This document provides information about a course titled "A Scientist's Guide to Communicating Scientific Knowledge". The course aims to strengthen students' communication and critical thinking skills regarding the discussion and dissemination of scientific work. It will involve student presentations, discussions of scientific literature, and written assignments. Grades will be based on presentations, leading discussions, written feedback, and participation. The course follows a schedule of topics like grant writing, literature analysis, public speaking, and communicating with policymakers. It aims to leave students with improved communication abilities and understanding of scientific processes.

1. INST 1550-002: A Scientist’s Guide to Communicating Scientific Knowledge
Location: New Cabell 287
Time: Thursdays, 2-3:30
Office Hours: by appointment
Faculty Sponsors:
Professor Karen Schmidt, Professor Howie Epstein, & Professor Jim Demas
Student leader:
Samantha Heitsch
sch7kb@virginia.edu
Course Description
The ability to effectively communicate the processes and results of scientific work
is of the utmost importance in the academic and professional communities.
Researchers are expected to present their projects at team meetings, conferences, and
other venues. Scientific advisors must be able to synthesize and present the latest in
scientific breakthroughs. Professors have the onus to stay abreast of their field’s
research and to convey the knowledge to their students. More broadly speaking, strong
verbal and written communication skills are essential throughout the higher academic
community and workforce.
To strengthen communication and critical thinking skills in regards to the
discussion and dissemination of scientific work, we will engage in active
discussions of such work. The success of this course is built on the participation of its
students. By contributing relevant scientific literature, presenting on research, and
actively engaging in the weekly discussions and written assignments, students will work
together to create an environment of scientific discovery and collaboration among peers.
Learning Objectives
By fully engaging in class discussions and assignments, you will finish this course with:
• Strengthened verbal and written communications skills
• A greater understanding of current scientific literature, and the ability to critically
evaluate and interpret it
• A more comprehensive knowledge of the structure and methods of scientific
inquiry
• The ability to combine factual material with deductive reasoning to propose future
research directions
• More experience in presenting your own research, or research that interests you
• More opportunity for cross-disciplinary collaborations with your peers, broadening
research horizons.
Course Format
Prerequisite: this course is designed for undergraduates majoring or minoring in
science or math who are involved in independent research.
This is a discussion-based seminar course. At every other weekly class meeting, up to
three students (depending on the size of the class) will give a presentation to the rest of
the class. These presentations will be focused on current scientific literature in a field
that interests the student or on research conducted by the student. At the beginning of
the course, students should indicate whether they plan on presenting on their own

2. research or on previously published literature, and sign up to present during the week
assigned to the most applicable field (see schedule below). There are short written
assignments associated with these discussions: when a student gives their presentation,
they are also expected to prepare discussion questions and to lead the discussion for
that week’s class. Students will also be expected to submit written feedback following
discussion each week.
Activities and Assignments
As this is a discussion-based course, there will be no exams. Each student is
responsible for giving one in-class presentation. The goal of such presentations is to
give students the opportunity to practice their oral presentation skills and to disseminate
knowledge on current scientific research to the class. Students will also be expected to
prepare discussion questions to follow their presentation. When students are not
presenting, they will be expected to actively engage in the in-class discussion and to
post feedback to the Collab forum after class.
For the class meetings on the weeks for which there are no student presentations,
students are expected to have completed the relevant readings and assignments, and to
come to class prepared to engage in discussion. The purpose of these meetings is to
critically examine the elements of scientific communication in order to enhance our own
communication skills.
Presentations: Each student is expected to give one 10-15 minute presentation on either
scientific literature that they find interesting or their own independent research. If the
presentation is on scientific literature, the student must post the paper(s) they plan to
discuss at least one week in advance of their presentation. If the presentation is on their
own research, the student must post a short written description of their work, and may
post a few relevant papers to give background knowledge (also at least a week in
advance of their presentation.)
Discussion Questions: Each student is expected to prepare discussion questions for the
week they are presenting. These discussion questions should be insightful, foster critical
thinking, and allow lengthy and thoughtful discussions. Such questions do not need to
have definite answers; in fact, open-ended questions are preferable.
Written feedback: Due 48 hours after each class meeting, these are meant to be short
reflections on the discussion for that week. In ~200 words, talk about what you found
interesting from that discussion. What questions did you have about the topic? Were
they answered? Do you have new questions after having participated in the discussion?
What did you learn from the discussion? These will be posted to the weekly forum on
Collab. These reflections will also be a way to look back at the end of the semester and
remember what you learned.
In-class participation: Again, the foundation of this course is verbal communication.
Students are expected to have thoughtful contributions to each week’s discussion. You
don’t have to talk a lot, but what you do say should serve to further the conversation.
Don’t be afraid to ask questions, or even rebut points brought up by your classmates.
The goal is to deepen our scientific inquiries while honing our verbal skills.

3. Attendance: Because this is a participation-based course, attendance is mandatory.
Potential conflicts must be discussed in advance with the student leader and course
advisors.
How to Succeed in this Class:
Participate! The only way to learn from this class is to engage yourself with the material
and with your peers. The more you put in, the more you’ll get out.
Prepare! Finish the readings before class meetings, and come with questions on the
material. Practice your presentation before you give it.
–Office hours are the perfect time to go over presentations or make sure that
discussion questions are hitting the mark.
Grading
Credit/No Credit
The minimum grade for credit is 70%
Presentation: 15%
Discussion questions: 15%
Written feedback: 35%
In-class participation: 30%
Attendance: 5%
Schedule
Note: While not required, the following reading (found under the Resources tab on
Collab) is a useful guide for writing scientific papers: Ecarnot et al. 2015. Writing a
scientific article: A step-by-step guide for beginners.
Week 1: Introductions, Course Overview and the Basics of Scientific Communication
Reading: Preface from Science of Science Communication II: Summary of a
Colloquium (e-book)
Activity: In-class post to the Collab forum. In roughly half a page (~250 words),
describe your goals for this course. Why did you decide to enroll? What
are your interests in scientific communication, and what do you hope to
get out of the class? How does this fit in with the course learning
objectives?
Week 2: Starting Off Strong: How to Craft a Publishable Project
Readings: Haynes 2006, Forming research questions
Guyatt 2006, Preparing a research protocol to improve chances for
success
Week 3: Student presentations: Chemistry and Neuroscience; Topic: Grant Writing
Readings: NIH Application Guide (web page)
NSF Guide for Proposal Writing (web page)
Student presentation paper - TBD
Week 4: Literature Analysis: The Do’s and Don’ts of Report Writing
Readings: Nature: Writing Scientific Papers (web page)

4. Van Noordwijk, McCleery and Perrins 1995, Selection for the timing
of great tit breeding in relation to caterpillar growth and temperature
Metcalfe and Olofsson 2015, Distinct impacts of different mammalian
herbivore assemblages on arctic tundra CO2 exchange during the
peak of the growing season
Week 5: Student presentations: Environmental Sciences; Topic: Communicating
Science to the General Public
Readings: 12 Tips for Writing (web page)
Trust Me, I’m a Scientist (web page)
Popular Science Sleep Article (web article)
Curtis et al. 2016, Sleep duration and resting fMRI functional
connectivity: examination of short sleepers with and without perceived
daytime dysfunction (ABSTRACT ONLY)
Student presentation paper - TBD
Week 6: Storytelling: How to Engage Your Audience
Readings: Science of Science Communication pp 60-65 (e-book)
“The Vanishing” by Susan McGrath (web article)
Watch “Click Clack the Rattlebag” narrated by Neil Gaiman
(YouTube video)
Week 7: Student presentations: Biology, Topic: Interacting During Conference Sessions
Reading: Student presentation paper - TBD
Activity: Email your instructor questions for the guest speaker,
Environmental Sciences graduate student Ariel Firebaugh, on the topic
of interacting during conference sessions.
Week 8: Public Speaking
Activity: A discussion of public speaking techniques followed by in-class flash
presentations. Each student must select a TED Talk from the list of
“The most popular talks of all time” and be prepared to discuss the
speaker’s merits and shortcomings.
Week 9: Student presentations: Physics and Astronomy, Topic: Speaking to the
Press/Media
Reading: Student presentation paper – TBD
AAAS Tips for Scientists Communicating with the Press (web
page)
AAAS Working with Reporters (web page)
ASHG Communicating with the Press (Non-specialists) (web page)
Illimitable article: They’ll Have to Rewrite the Textbooks (web
article)
UVA Today article: Agrospheres Start-Up (web article)
You and the Media: Useful Tips (PDF document)
Activity: After reading the above articles/documents, think of the sort of questions
a reporter might ask you. What would be difficult to answer? What
would you have to keep in mind? Write down the interview questions
you think of and bring them with you to class.

5. Week 10: Editing Wikipedia
Readings: How to Create a Wikipedia Article (YouTube video)
How to Edit a Wikipedia Article (YouTube video)
Ten Rules for Editing (Wikipedia page)
Wikipedia: Tutorial (Wikipedia page)
Science communication (Wikipedia article)
Week 11: Student presentations: Mathematics and Psychology, Topic: Creating Visual
Representations of Data
Readings: Student presentation paper – TBD
Video or Transcript of Storytelling with Data talk given by NYTimes
science graphics editor Jonathan Corum from the 2013 Tapestry
Conference (web video/page)
Week 12: Topic: Communicating Science to Policymakers and other Special Audiences
Reading: Brownson et al. 2006, Researchers and Policymakers: Travelers in
Parallel Universes
Gregrich 2003, A note to researchers: Communicating science to policy
makers and practitioners
President’s Council of Advisors on Science and Technology 2015,
Climate and Private Sector Recommendations
Defenders of Wildlife Policy Brief #1, A simple method to score and
track the conservation status of ESA-listed species
Week 13: Student presentations: Cognitive Science and Computer Science; Topic with
Guest Speaker: How to Submit a Manuscript for Publication
Readings: Student presentation paper – TBD
Epstein et al draft, Dynamics of aboveground phytomass of the
circumpolar Arctic tundra over the past three decades
Epstein et al. 2012, Published version of above paper
Week 14: Wrap-up, Final Remarks
Assignment: Read through your Collab forum posts. Create a final response that
analyzes your progression throughout this course: what have you
learned? Did you accomplish what you set out to do? What suggestions
or advice would you give to someone who wishes to communicate
scientific knowledge?
Academic Integrity
All students are bound by the UVA Honor Code. Placing your name on all assignments
affirms that you have neither given nor received unauthorized aid. While discussions
beyond the classroom are encouraged, presentations, discussion questions, and written
feedback should be the work of the individual student. Plagiarism is not acceptable.