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

本项目旨在通过实施面向公众的科学传播课程模块，改进科学教育课程，服务于国家利益。本项目将使学生参与科学传播的实践，并帮助他们成为科学家与公众之间科学讨论的促进者。2019冠状病毒病（COVID-19）大流行导致各界对科学机构的不信任重新抬头，这可能对公共卫生造成破坏性后果。塔斯基吉研究（1932-1972）经常被引用，其中一种有效的梅毒治疗方法对黑人是保密的。科学家的交流培训虽然广泛，但往往仅限于向其他科学家传播发现，所需要的技能与与非专业公众交流所需的技能大不相同。此外，当多数机构寻求与少数群体沟通时，种族和文化差距往往对建立信任构成额外障碍。路易斯安那州泽维尔大学（Xavier University of Louisiana）是一所历史悠久的黑人学院和大学（HBCU），该大学的科学家们已经做好了与少数族裔社区建立联系的准备，因为他们在社区参与方面有着悠久的历史，而且该机构是完成医学院学业的非洲裔美国学生的最大生产者。将科学有效地转化为公共政策需要外行听众和科学家之间的双向沟通。从本科课程开始灌输科学传播的实践，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，从而提高科学交流技巧和公众对科学的理解。这个项目有四个目标。(1)通过审议式教学法研讨会，培训教师发展技能，使其在普通受众可以理解的水平上传播科学。将正式的语境沟通培训纳入STEM和非STEM教师将为弥合科学与公众沟通的差距提供解决方案。(2)教师将获得小额资助，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慎教学法。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)培养一批本科生担任科学事务协商民主会议的主持人和主持人。经过培训的学生辅导员将在每年秋季学期和春季学期在大学内部举行两次科学审议会议。(4)接受过向公众传播科学培训的学生和教师将通过时事通讯、博客、学生演讲和会议等方式参与影响当地社区的科学问题，从而帮助公众做出明智的决策。考虑到少数民族对科学的不信任，训练少数民族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民族社区的信任。本项目概述的活动将为我们的大学提供科学代理人与公众之间的双向交流系统，学生和教师可以使用该系统有效地与公众交流科学。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。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。该奖项反映了美国国家科学基金会的法定使命，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。

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.