January 13th, 2023 | RESEARCH
There has been an increased push for science, technology, engineering, and mathematics (STEM) students and scientists to be trained in science communication. Science communication researchers have outlined various models of how scientists interact with nonscientists—including deficit, dialogue, and inclusive approaches. We wanted to analyze whether published science communication curricula for STEM students and scientists exhibit features of inclusive science communication. We analyzed n = 81 published science communication trainings. We found an increase in such publications over the past two decades. We coded the trainings according to the science communication model they most closely follow, finding 40.7% deficit, 39.5% dialogue, and 19.8% inclusive. Trainings for STEM undergraduates were the least likely to provide training in the inclusive model. Finally, only 27.2% of publications included evaluation of the efficacy of the curriculum using an external scale or framework. These findings present opportunities: while it is positive that there are more published science communication curricula, science education and communication researchers should develop and publish more-inclusive science communication trainings for STEM students. Additionally, undergraduate students can and should begin their training in science communication with a focus on inclusivity not deficits. Finally, science education researchers should develop more standards for evaluating the efficacy of inclusive science communication training.
Document
Inclusivity_SciComm_Curricula.pdf
Team Members
Randy Vickery, Author, Colorado State UniversityKatlyn Murphy, Author, Colorado State University
Rachel McMillan, Author, Colorado State University
Sydney Alderfer, Author, Colorado State University
Jasmine Donkoh, Author, Colorado State University
Nicole Kelp, Author, Colorado State University
Citation
Identifier Type: doi
Identifier: 10.1187/cbe.22-03-0040
Publication: Cell Biology Education - Life Sciences Education
Volume: 22
Number: 1
Funders
Funding Source: NIH
Funding Program: National Institutes of Health Research Experience for Undergraduates program
Award Number: 1T34GM137861-01
Funding Program: Colorado State University College of Veterinary Medicine & Biomedical Sciences Cardiovascular Research Center
Award Number: 1686379
Tags
Audience: Scientists | Undergraduate | Graduate Students
Discipline: General STEM
Resource Type: Peer-reviewed article | Research | Research Products
Environment Type: Higher Education Programs | Informal | Formal Connections