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.

该项目旨在通过向公众实施科学传播课程模块来改进科学教育课程，从而服务于国家利益。该项目将使学生以通俗易懂的方式参与科学传播实践，并帮助他们成为科学家和公众之间科学审议的促进者。 COVID-19 大流行导致各个社区重新出现对科学机构的不信任，这可能对公共健康造成毁灭性后果。塔斯基吉研究（1932-1972）经常被引用，其中黑人男性无法获得有效的梅毒治疗方法。对科学家的沟通培训虽然广泛，但往往仅限于向其他科学家传播研究结果，并且需要与与普通公众沟通所需的技能截然不同的技能。此外，当多数派机构寻求与少数派社区沟通时，种族和文化差距往往会给建立信任带来额外障碍。路易斯安那州泽维尔大学是一所历史悠久的黑人学院和大学 (HBCU)，由于其深厚的社区参与历史，以及该机构是完成医学院学业的非洲裔美国学生的最大培养者，该校的科学家们已经做好了与少数族裔社区建立桥梁的准备。将科学有效转化为公共政策需要普通观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实践有助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沟通的开始，从而提高科学沟通技巧和公众对科学的理解。该项目有四个目标。 (1) 通过协商教学法研讨会，培训教师培养以普通受众可以理解的水平传播科学的技能。 将正式的情境交流培训纳入 STEM 和非 STEM 教师将为弥合与公众的科学交流差距提供解决方案。 (2) 教师将获得小额赠款，用于修改/开发核心课程中的课程模块，以包括向公众科学传播的审议教学法。这些课程改进将确保学生在整个课程中获得关键的沟通技巧。 (3) 培训一批本科生作为科学问题协商民主会议的促进者和主持人。经过培训的学生辅导员每年秋季和春季学期将在大学内召开两次科学审议会议。 (4) 接受过向公众进行科学传播培训的学生和教师将通过时事通讯、博客、学生演讲和会议让社区参与影响当地社区的科学事务，从而帮助公众做出明智的决策。鉴于少数群体对科学的不信任，培训少数群体学生成为与公众交流的科学代理人将大大有助于培养少数群体社区的信任。该项目概述的活动将为我们大学提供科学代理人和公众之间的双向沟通​​系统，学生和教师可以利用该系统与公众有效地沟通科学。 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。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 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。