Cmty Dev & Apld Econ: Inclusive ScienceCommunication

Science communication theories, contexts, and practices with a focus on inclusion, equity, and intersectionality. Students examine the relationship between science and society before developing written, visual, spoken, and mediated messages promoting respect and shared understandings of science among researchers, journalists, public relations specialists, policy officials, and the public. Prerequisite: CDAE 1240.

Prereq: CDAE 1240; Open to degree and PACE students

Course Description: The words "communication" and "community" share the same Latin root, communis, which means something in common. Well-trained communicators are essential to healthy, vibrant, democratic, diverse, inclusive and equitable communities. This course will focus on PCOM skills needed to be relevant, responsible, inclusive, and creative communicators in communities connected by science. This course provides an introductory exploration and application of inclusive science communication theories, empirical research, contexts, and practices. Students examine the relationship between science and society before developing written, visual, spoken, and mediated messages that promote inclusivity, respect, and shared understandings of science among researchers, journalists, public relations specialists, policy officials, and the public. With the goal of cultivating belonging, respect, engagement, and understanding in the context of science communication, this course puts equal emphasis on theory and communication practices. Students will read and discuss inclusive science communication theories, histories, contexts, and applications daily. Case studies will provide historical and current contexts for the relationship among science, communication, and audiences with different intersecting identities, including but not limited to racial, ethnic, socio-economic, (dis)ability, gender, sexuality, and professional identities. Hands-on assignments and in-class activities will ask students to develop inclusive written, visual, spoken, workshop and mediated messages about science for a variety of audiences. From a professional standpoint, this course will ask students to consider the unique needs and assets of researchers, journalists, communication specialists, policy officials, and communities. We will define “science” widely to include science, social science research, engineering, technology, and health. Students of all majors and ranks are welcome in this class. Through the study and application of science communication theory students will develop the skills and sensibilities needed to be savvier consumers and producers of science communication Students become savvier consumers of science communication by finding, analyzing, and discussing scientific messages presented in research journals as well as popular media outlets. Students learn how to effectively communicate scientific findings for various audiences through class discussions and assignments. Students will design written, visual, and mediated science messages for public relations, journalism, social media, advocacy, development educational, and marketing purposes. Undergraduate Course Outcomes. After completing this course, students should be able to: Communication Theory • Describe the cultural, practical, and policy-related relationship among science, society, and communication. Apply these issues to the student’s field or discipline. • Use advanced critical thinking skills to research, understand, and translate inclusive science communication theory. Communication Design • Design science communication that promotes mutual respect, shared understanding, inclusion, diversity, and equity among a variety of stakeholders. • Design messages about science for various communication contexts, including: o Educational/extension presentations o Interviews with researchers o Public releases and conferences o Research summaries for non-expert audiences o Posters for non-expert audiences o Social media messages o Peer-review skills • Critique and design science messages using science literacy, readability, accessible communication, Plain Language principles. Real-World Application & Analysis • Identify, analyze, and evaluate science communication in news and social media outlets. • Effectively find and read scholarly research articles, review grants, and interview researchers to determine key findings, audience, and relevance. • Use critical thinking skills to identify and analyze real-world, cotemporary examples of science communication. • Describe the opportunities and limitations of using AI in inclusive science communication. Professional Development • Develop materials for a science communication professional portfolio. • Describe the professional, social, and ethical responsibilities of scientists and communication professionals engaged in science communication. • Effectively collaborate with a group comprised of students with different ranks and academic pursuits. Requires attention to respect and shared understanding across expert fields. • Reflect on professional, social, and ethical growth as a science communicator.

Attend class. Engage in class. Be ready for class. Submit assignments on time. Willingness to explore new ideas in a respectful manner. Create a safe space for all members of our class to feel included, valuable, and brave.

Tentative Course Assignments and Grades: Undergraduate students will have the opportunity to earn 570 points by completing the following assignments: Assignments Points Textbook Presentation 100 Science Communication Project 200 Read, Reflect, Apply Notes & Final Exercise 40 Participation 30 Tentative Assignment Descriptions Assignment descriptions, resources, and rubrics are posted in the “Assignments” folder on Black Board. • Textbook Speech - Develop a 5-minute informative speech about a topic presented in a science textbook for our class audience. Students will the speech and submit a speech outline. • Science Communication Portfolio. Work with a mixed team of students (mixed by academic rank and academic background) to develop a science communication portfolio. With the goal of making this project as useful and relevant as possible, the project should be based on (1) a scientific publication in their discipline within the past year or (2) a scientific publication of their advisors’ in the past year. Potential Materials: - Press Release - Interview with the scientist - Workshop - Blog Posts - Posters - Children’s Book - Art Display - Accessible Annotated Bibliography • Read, Reflect, and Apply notes: Before each class students will submit reflection notes for each reading. Notes will include key takeaways and reflection to aid your information recall. They will include a summary written at a 8th grade reading-level (Flesch-Kincaid Grade Level Test) to help you practice your science communication skills. • Inclusive Science Communication Workshop: Students will select a principle of Inclusive Science Communication and read more about the principle in scholarly articles. They will then identify a real-world science communication case that exemplifies this principle. Based on this research and analysis, students will develop an interactive 45-minute instructional workshop for our class audience for a grade. Students will also develop a written promotional abstract and meeting agenda for this workshop. • Participation – Participation grades will be based on in-person (50%) and remote engagement (50%) with materials, discussions, and activities. Remote classes will ask students to complete short activities related to the module’s theories, contexts, or skills. Please complete these activities on-time and bring them to class. We will use them to inform our class discussion. Please bring questions to class.