other universities in Australia offer science communication and they seemed to me to be too focussed on either theory or practice alone. I loved that the majority of topics were specific to issues within science communication. The topics that I took outside of this field as electives were interesting but not necessarily very relevant to what I wanted to learn and where I wanted my career to go. I still believe it is important for science communication students to be offered a range of external electives in areas such as teaching, journalism, visual art and business, but it is essential that many
of the core topics have a science focus because it is a unique area in which to communicate. The opportunities provided during my studies proved to be directly relevant to my subsequent work. The year after graduating I had taken on two part-time jobs: one as a science tour guide and the other as a university science communication officer. In my degree I had gained experience in running tours and coordinating events that I could apply in these jobs. Both roles have evolved since then but I am still finding the core communication concepts and many supporting skills (eg use of Photoshop, journalistic interview techniques) I learnt at UWA useful. There is no doubt that without my study at UWA in science communication, I would not have the jobs I have now. One job was a result of the professional connections through my contacts at UWA; the other I was awarded because I had the qualification on my CV and because I could demonstrate my science communication skills during the interview. UWA Science Communication has been invaluable in helping me discover and launch a career that I find fulfilling and that provides an important service to the community.
Theatrically speaking this is a rather absurdist hypothetical production of Romeo and Juliet but it demonstrates that no matter how helpful scientific knowledge may be, it is useless if no-one has skills to make it: a) understandable to members of the general public b) interesting and c) relevant A good science communicator would have been able to do all of these things and saved them both. When Charles Darwin first published his work on The Origin of Species including pervasive theories of natural selection which still shape our views on evolution today, to say his science was miscommunicated to the general public is the understatement of the past two centuries. Without people with the skills of UWA Science communication graduates, who have the ability to critically evaluate and effectively communicate science, the world is in danger of the communications of the most ground-breaking scientific discoveries of our time being reminiscent of this picture. Just as the world needs scientists, we need science communicators and where better to produce them than in one of the world’s top 100 universities? 24
Keiko Kishi
“I am Japanese and came all the way to Perth just to study sceince communication at UWA.” When I thought about my future after spending four years studying animal genetics, I realized I prefer spreading science rather than contributing to it. I researched Japanese, American, Canadian, British, Australian, and New Zealand universities and discovered the field of Science Communication. Unfortunately, science communication at Japanese universities seemed really new and not well organised yet. So I decided to study in an English speaking country instead. From what I found, the University of Western Australia, Australian National University, and The University of Queensland had the most interesting science communication programs and subjects out of all the other universities worldwide. I applied to these three universities and was accepted by all. However, since I was not sure which university would be best suited to me I visited all three universities to meet with the professors. In the end, I decided to study science communication at UWA. I wouldn’t even know about the city of Perth if UWA didn’t have science communication program. Now, I am confident that I have the broad skills required to explain how awesome science is to people of any age. Thanks to this program, I realised that I especially like performing science to kids. My daughter is still only 8 months old but I cannot wait to do science experiments with her and her friends at home!! 25
“The science communication program gave the skills and experience I needed to start up a new public engagement program in Japan.” -Kohei Ishigami
26
“
“ This is
not just some niche area for science
educators, this is a VERY relevant qualification to all those involved in science.
Science Communication at remain, be further promoted and
It is my view that
UWA
needs to
relevance to all scientists built upon.
awareness of its value, importance and -
Cassandra Rowles I own and run a business called Roaming Reptile Education, which aims to educate the young and young at heart about our amazing Australian reptiles. I am lucky enough to have had students from the Science Communication program help me improve my business. Prof Nancy Longnecker approached me and asked if I’d be interested in having students use me as a client within the context of their units. I thought this was a fantastic idea to get students involved with real world clients; they will come across real issues that they have to solve including but not limited to budgeting, difficult clients and time management. I feel this practical approach in Science Communication sets students up for success in the workplace, a real credit to UWA. For the unit Communication Strategies for Change (SCOM 3320), a group of students analysed my business practices, measured my needs for the future and came up with different strategies to improve my chances of going to more schools to teach about reptiles. I have a report detailing said 27
strategies that were eye-opening and once implemented have resulted in successfully building my business.
-Chelsea Hopkins-Allan
For the unit Science and the Media (SCOM 3321), the students make a film about a scientist. One student chose to interview me and create an advertisement for my business aimed at school teachers. I have no experience in film and media, so this project was out of my grasp both technically and financially. I have posted this film on my business Facebook page to a great response. On a side note, all the student films were shown at a ‘premier movie night’ that I was invited to, and the film about my business won the ‘people’s choice award’. Science Communication is an incredibly useful and amazing program, and without its valuable staff and students, my business would not be where it is today. 28
l
“Science Communication showcases science research at UWA” Julie Elias I studied at The University of Western Australia where I gained a Bachelor of Science Communication and majored in Human Biology. I always had an interest in science, particularly Human Biology, and knew this was my area to study. However upon considering career options post my Bachelor’s degree, I wondered if there was something more I could do to utilise the resources at UWA and enrich my degree. It was then I discovered the Science Communication program and realised I had found what I was looking for. Science Communicators take scientific jargon and interpret and communicate it in an engaging way that a target audience could understand. As effortless as this may sound to some, it can actually prove quite challenging. The Science Communication program focuses on both written and verbal communication, both of equal importance. The written communication units include learning how to write reports, write newsletters, draft up press releases, create pamphlets and design websites. Although fairly computer literate, I became familiar with a number of programs such as PowerPoint, PhotoShop and Dreamweaver which further developed my computing skills. The verbal communication units focus on talking in a professional manner and presentation skills. Students are given an opportunity to perform interviews to professional bodies and also to the general public with regards to chosen scientific topics. Information gained from these interviews is presented in a number of formats for different assignments, one 29
including a short video. Presentation skills encompass a large part of the verbal Science Communication units. Students are taught the fundamentals of PowerPoint and the best way to utilise this program when giving presentations. As I was studying Human Biology, I was able to integrate my health studies in my class presentations and educate fellow classmates with my interests. This also meant I learnt a great deal from my classmates about their studies in other areas such as Physics, Chemistry and Geography. The most valuable experience I have taken away from studying Science Communication was being given an opportunity to be involved in a Practicum. I was essentially able to apply all my Science Communication skills in a workplace of my choice. I had chosen the Fiona Stanley Telethon Institute for Child Health Research for my four week prac. I was placed in the Public Relations office where I was at the forefront of all media at The Institute. My project involved creating a Schools Excursion Program for visiting primary school students to the Institute. I picked six current research programs at the Institute and developed corresponding science experiments and accompanying activity sheets for the students to fill out during their excursion. It was satisfying and rewarding knowing that I had created this program which would engage and interest young students in science and current research in Western Australia. The beauty of studying Science Communication is that it complements students’ studies with their other science units. It tailors to their areas of inter-
est. Learning how to give professional and engaging presentations became highly beneficial to me in my Human Biology units. I had already been given the confidence to perform to the best of my ability, so I was able to focus on my content. Science Communication also showcases science research performed at UWA. With classes full of students enrolled in different science majors, we were all able to teach each other something about our particular area and have a better understanding of how science is growing and progressing at UWA. After completing my Bachelor of Science Communication degree, I then gained a Diploma in Education, majoring in Science. My Science Communication skills became highly advantageous when it came to teaching classrooms full of high school students. I was particularly able to apply my presentation skills when engaging the classes in my science lessons. I have also completed a Diploma of Business Management. For the past four and a half years I have worked at Oxford Day Surgery and Dermatology with the role
of Senior Moles Histotechnician. My interest of science and human biology led me to this role involving skin cancer treatment. When applying for jobs, having studied Science Communication definitely gave me an “edge” when it came to addressing selection criteria. Every job description form, no matter what the role, will enlist ‘excellent communication skills’ as a requirement for the position. As well as having my highly regarded science education, my Science Communication background allowed me to show potential employers that I had valuable skills and experience which would be beneficial to their organisation. Enrolling in Science Communication at UWA has been a worthwhile experience for both my education and career. Education wise, it particularly gave me the confidence when giving oral presentations to staff and students. Career wise, it has given me the skills to excel and progress forward in my roles. It has been a valuable experience studying Science Communication and I will continue to apply my communication skills throughout my career. 30 8
“
“
When applying for jobs, having studied
Science Communication
definately gave me an ‘edge’ when it came to
addressing the selection criteria.
Every job description form no matter what the role, will enlist ‘excellent communication skills’ as a requirement for the position.
-Julie Elias
Aisling Fontanini This year I undertook an honours degree in marine biology. At this point I should mention that my undergraduate degree was in science communication and marine and coastal management. I never actually took any biology units so was a little worried that I was biting off a bit more than I could chew. I did the majority of my research in Sweden in August, then came back to Perth and wrote up my thesis in two months. To say this was challenging is an understatement, but I am thankful for having completed a major in science communication as I was able to write up a clear and concise thesis in a field I knew nothing about just a few months before. I have included a comment from one of my markers below “This was a pleasure to read and a really amazing thesis with a quality of writing at the highest level. Aisling was fortunate to have two very experienced supervisors in this area but from her presentation and this document, it is clear she also has command of the literature and methodological challenges, bearing in mind my speciality is not zoology.Overall she should be commended for undertaking such an interesting study and executing with such care and attention to detail”. It might be easy to assume I was a good science writer before undertaking a degree, but you need only see my marks before starting science communication here at UWA, to realise what a dra-
31
matic improvement there has been. Prior to my study at UWA I spent a year studying science at Murdoch University and averaged about 60 – 70% for my assessments. Nancy and her team here at UWA helped to shape my understanding of science and how to communicate and market it effectively. And I believe this played a large part in helping me achieve first class honours. I was able to financially support myself during honours by developing one of UWA’s first Massive Open Online Course’s (MOOC) with W/Prof Carlos Duarte from the Oceans Institute. The skills I learnt through numerous Sci Comm units such as science and the media, science writing, and community presentations enabled me to deliver the course to over 900 domestic and international students. While I appreciate that students can undertake an arts degree in communications, the synchronicity of a science degree and communication units targeted specifically to the work and methodology you use is invaluable. You cannot learn the scientific method in a day, or even a term. It takes years of practice to develop an appreciation and understanding of it, so learning how to engage audiences that haven’t had these years of practice and experience is a worthwhile program. I intend to pursue a career in science communication and hope to see the program alive and kicking at UWA for years to come! 32
Why UWA Should Have A Science Communication Program Chelsea Hopkins-Allan UWA needs its science communication program for the future of our country, for the sake of UWA’s reputation and for the benefit of its graduates. I am a past graduate of this program and I can quite honestly say that studying Science Communication at UWA has changed my life for the better and set me on a path that leads to a very exciting future. The course and its lecturers are world-class. If the importance of the existence of this program at UWA can even be in question, it can only be because the role and application of Science Communication is seriously under-acknowledged and misunderstood. As there are many aspects of Science Communication and ways to apply it in life and career, I will share my experiences, to form one part of a real-world understanding of what the Science Communication program at UWA has to offer to its graduates and the Australian community. My name is Chelsea Hopkins-Allan. I am currently 26 years old living in Albany, Western Australia. I studied a Bachelor of Science Communication (Environmental Science) at UWA from 2007 to 2009. This involves studying the set program in science communication in conjunction with an Environmental Science degree. I moved to Queensland mid-2009 where I completed the environmental science portion of my bachelors degree at The University of the Sunshine Coast. I completed my degree mid-2011. My original aspiration in studying Science Communication in conjunction with a science degree was to change the world for the better. Sounds naive doesn’t it? But I thought long and hard about what I wanted to do. I was concerned about the state of the environment. It provides us humans with all the resources necessary for our survival on this planet, as well as incredible wonder and delight. Mismanagement and taking this for granted is jeopardising our survival and causing mass scale suffering which is only set to increase 33
unless we apply a more balanced and logical approach to living. But what to do about this? I reasoned there is enough scientific knowledge currently in existence to massively improve the state of the world for the better. The major shortcoming in science seems to be in the effective application of this knowledge. If people do not know about (or understand) science and how it can be applied, it is of little use to them. My logical conclusion to find a solution to this was to study Science Communication and Environmental Science. Studying science communication has given me more opportunities and insights than I could ever express in this single essay. For example, I have worked at Underwater World Mooloolaba, on the Sunshine Coast in Queensland. I did animal “talkand-feed” presentations, which are much more of a performance along the lines of Australia Zoo than the talks you get at the underwater world (AQWA) here in Perth. I believe that science communication helped me be confident enough to apply for and get the job as I could show experience in public speaking and explaining science to a variety of audiences in the general public. I never would have been brave enough to apply for this job without studying science communication. The highlight for me was hand feeding stingrays and teaching people about them, especially after Steve Irwin’s death. Also going in the shark tank one morning was a dream of mine seen realised! Recently I have also started volunteering my time as a research assistant with the Wilderness Society for their Conservation Blueprint Project. I am focusing on the environmental communication aspect of the research. This is an important area of research as much of Australia’s policy, environmental knowledge and practice is far behind the scientific awareness we have at our fingertips. I am very excited by this project and hope that this research will further clarify the direction I want take and possibly a potential future research topic for study in Science Communication.
WHY SCIENCE COMMUNICATION CANNOT BE AMALGAMATED INTO ARTS Science Communication cannot be amalgamated into Arts. It is called Science Communication for a reason. The course addresses issues specific to communicating science, strategies specific to communicating science for those specifically interested in communicating science. The communication of science really does require an explicit set of skills and a deeper insight than Arts courses can offer. I have taken Arts courses in addition to studying science communication. While these courses were valuable in adding to my existing knowledge, they would have been largely ineffective without the existing scaffolding of Science Communication knowledge. Further to this, having a specific Science Communication program enables the student to be effectively assessed and guided in their efforts to communicate science. A non-scientist is not going to know if science has been correctly communicated as they themselves might not understand the intricacies or challenges of communicating a particular issue in science. It would also be highly inefficient, ineffective and demotivating to attempt to learn Science Communication under Arts, as Arts communication courses are often too broad in their scope.
I believe that it would be incredibly short sighted for UWA to eliminate its science communication program and that UWA would be short-changing itself, its graduates and the wider community. UWA has a truly fantastic Science Communication program, the only one on this side of the country and one of only three in the entire nation. Communication is cited as a key graduate attribute in science. Our country needs change makers and leaders in industry and science. We need a greater cross disciplinary approach in solving many problems in our work. We need to share our scientific research in meaningful ways. On a personal level, studying science communication has given me so many incredible opportunities that I would not have been able to achieve or gain access to without the knowledge or the title in my degree qualification. This is not just some niche area for science educators, this is a VERY relevant qualification to all those involved in science.
A massive amount of knowledge and training is crammed into the courses in the Science Communication program. I cannot imagine even gaining a fraction of this through an Arts course. In this program we also learn a lot through our peers, by evaluating their efforts and getting feedback on our own. In an Arts course a small percentage of students would actually have a science background or focus. I also believe if I had not have had the specific title of ‘Science Communication’ in my degree qualifications, I would not have drawn attention so strongly to my knowledge and abilities and gained access to the opportunities I did.
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You! Yes, you! The reader! Think of something science-y. Now, in less than a minute, explain it. What are the fundamentals behind it? Why should I care about it?
Edwin Tay UWA’s Science Communication course addresses this problem in an interesting, engaging and rewarding fashion. I have been fortunate enough to participate in two of their units (SCOM2205 and SCOM2208). Within these units, I learnt and practised new science communication skills and techniques. These skills - which are too often scoffed at - have become central to driving public science debate and ensuring quality scientific research continues in the future. I believe UWA should continue to address this communication gap. This involves the sustained support of UWA’s Science Communication course and units. They add three key skills which are not taught or emphasised in other classes: 1. how to concisely summarise your work into an easily understandable and translatable message; 2. how to focus your communications on a specific, intended audience and inform them in a manner that is interesting and relevant to them and 3. how to critically analyse and review your own, and your peers’ work in an informative and constructive fashion (something not usually done at an undergraduate level).
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UWA’s Science Communication course develops these essential skills that any scientist can use. I believe that the contiued support of this program will improve the education and satisfaction of UWA’s students. I would strongly encourage future students to take Science Communi1cation units to develop these essential workplace and communication skills.
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“It may even be beneficial to make some science communication units a
compulsory part of any science degree” David Gozzard There is a gap in understanding between the general public and science, and good communication is needed to close this gap to save lives, reduce fear and get more people interested in science and investing in research. Although we can choose not to study science, we cannot afford to ignore it. Our lives are permeated by the products of scientific endeavour, many of which can evoke a sense of wonder or terror, and some of which have the potential to radically alter the way we live. Because of this, some level of understanding of the relevant science is necessary for people to make informed decisions, whether these decisions are private, such as purchasing solar power, or public, such as supporting politicians who favour climate action. Good science communication informs people about the opportunities and consequences of their decisions. Currently this is not being done effectively. Science prides itself on being open to criticism and debate, but this discussion is only open to the scientists who know the jargon and speak the language. Scientists lose patience with a public that appears ignorant and irrational, while the public lose faith in scientists, whom they perceive as closed-off, exclusive, and secretive. Because of this, large sections of the community adhere to erroneous or even dangerous ideas, such as the belief in the negative 37
side-effects of vaccination, because these arguments are presented by people who often have no expertise in the field, but who assert themselves, are convincing, and are able to communicate effectively. Effective science communication will open up the scientific debate to the public. It will make them more accepting of the facts and findings, and will allow them to make better decisions. In many cases, such as the anti-vaccination argument, poor science communication can put lives at risk. The earthquake in L’Aquila, Italy, in 2009 killed nearly 300 people. Six scientists and a public official were gaoled for manslaughter in connection with their predictions about the earthquake. They were not convicted because they failed to predict the earthquake, but because they failed to effectively communicate the risks to the public. If either the scientists or the public official had had training in science communication, 300 people might not be dead and seven well-meaning individuals would not have lost their careers and freedom. In the 21st century we will need skilled communicators who can effectively inform and educate the public. It may even be beneficial to make some science communication units a compulsory part of any science degree. Training in effective communication helps scientists write more effective applications for research funding, accelerating scientific learning and discovery. 38
L. Chief Scientist Lyn Beazley with Science Communication team. M. Yvette Long on her Practicum (SCOM 3318/ 5304) at Chem Centre R. UWA Open day is part of the Exhibitions and Interpretations assessment SCOM (3319/5702)
the organisations for whom the products are created and have enabled better links between the university, its staff and students and the wider community. Professor Nancy Longnecker and Jan Dook in the early days of Scienc Communication. Lower Middle: Guided Walk assessment for Exhibitions and Interpretations SCOM(3319 5702)
Practical, pedagogical and philosophical considerations have guided development of the science communication teaching program at UWA.
Creativity has been used to develop deep learning experiences which make efficient use of limited teaching resources. A blog assignment was developed by Miriam Sullivan in a teaching internship and variants have been used in four of the SCOM units (Sullivan & Longnecker, in press). A risk panel discussion was developed by Amin Mugera and combined with a blog assignment. The blog and panel discussion assignments are used to foster a community of learners and develop writing and oral communication skills. They provide assessable opportunities for students to demonstrate their mastery of the theoretical underpinning of their learning. Peer feedback and teamwork
Nancy Longnecker, Professor of Science Communication and Program Coorninator
and I vivdly recall ‘lively discussions’ with academic colleagues when Jan Dook and I proposed new SCOM units and argued for authentic assessments instead of exams. I firmly believe that the outcome was worth the fight and that appropriate authentic assessments provide accurate assessment of student learning. They also provide beneficial and deep learnGuiding principles are that: 1) content should reflect current practice of professional science communicaing opportunities for and students to develop as profesNancy Longnecker, Professor of Science Communication Program Coordinator sional communicators. tors; 2) students should be provided real world experiences and interact with professionals as much as is practicable; 3) free choice of topics for assignments Assessments in each of the SCOM units have been carefully considered and designed to reflect current allows students to apply what they are learning in practice of professional science communicators. Asmore personally relevant and useful ways; and 4) ausessment across the units have been considered as a thentic assessments motivate students and can be whole so that students in the course scaffold skills and used to integrate theory and practice. develop their understandings. Products from student assignments in UWA science communication units The curriculum in UWA’s science communication have included news articles about UWA research, courses is theoretically grounded while providing opportunities for students to think like professional scimedia releases, consultancy evaluation reports, communication strategies, displays, science performancence communicators, to hone skills needed in their es and video profiles. As outlined by the student escareers and to create communication resources to says in this booklet, these assignments are useful to add to their portfolio. professional science communicators in kick-starting None of the SCOM units at UWA have exams as astheir careers. Student assignments are also useful to sessment. That was not an easy pratice to institute
Teaching in the science communication program at UWA has evolved with an eye on innovation, efficiency and best practice. Here, I summarise development of current teaching practices in UWA’s science communication program and rationale behind them.
Pactical, pedagogical and philosophical considerations have guided development of the science communication teaching program at UWA
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Blog Assessment: Science Writing SCOM (2208/4701) by Anna Gardiner (2013)
are other common workplace practices that are used in SCOM units to produce work-ready graduates while maximising teaching efficiency. The practicum unit designed by Jan Dook provides excellent learning opportunities for students in the UWA science communication program. The practicum involves project-based learning supervised in a workplace setting and allows students to put their learning into practice and to network with people in the industry. Some science communication graduates have been offered jobs by their practicum host; others have gotten jobs with different employers on the basis of their practicum experiences. Practicum placements provide an excellent mechanism for UWA to connect with the community. This benefits the university, stu-
dents, industry and society. Generous donations to UWA have enabled establishment of the Elizabeth Anne Nichols (nee Troup) Travel Award. UWA science communication students have been supported to travel and take up internships. Three have worked with ABCs Catalyst program in Sydney. Who should teach science communication? Good science communication involves understanding, skill and experience. A teaching practice to be avoided involves assigning science academics with neither interest nor experience in science communication to teach it. It is a false assumption that science communication is something that everyone can do and therefore that anyone can teach. This is a practice that is both disturbing and unfortunate; it does disservice to students, the assigned academic and the discipline of science communication. Valuable contributions can be made to an academic science communication program by scientists who are good science communicators. They may teach and inspire early career scientists by sharing their experience and help science communicators by providing the perspective of scientists who actively communicate. For scientists who are good communicators to make a useful contribution to teaching science communication and especially if they are involved in developing curriculum, it is vital for them to have reflected on their own skills. They need to recognize what makes them successful and be willing to engage with the discipline of science communication and its literature. They must also be aware of the growing evidence base of factors that make science communication more or less effective. Rules of thumb developed to guide communication activities may work in some circumstances but not in others and do not necessarily represent best practice. An academic science communication program must be theoretically grounded. An academic program at a research-intensive university should be connected to a strong research base. 40
CONSULTANCY CLIENTS SCIENCE PERFORMANCE
SCIENCE COMMUNICATION UNITS AND STAFF Unit Code and Title (2013)
COMMUNICATION STRATEGIES SCOM 3322/5305 2007-2013 FOR CHANGE 2004-2013 SCOM 3320/5305
First year offered
Unit coordinators between 2003- 2013
2012
Nancy Longnecker, Joanne Castelli, Miriam Sullivan
SCOM2205/4403 Science Presentations
2003
Jan Dook, Penny Hawken, Miriam Sullivan
SCOM2208/4701 Science Writing
2003
Nancy Longnecker, Penny Hawken, Graeme Martin, Kristyn Bates
SCOM3318/5304/5306 Science Communication Practicum
2004
Jan Dook, Julian Partridge
SCOM3319/5702 Exhibitions and Interpretation
2005
Nancy Longnecker, Miriam Sullivan
SCOM3320/5303 Communication Strategies for Change
2004
Nancy Longnecker, Graeme Doole, Jo Pluske, Amin Mugera
SCOM3321/5703 Science and the Media
2005
Jan Dook, Nancy Longnecker, Miriam Sullivan
SCOM3322/5305 Science Performance
2007
Nancy Longnecker, Miriam Sullivan
SCOM4402 Sci Comm Specialist Research Topics (lit review)
2007
Nancy Longnecker
SCOM4703 SCOM Research Proposal
2012
Nancy Longnecker
SCOM5307 Evaluating Science Engagement
2012
Nancy Longnecker
SCOM5704 Learning Technologies
2005
Jan Dook
SCOM5810- 5815 SCOM MSc Dissertation
2008
Nancy Longnecker
SCOM1101 Introduction to Scientific Practices
EXHIBITIONS AND DISPLAYS SCOM3319/5702 2007-2012
2007 UWA Science Communication Open Day display 2008 Seed science display for Kings Park Wildflower Festival 2009 Herdsman Lake Wildlife Centre Food web The High Life (life in space) for Scitech foyer Marine Science at UWA for UWA Science Library
2010 Herdsman Lake Wildlife Centre frog life cycle International Centre for Radio Astronomy Research 2011 Western Metropolitan Recycling Centre – battery recycling 2012 International Centre for Radio Astronomy Research for Scitech
2004 Department of Fisheries
2005 Kanyana Wildlife Rehabilitation Centre 2006 Bureau of Meterology/ FESA 2007 CRC Association 2008 Future Farming CRC Jan Oldham’s Bush Foods Centre for Strategic Nanofabrication UWA Anatomy and Human Biology Agritech Smartwater FarmSmart Transport, UWA 2009 Gould League UWA Facilities Management Conservation Council of WA Department of Agriculture and Food, WA International Centre for Radio Astronomy Research Australian Society for Medical Research Agrucultural and Resource Economics, UWA 2010 Centre for Environmental Economics & Policy ClimateWatch WA Elementaurs SciEcons Consulting Department of Agriculture and Food, WA School of Psychology, UWA Huntingtons Association, WA Parks Forum 2011 Swan River Trust Climate Watch WA Western Metropolitan Recycling Centre Turtle Watch RSPCA ChemCentre WA Scitech Gravity Discovery Centre Department of Agriculture and Food, WA Urban Bushland Council Inspiring Australia WA/ Scitech 2012 Midwest Youth Science Forum University of Glasgow Science Internships ClimateWatch Oats St Rehabilitation Centre 2013 Hartmann Human Lactation research group ChemCentre WA – Forensics ChemCentre WA – Chemistry Foundation for Indigenous Sustainable Housing Respirology Journal Support our Sharks Future Farm WA Institute for Medical Research UWA Student Guild Welfare Committee
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2007 – Fremantle Primary School; St Columbas; Topic School Year Level Chemistry of breakfast 5 Senses 2/3 Enlightening light 5/6 2008 – Mt Hawthorn Primary School Topic Kitchen chemistry Memory Forces
School Year Level 4/5 6/7 2/3
2009 – Mt Hawthorn Primary School; Rosalie Primary School Topic School Year Level Super Spinal cord 4/5 Animal ears 2/3 Optical illusions 5 Visual Illusions 6/7 Seagrasses 5/6 Zero to Hero 7 Animal classification 3/4 Density 4/5/6 2010 – Mt Hawthorn Primary School Topic School Year Level Blood 5 Skeleton 1/2 Multitasking 5/6/7 Water cycle 4/5 Brain 2/3 2011 – Rosalie Primary School Topic Bubbles The planets Fur, feathers and scales Forces Food webs Planet Earth Space Memory Chemical changes
School Year Level 1/2 1/2 2 2/3 4/5/6 4/5/6 4/5 5 5/6/7
2012 - Rostrata Primary School Topic School Year Level Animal Adventures 1 The Senses 1 Air 2/3 Animal behaviour 2/3 Sound and music 2/3 Fluid friction 2/3 States of matter 5 Science vs Magic 4/5/6/7 Optical Illusions 6/7 2013 – Rostrata Primary School Topic Metamorphosis Camouflage Sun Smart Wind Air Rockets Plankton Oceans Chemistry Attraction and repulsion Solutions Electricity Pressure
School Year Level 1 1/2 1/2 2 1/2/3 3 3/4 3/4 4/5 5 5/6 5/6 6
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SCIENCE COMMUNICATION PRACTICUMS SCOM 3318/5304 2004-2013 Student Name
Host Agency
2004
Student Name
Host Agency
2011
Sarah Lau
Western Australian Museum
Andrew Timothy Cotterell
Glenn Parham
WA Dept of Health- Genomics Directorate
WA Department of Transport TravelSmart
Beau Lawrence Gamble
Australian Geographic internship
En Hui Christine Keong
Chem Centre WA
2005 Jessie Cochrane
AQWA
Crystal Gabrielle Koh
RSPCA
Amrit Kendrick
Australian Wildlife Conservancy
Cassandra Dale Rowles
Perth Zoo
Lauren Arcus
Scitech
Lara Michelle de La Harpe
Office of Chief Scientist, WA
Alice Pooley
Access 31
Anke van Eekelen
Health Report; Radio National
Robert Browning
WA Office of Science and Innovation
Alan John Gill
CSIRO
Magdeline Ai Leng Lum
Aust Science Media Centre - Adelaide Swan River Trust
2006 Julie Elias
Telethon Child Health Institute
Rosanna Kady Margetts
Shekha Garg
CSIRO Floreat
2012
Alana Desange
Perth Zoo
SCOM8304
Gemma Walsh
Access 31
Jean Fletcher
UWA Science Experience
Keiko Kishhi
Sony ExploraScience, Tokyo Japan
2007 Saskia Hewitt
Groove 101 community radio station
Yvette Leong
Herdsman Lake Wildlife Centre
Catherine Dook
CSIRO Petroleum Resources
Richard Schiefler
Chem Centre WA
Kimiko Holder
Greening Australia
Kohei Ishigami
Melville City
Kate Donahue
Perth Zoo
Kate O'Sullivan
Scitech
Anne Wilkinson
Storyteller Media Group
SCOM3318
Yumi Bonnardeaux
CSIRO Petroleum Resources
Bailey Moser
SPIRIT telescope; UWA
Elizabeth Williams
Cosmos Magazine internship; Sydney
Aisling Fontanini
Earthwatch
Sze Yee Ho (Jessica)
WA Dept of Industry, Science and Innovation
2008 Kate Donahue
Herdsman Lake Wildlife Centre
Miriam Sullivan
Perth Zoo
Qianying Theodora Soh
Singapore Science Centre
Melvin Jong
Daniel Keogh, Professor Funk
Andrew Mills
WA Centre for Health & Ageing
2009 Sonam Choden
Perth Zoo
Sunita Pradham
Scitech - Maths Factory
Rita Costa
Conservation Council of WA
Kathryn Abbott
CSIRO
Hema Rajandran
UWA News
Mark Cornish
Aust Science Media Centre - Adelaide
2010 Helen Summers
International Centre for Radio Astronomy Research
2013 SCOM3318 Grace Hamilton
Mental Health Commission
Courtney Junk
Perth Zoo
Su Yin Liow
Ear Science Institute
Elena Vetterol
WA Dept of Health
Sherrie Wilson
CSIRO
Tao Yang
UWA Geology Museum
Chad Abbot
Princess Margaret Hospital
Katie Fogarty
Canning River Eco-Education Centre
Maria Oishi-Govindasamy
WA Dept Youth Sport
Stacie Lawson
Hartmann Human Lactation Research Group UWA
Shanii Austin
Scitech Theatre
Adam Cvijanovic
Curtin Geology
Kelly Fitzsimons
CSIRO Floreat
Samantha Gnanaraj
Mental Health Commission
Shana Thompson
Herdsman Lake
Maya Breen
SPICE - soil science "How to" videos
Astrid Cooling
Water Corporation
Anne Dinh
SPICE geothermal energy video
Jessie Roxby
WA Department of Environment and Conservation
Thinley
Christ Church Grammar
Michael Ayre
Cancer Council
Cathi Pham
Perth Zoo
Melanie Cheah
Huntington's Disease Assoc
Hannah Gabb
Huntington's Disease Assoc
Mengda Hu
SPICE project
Tegan Phillips
Health Report;Radio National
Jason Mizen
WAIMR
Caris Allan
Econnect; Brisbane
Megan Dunstall
WA Dept of Transport
Nikita Harding
Chem Centre WA
Noelynn Darius
UWA Student Services
Aisha Auleer
Chem Centre WA
Frances Gartrell
Chem Centre WA
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ACKNOWLEDGEMENTS COLLABORATORS
Student experience and research in science communication at UWA have had significant contributions from many individuals, community groups and organisation. This is not a complete list, but notable contributors to student experiences include: Scitech, Herdsman Lake Wildlife Centre, Perth Zoo’s Education program, ChemCentre WA, CSIRO, SPICE, ABC, Australian Science Media Centre, numerous WA State government departments, (e.g.EcoEducation in Department of Environment and Conservation, now DPAW) and Huntington’s Disease Association. Many staff and external collaborators have given guest lectures. Numerous researchers at UWA have graciously agreed to be interviewed about their research for article assignments and video profiles and Lindy Brophy has published many articles written by SCOM students in UWA News. The following have cosupervised science communication student research projects: Lyn Abbott, Dominique Blache, Julian Clifton, Sarah Dunlop, Jo Elliott, Mzamose Gondwe, Ross Kingwell, Craig Lawrence, Nancy Longnecker, Ian McArthur, Bill McLeod, Graeme Martin, Harriet Mills, Zarin Salter, Lister Stavely-Smith, Miriam Sullivan, Matthew Tonts, Grady Venville, Iain Walker and Ben White.
BROCHURE PHOTO CONTRIBUTIONS
Jean Fletcher/ Chelsea Hopkins-Allan/ Kohei Ishigami/ Keiko Kishi/ Stacie Lawson/ Yvette Long/ Nancy Longnecker/ Tracy Miller/ Paul Ricketts/ Cassandra Rowles/ Sherri Wilson
FURTHER READING
Bartle, E., N. Longnecker and M. Pegrum (2011). Collaboration, Contextualisation and Communication Using New Media: Introducing Podcasting into an Undergraduate Chemistry Class. International Journal of Innovation in Science and Mathematics Education. 19(1):16-28. Gondwe, M. & Longnecker, N. (in press) Scientific and cultural knowledge in intercultural science education: student perceptions of common ground. Research in Science Education.
Ishigami, K., Gondwe, M., Williams, T. & Longnecker, N. (in preparation). Role of narrative in learning science. Jensen, P., Rouguier, J-B. Kreimer, P. & Croissant, Y. (2008). Scientists who engage with society perform better academically. Science and Public Policy. 35(7): 527-541. Mulder, H.A.J., Longnecker, N. & Davis, L.S. (2008). The State of Science Communication Programs at Universities around the World. Science Communication. 30(2): 277-287. Longnecker, N. & Gondwe, M. (in press). Graduate degree programs in science communication: Education and training science communicators to improve science engagement for the community. In: Communicating Science to the Public: Opportunities and Challenges for the Asia-Pacific Region (Ed: Hin, L.T.W. & Subramaniam, R.) Springer. Pegrum, M., N. Longnecker and E. Bartle. (2014) Can Creative Podcasting Promote Deep Learning? British Journasw≥ us2R1d≥l of Educational Technology. doi:10.1111/bjet.12133. Rifkin, W., Longnecker, N., Leach, J., & Davis, L. (2012). Assigning students to publish on the web: Examples, hurdles, and needs. Journal of the NUS Teaching Academy, 2 (2), 79-94. Rodger, J., Garrett, A. & Longnecker, N. (in preparation). Effectiveness of peer review in improving teaching of science writing. Silva, J., & Bultitude, K. (2009). Best practice in communications training for public engagement with science, technology, engineering and mathematics. Journal of Science Communication, 8(2), 1-13. Sullivan, M. & N. Longnecker. (in press). Creating a Community of Learners: Class Blogs as a Teaching Tool to Promote Writing and Student Interaction. Australasian Journal for Education Technology. Trench. B. (2012). Vital and vulnerable: Science communication as a university subject. In: Science Communication in the World. (ed: Schiele, B., Claessens, M. & Shunke, S.) Springer. Turney, J. (1994). Teaching science communication: Courses, curricula, theory and practice. Public Understanding of Science. 3(4): 435-443. Venville, G., Rennie, L., Hanbury, C., & Longnecker, N. (2013). Scientists reflect on why they chose to study science. Research in Science Education. 43: 22072233. DOI 10.1007/s11165-013-9352-3 .
SCOM5304
Sherrie Wilson on her Science Communication Practicium (CSIRO) with then Prime Minister Kevin Rudd & the Honorable Kim Carr, then Minister for Innovation, Industry, Science and Research (2013).
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