Enabling Deliberative Science Communication among Science Faculty, non-Science Faculty, and Students

促进科学教员、非科学教员和学生之间的深思熟虑的科学交流

• 批准号: 2121574
• 负责人: Jayalakshmi Sridhar
• 金额: $ 30万
• 依托单位: Xavier University of Louisiana
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2121574&HistoricalAwards=false
• 关键词: Enabling; Deliberative; Science; Communication; among

This project aims to serve the national interest by improving curricula in science education through the implementation of course modules in science communication to the general public. This project will engage students in the practice of science communication in layman's terms and help them become facilitators for deliberation of science between scientists and the general public. The COVID-19 pandemic has given cause for the reemergence of mistrust of the science establishment by various communities with potentially devastating consequences to public health. The Tuskegee study (1932-1972) where an effective treatment for syphilis was withheld from Black men is often cited. Communications training of scientists, while extensive, is often limited to the dissemination of findings to other scientists and entails skillsets quite different from those needed to communicate with the lay public. Furthermore, racial and cultural gaps often present additional barriers to generating trust when a majority establishment seeks to communicate with minority communities. Scientists at Xavier University of Louisiana, a Historically Black College and University (HBCU), are well-poised to bridge to minority communities based on their deep history of community involvement and the institution being the top producer of African American students who complete medical school. Effective translation of science into public policy requires two-way communication between lay audiences and scientists. Inculcating the practice of science communication starting with undergraduate courses can be beneficial for developing effective science communication skills. Teaching this process to undergraduates can be the beginning of a two-way communication that will lead to improved science communication skills and public understanding of science. This project has four objectives. (1) Train faculty in developing skills to communicate science at a level that a general audience can understand through deliberative pedagogy workshops. Incorporating formal communication-in-context training to STEM and non-STEM faculty will provide the solution for bridging the gap in scientific communication to the public. (2) Faculty will be awarded mini-grants to modify/develop course modules in core courses to include deliberative pedagogy on science communication to the general public. These course improvements will ensure that students receive critical communication skills throughout their curriculum. (3) Train a cohort of undergraduate students as facilitators and moderators of deliberative democracy meetings on matters of science. The trained student facilitators will conduct two meetings on science deliberation within the university in the fall and spring semesters every year. (4) Students and faculty who have received training in science communication to the public will engage the community on science matters that impact the local community through newsletters, blogs, student presentations, and meetings thereby assisting the public in informed decision making. Given the mistrust in science among minorities, training minority students to become agents of science to communicate to the public will go a long way in fostering trust in the minority community. The activities outlined in this project will provide our university with a system of two-way communication between science agents and the public that can be used by students and faculty to effectively communicate science with the public. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过实施向公众传播科学的课程模块，改进科学教育课程，从而为国家利益服务。该项目将使学生参与外行科学传播的实践，并帮助他们成为科学家和公众之间讨论科学的促进者。COVID-19大流行导致不同社区重新出现对科学机构的不信任，对公共卫生造成潜在的破坏性后果。塔斯基吉研究（1932年至1972年），其中一个有效的治疗梅毒是从黑人男子扣留经常被引用。对科学家的交流培训虽然广泛，但往往限于向其他科学家传播研究结果，所需的技能与普通公众交流所需的技能大不相同。此外，种族和文化差距往往是在多数群体寻求与少数群体社区沟通时建立信任的额外障碍。路易斯安那州泽维尔大学（Xavier University of Louisiana）的科学家是一所历史悠久的黑人学院和大学（HBCU），他们已经准备好与少数民族社区建立联系，因为他们有着深厚的社区参与历史，并且该机构是完成医学院的非裔美国学生的顶级生产者。要将科学有效地转化为公共政策，就需要非专业受众和科学家之间进行双向沟通。从本科课程开始灌输科学传播实践，有利于培养有效的科学传播技能。向本科生教授这一过程可以成为双向交流的开始，这将导致提高科学交流技能和公众对科学的理解。该项目有四个目标。(1)培训教师发展技能，以沟通科学的水平，一般观众可以通过审议教学研讨会理解。 向STEM和非STEM教师提供正式的背景下沟通培训将为弥合科学传播与公众之间的差距提供解决方案。(2)教师将获得小额赠款，以修改/开发核心课程的课程模块，包括向公众传播科学的审议教学法。这些课程的改进将确保学生在整个课程中获得关键的沟通技巧。(3)培养一批本科生，作为科学问题上的协商民主会议的促进者和主持人。经过培训的学生辅导员将在每年秋季和春季学期在大学内举行两次科学审议会议。(4)接受过科学传播培训的学生和教师将通过通讯，博客，学生演讲和会议，从而帮助公众做出明智的决策，参与影响当地社区的科学事务。鉴于少数群体对科学的不信任，培训少数群体学生成为科学的代理人，与公众交流，将大大有助于培养对少数群体社区的信任。该项目中概述的活动将为我们的大学提供科学代理人和公众之间的双向沟通系统，可供学生和教师使用，以有效地与公众沟通科学。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。