This document discusses a study of the culture of public engagement at Hubbard Brook and Harvard Forest research sites. It presents survey and interview findings about scientists' levels and types of public engagement activities, attitudes towards engagement, and priorities for engagement goals and objectives. The study aims to understand the engagement culture at the sites and whether engagement efforts should focus more on strategic goals and aligned tactics and communication objectives.
AAAS Presentation on Scientists' Views about EngagmentJohn C. Besley
This presentation is to be delivered on Feb. 14 at the annual meeting of the AAAS. It reports research supported by the NSF's Advancing Informal Science Learning group (see disclaimer in presentation).
How Do You want Scientists to be PerceivedJohn C. Besley
Slides for a April 1 plenary talk at the International Society for Biosafety Research talk in Tarragona, Spain, April 1, 2019. The talk focuses on the idea of strategic science communication in the context of genetic engineering. It emphasizes the importance of setting behavioral goals and then figuring out what types of communication objectives could ethically help you reach these goals over time. It further argued that public engagement activities should be understood as tactics meant to foster cognitive engagement and thus the formation of meaningful beliefs. The primary emphasis of the talk was on choosing communication tactics that have the potential to foster beliefs about scientists' warmth, openness, value similarity, honesty, and competence.
AAAS Presentation on Scientists' Views about EngagmentJohn C. Besley
This presentation is to be delivered on Feb. 14 at the annual meeting of the AAAS. It reports research supported by the NSF's Advancing Informal Science Learning group (see disclaimer in presentation).
How Do You want Scientists to be PerceivedJohn C. Besley
Slides for a April 1 plenary talk at the International Society for Biosafety Research talk in Tarragona, Spain, April 1, 2019. The talk focuses on the idea of strategic science communication in the context of genetic engineering. It emphasizes the importance of setting behavioral goals and then figuring out what types of communication objectives could ethically help you reach these goals over time. It further argued that public engagement activities should be understood as tactics meant to foster cognitive engagement and thus the formation of meaningful beliefs. The primary emphasis of the talk was on choosing communication tactics that have the potential to foster beliefs about scientists' warmth, openness, value similarity, honesty, and competence.
This presentation first outlines five different aspects of impact. I then look at what we can learn from the measurement of academic impact, usually operationalised as citations. I show that four key recommendations for academic impact (multiple sources, multiple metrics, cross-disciplinary focus, and long term perspective) can be applied to non-academic impact as well. In addition, I argue that the four C's of citation impact (competence, communication, collaboration, and care) also apply to non-academic impact.
This presentation focused on scientists' goals for communication and made a point of differentiating behavioral goals from nearer-term communication objectives (i.e., beliefs, feelings, frames that result from different communication choices. The data used came from two surveys of scientists; one done in the United States and one done in Canada.
Strategic science communication (Short Version): Delivered in Stellenbosch Se...John C. Besley
This is a shortened version of a talk I've prepared on science communication goals and objectives. I'll continue to update the presentation over time and appreciate the opportunity to talk about the ideas contained.
An invited talk given to a group of neuroethics researchers. The focus of the discussion was how we might think about the likely outcomes of engagement activities. This is similar to some previous talks but also includes some new bits and pieces that reflect our continued effort to work through these ideas. Appreciated the chance to share.
Canadian Scientists' Views about Public EngagementJohn C. Besley
This presentation was delivered with Kathryn O'Hara at the 2018 meeting of Public Communication of Science and Technology (PCST) in Dunedin, NZ. The study focuses on scientists' view about goals, objectives, and tactics. Half of respondents (n = 1,1142) were asked questions about protest engagement and half were asked about face-to-face engagement with an emphasis on their attitudes, normative beliefs, and efficacy beliefs about each form of engagement.
Inaugural lecture: The power of learning analytics to give students (and teac...Bart Rienties
Join us at the Berrill Theatre and online on Tuesday 30 January 2018, 6-7pm for the Inaugural Lecture of Professor Bart Rienties, in which he will talk about the power of learning analytics in teaching and learning. Bart Rienties is Professor of Learning Analytics at the Institute of Educational Technology (IET) at The Open University. He is programme director Learning Analytics within IET and head of Data Wranglers, whereby he leads of group of learning analytics academics who conduct evidence-based research and sense making of Big Data at the OU.
As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects and received a range of awards for his educational innovation projects.
Bart is World Champion Transplant cycling Team Time Trial 2017, the first academic with a transplant to be promoted to full professor, and a keen explorer of life.
In The power of learning analytics to give students (and teachers) what they want!, Bart will describe how his research into learning analytics is enabling him to predict which learning strategy might work best for each student, and provide different, unique experiences for each depending on what they want. In particular, he will explore how student dispositions like motivation, emotion, or anxiety encourages or hinders effective online learning, and how we may need to adjust our approaches depending on individual differences.
Event programme:
18:00 - 18:45 – The power of learning analytics to give students (and teachers) what they want!
18:45 - 19:00 – Q&A
19:00 - 19:45 – Drinks Reception
There will be time for questions and comments. We very much hope you will be able to attend what promises to be an inspiring event and have your say.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the organization is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the organization? What are some best practices for getting the right people to the organization and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our organization become the leading edge of cultural competency, inclusion, and equity.
How did science get so political, and what does science itself tell us about how research is accepted (or not) in a politicized landscape? Questions like those were the basis of the much-heralded March edition of The ANNALS of the American Academy of Political and Social Science, co-edited by Elizabeth Suhay and James N. Druckman.
Piggybacking off the success of that issue, Social Science Spaces and the AAPSS are hosting a webinar on May 14 at 9 a.m. Eastern that features Suhay, assistant professor of Government at the School of Public Affairs at American University and two of the authors in that special edition -- Dan M. Kahan, Elizabeth K. Dollard Professor of Law and a professor of psychology at Yale Law School, and Francis X. Shen, McKnight Land-Grant Professor and associate professor of law at the University of Minnesota -- discussing the nexus of science, politics and law. The webinar is free and will include ample time for questions from the audience.
We are taught that science is an objective arbiter, separating fact from fiction. With this in mind, we might expect that when a majority of scientists state their belief in an empirical phenomenon—say, that human activities are contributing to climate change, or that humans evolved from lower life forms—that well-educated nonscientists would follow suit. Yet, given current politicized debates over climate change and evolution (and vaccines, and GMOs, and other scientific subjects), we know this is not the truth.
Again thinking of science as an objective arbiter, we might expect that science employed in the service of legal proceedings and lawmaking would be an uncontroversial affair, with experts converging in their interpretation of academic studies and those studies’ implications to the case or policy before them. Yet, here too reality is far from our idealized expectation, as legal professionals, policymakers, and ordinary citizens (in their roles as jurors and voters) frequently disagree over how laboratory findings translate into law and legislation.
Make no mistake: Science is our best bet for understanding the world around us and for crafting many legal decisions and much legislation. Yet, nonscientists don’t always consume science responsibly, sometimes refusing to accept scientific consensus, sometimes stretching the implications of novel areas of scientific study past their breaking point, sometimes “spinning” the outcomes of scientific studies in support of a desired political or legal outcome. In this webinar, we try to make sense of these biases in public understanding of science as well as in the application of science to law and public policy and recommend ways to overcome them.
Response 1 Qualitative Research QuestionsRespond to a colleag.docxinfantkimber
Response 1: Qualitative Research Questions
Respond
to a colleague's post by suggesting how their qualitative research may benefit evidence-based practice.
***needs to be ½ page***
Please use the Learning Resources to support your answer.
Colleague 1:
Shannon
Qualitative Research Questions
The purposes of quantitative and qualitative research are dissimilar. Lietz and Zayas (2010) stated “qualitative inquiry developed through a rich history of research seeking contextualized, in-depth descriptions that offer increased understanding” (p 189).Questions that inform qualitative research explore more in depth to what has been developed through time. When starting off with a qualitative research question it’s always good to use “What” or “ How” ( Developing Your Research Questions, 2016). On a quantitative perspective according to Lietz and Zayas (2010) “quantitative research often seeks through measurement to test hypotheses, to determine outcomes and to draw generalizable conclusions to a defined population’ (p 190). As a social work student I think it is very salient for me to understand the two perspectives so when I am conducting research I am able to explore either one or the other.
Research questions that lead to a qualitative approach usually can answer yes or no. In preparing these types of questions you can use the formats of surveys or interviews. In my week 4 proposal I chose a qualitative method and my research question stated “How does society negatively impact the progression of LGBTQ relationships?” I chose this question because I found it to be very intriguing to find out how different results can factor from this one impact. I chose a qualitative approach because I have previously read so many articles that focused on this topic and in knowing the research I previously discovered I knew there would be some research on this proposal. In collecting data I would certainly research literature reviews, interview LQGTQ couples, and conduct anonymous surveys. The qualitative method that would be most suitable for answering the research question would be feminist research. “I
t is politically motivated in that it seeks to change social inequality “(Introduction to Feminist Research, 2016). I think using this method would help create solutions to the question and the path leading to these solutions.
Developing Your Research Questions, (2016). Retrieved from
http://apps.fischlerschool.nova.edu/toolbox/
Introduction to Feminist Research, (2016). Retrieved from
www2.unb.ca/parl/
research
.htm
Lietz, C. A., & Zayas, L. E. (2010). Evaluating qualitative research for social work practitioners.
Advances in Social Work
,
11
(2), 188-202. Retrieved from
https://journals.iupui.edu/index.php/advancesinsocialwork/article/viewFile/589/17
Assignment 1: Relationship Between Qualitative Analysis and Evidence-Based Practice
Evidence-based practice is integral to social work, as it often informs best practices. Competent social workers u ...
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title TakishaPeck109
TITLE OF PAPER HERE 1
TITLE OF PAPER HERE 3
Full Title of Paper Here
Student Name (First M. Last)
Counselor Education and Family Studies, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Full Title
Start with an introduction (don’t use a title for it). The intro will have the purpose of the paper, brief background (what culture you are discussing), brief outline of the paper for reader (what they should be expecting), and transition sentence to the first heading, “Events Attended” – one paragraph.
Events Attended (level 1 headings)
Describe the events attended and what happened (aprox. 250-300 words)
Comparison with Expectations
Discuss how your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1. (approximately 250 words)
Emotional Impact
Describe how participation in these immersion events impact you emotionally. In other words, what was it like to be a minority in this group? (approximately 250 words)
As you consider your own cultural background, describe why do you think you responded the way you did? (approximately 250 words)
Key Things Learned
What are some key things that you have learned about this culture through these events? (approximately 250 words)
Counseling Theories Validated for This Group
Discuss counseling theories and techniques that have been empirically validated as effective with this group. You can use the McGoldrick et al. text for this section, and peer reviewed articles. Use a minimum of three resources. (approximately 250 words).
Identify three theoretical approaches (i.e. Cognitive Behavioral Therapy, Reality Therapy, Person-Centered, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the theory given).
Identify three counseling techniques (miracle question, reflective listening, thought-stopping techniques, mindfulness, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the technique given).
Student describes how characteristics noted above relate to counseling with this group, including resilience building and eliminating obstacles and illuminating opportunities.
References
References start here with a hanging indent. Double space and list references alphabetically by author’s last name. Review your APA Manual for formatting requirements for specific types of sources.
References should include at least 3 scholarly sources on your cultural group of interest (the resources must published by 2005 or later) focusing on counseling theories and counseling techniques. A pertinent, unassigned chapter from the McGoldrick et al. text may count as 1 of these reso ...
2022 Talk for for NIH Office of AIDS Research and Sexual Gender and Minority ...John C. Besley
This is a 30 minute talk from 2022 for participants in a post bachelors degree fellows program provided the NIH Office of AIDS Research and the Sexual Gender and Minority Research Office. The talk includes some new slides, thinking on strategic science communication
“What Happens After Graduating from University?"Alison Head
Presentation by Alison Head at LILAC in Dublin, Ireland on March 21, 2016 about Project Information Literacy's latest study of 1,651 recent university graduates and their information-seeking practices for lifelong learning once they continue on in their lives.
Stammer Stutter Pause: How to Start the Planned Giving ConversationKatherine Swank
Planned gifts have often been thought of as the private purview of credentialed development, legal, and financial professionals. With terms like “present value methodology,” “four-tier system of taxation,” and “current IRS-mandated discount rate,” it’s no wonder why many of us feel this way and hesitate to enter into discussions about planned gifts. Studies and talks with donors, however, remind us that the tax benefits of making planned gifts are not the primary reason they are made. Donors want to make a difference in the world they live in, both now and in the future. Conversations about planned gifts are easy if you understand human nature and understand the basics of carrying on a conversation. Throw out the law school admissions form on your desk and learn to talk with donors about their dreams and wishes for your organization with ease!
Presentation conceived, researched, written and delivered by Katherine Swank, J.D., October 2013.
2023 - MI Farm Bureau - Trust - How do you want to be perceived.pptxJohn C. Besley
Talk shared with the Michigan Farm Bureau Voice of Agriculture Conference in Traverse City, MI. Emphasis was on fostering a discussion about how the farm community could be more specific/strategic in trying to foster trust by demonstrating and communicating trustworthiness (i.e., ability/expertise, benevolence/caring, integrity, openness, shared values).
This presentation first outlines five different aspects of impact. I then look at what we can learn from the measurement of academic impact, usually operationalised as citations. I show that four key recommendations for academic impact (multiple sources, multiple metrics, cross-disciplinary focus, and long term perspective) can be applied to non-academic impact as well. In addition, I argue that the four C's of citation impact (competence, communication, collaboration, and care) also apply to non-academic impact.
This presentation focused on scientists' goals for communication and made a point of differentiating behavioral goals from nearer-term communication objectives (i.e., beliefs, feelings, frames that result from different communication choices. The data used came from two surveys of scientists; one done in the United States and one done in Canada.
Strategic science communication (Short Version): Delivered in Stellenbosch Se...John C. Besley
This is a shortened version of a talk I've prepared on science communication goals and objectives. I'll continue to update the presentation over time and appreciate the opportunity to talk about the ideas contained.
An invited talk given to a group of neuroethics researchers. The focus of the discussion was how we might think about the likely outcomes of engagement activities. This is similar to some previous talks but also includes some new bits and pieces that reflect our continued effort to work through these ideas. Appreciated the chance to share.
Canadian Scientists' Views about Public EngagementJohn C. Besley
This presentation was delivered with Kathryn O'Hara at the 2018 meeting of Public Communication of Science and Technology (PCST) in Dunedin, NZ. The study focuses on scientists' view about goals, objectives, and tactics. Half of respondents (n = 1,1142) were asked questions about protest engagement and half were asked about face-to-face engagement with an emphasis on their attitudes, normative beliefs, and efficacy beliefs about each form of engagement.
Inaugural lecture: The power of learning analytics to give students (and teac...Bart Rienties
Join us at the Berrill Theatre and online on Tuesday 30 January 2018, 6-7pm for the Inaugural Lecture of Professor Bart Rienties, in which he will talk about the power of learning analytics in teaching and learning. Bart Rienties is Professor of Learning Analytics at the Institute of Educational Technology (IET) at The Open University. He is programme director Learning Analytics within IET and head of Data Wranglers, whereby he leads of group of learning analytics academics who conduct evidence-based research and sense making of Big Data at the OU.
As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects and received a range of awards for his educational innovation projects.
Bart is World Champion Transplant cycling Team Time Trial 2017, the first academic with a transplant to be promoted to full professor, and a keen explorer of life.
In The power of learning analytics to give students (and teachers) what they want!, Bart will describe how his research into learning analytics is enabling him to predict which learning strategy might work best for each student, and provide different, unique experiences for each depending on what they want. In particular, he will explore how student dispositions like motivation, emotion, or anxiety encourages or hinders effective online learning, and how we may need to adjust our approaches depending on individual differences.
Event programme:
18:00 - 18:45 – The power of learning analytics to give students (and teachers) what they want!
18:45 - 19:00 – Q&A
19:00 - 19:45 – Drinks Reception
There will be time for questions and comments. We very much hope you will be able to attend what promises to be an inspiring event and have your say.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the organization is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the organization? What are some best practices for getting the right people to the organization and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our organization become the leading edge of cultural competency, inclusion, and equity.
How did science get so political, and what does science itself tell us about how research is accepted (or not) in a politicized landscape? Questions like those were the basis of the much-heralded March edition of The ANNALS of the American Academy of Political and Social Science, co-edited by Elizabeth Suhay and James N. Druckman.
Piggybacking off the success of that issue, Social Science Spaces and the AAPSS are hosting a webinar on May 14 at 9 a.m. Eastern that features Suhay, assistant professor of Government at the School of Public Affairs at American University and two of the authors in that special edition -- Dan M. Kahan, Elizabeth K. Dollard Professor of Law and a professor of psychology at Yale Law School, and Francis X. Shen, McKnight Land-Grant Professor and associate professor of law at the University of Minnesota -- discussing the nexus of science, politics and law. The webinar is free and will include ample time for questions from the audience.
We are taught that science is an objective arbiter, separating fact from fiction. With this in mind, we might expect that when a majority of scientists state their belief in an empirical phenomenon—say, that human activities are contributing to climate change, or that humans evolved from lower life forms—that well-educated nonscientists would follow suit. Yet, given current politicized debates over climate change and evolution (and vaccines, and GMOs, and other scientific subjects), we know this is not the truth.
Again thinking of science as an objective arbiter, we might expect that science employed in the service of legal proceedings and lawmaking would be an uncontroversial affair, with experts converging in their interpretation of academic studies and those studies’ implications to the case or policy before them. Yet, here too reality is far from our idealized expectation, as legal professionals, policymakers, and ordinary citizens (in their roles as jurors and voters) frequently disagree over how laboratory findings translate into law and legislation.
Make no mistake: Science is our best bet for understanding the world around us and for crafting many legal decisions and much legislation. Yet, nonscientists don’t always consume science responsibly, sometimes refusing to accept scientific consensus, sometimes stretching the implications of novel areas of scientific study past their breaking point, sometimes “spinning” the outcomes of scientific studies in support of a desired political or legal outcome. In this webinar, we try to make sense of these biases in public understanding of science as well as in the application of science to law and public policy and recommend ways to overcome them.
Response 1 Qualitative Research QuestionsRespond to a colleag.docxinfantkimber
Response 1: Qualitative Research Questions
Respond
to a colleague's post by suggesting how their qualitative research may benefit evidence-based practice.
***needs to be ½ page***
Please use the Learning Resources to support your answer.
Colleague 1:
Shannon
Qualitative Research Questions
The purposes of quantitative and qualitative research are dissimilar. Lietz and Zayas (2010) stated “qualitative inquiry developed through a rich history of research seeking contextualized, in-depth descriptions that offer increased understanding” (p 189).Questions that inform qualitative research explore more in depth to what has been developed through time. When starting off with a qualitative research question it’s always good to use “What” or “ How” ( Developing Your Research Questions, 2016). On a quantitative perspective according to Lietz and Zayas (2010) “quantitative research often seeks through measurement to test hypotheses, to determine outcomes and to draw generalizable conclusions to a defined population’ (p 190). As a social work student I think it is very salient for me to understand the two perspectives so when I am conducting research I am able to explore either one or the other.
Research questions that lead to a qualitative approach usually can answer yes or no. In preparing these types of questions you can use the formats of surveys or interviews. In my week 4 proposal I chose a qualitative method and my research question stated “How does society negatively impact the progression of LGBTQ relationships?” I chose this question because I found it to be very intriguing to find out how different results can factor from this one impact. I chose a qualitative approach because I have previously read so many articles that focused on this topic and in knowing the research I previously discovered I knew there would be some research on this proposal. In collecting data I would certainly research literature reviews, interview LQGTQ couples, and conduct anonymous surveys. The qualitative method that would be most suitable for answering the research question would be feminist research. “I
t is politically motivated in that it seeks to change social inequality “(Introduction to Feminist Research, 2016). I think using this method would help create solutions to the question and the path leading to these solutions.
Developing Your Research Questions, (2016). Retrieved from
http://apps.fischlerschool.nova.edu/toolbox/
Introduction to Feminist Research, (2016). Retrieved from
www2.unb.ca/parl/
research
.htm
Lietz, C. A., & Zayas, L. E. (2010). Evaluating qualitative research for social work practitioners.
Advances in Social Work
,
11
(2), 188-202. Retrieved from
https://journals.iupui.edu/index.php/advancesinsocialwork/article/viewFile/589/17
Assignment 1: Relationship Between Qualitative Analysis and Evidence-Based Practice
Evidence-based practice is integral to social work, as it often informs best practices. Competent social workers u ...
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title TakishaPeck109
TITLE OF PAPER HERE 1
TITLE OF PAPER HERE 3
Full Title of Paper Here
Student Name (First M. Last)
Counselor Education and Family Studies, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Full Title
Start with an introduction (don’t use a title for it). The intro will have the purpose of the paper, brief background (what culture you are discussing), brief outline of the paper for reader (what they should be expecting), and transition sentence to the first heading, “Events Attended” – one paragraph.
Events Attended (level 1 headings)
Describe the events attended and what happened (aprox. 250-300 words)
Comparison with Expectations
Discuss how your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1. (approximately 250 words)
Emotional Impact
Describe how participation in these immersion events impact you emotionally. In other words, what was it like to be a minority in this group? (approximately 250 words)
As you consider your own cultural background, describe why do you think you responded the way you did? (approximately 250 words)
Key Things Learned
What are some key things that you have learned about this culture through these events? (approximately 250 words)
Counseling Theories Validated for This Group
Discuss counseling theories and techniques that have been empirically validated as effective with this group. You can use the McGoldrick et al. text for this section, and peer reviewed articles. Use a minimum of three resources. (approximately 250 words).
Identify three theoretical approaches (i.e. Cognitive Behavioral Therapy, Reality Therapy, Person-Centered, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the theory given).
Identify three counseling techniques (miracle question, reflective listening, thought-stopping techniques, mindfulness, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the technique given).
Student describes how characteristics noted above relate to counseling with this group, including resilience building and eliminating obstacles and illuminating opportunities.
References
References start here with a hanging indent. Double space and list references alphabetically by author’s last name. Review your APA Manual for formatting requirements for specific types of sources.
References should include at least 3 scholarly sources on your cultural group of interest (the resources must published by 2005 or later) focusing on counseling theories and counseling techniques. A pertinent, unassigned chapter from the McGoldrick et al. text may count as 1 of these reso ...
2022 Talk for for NIH Office of AIDS Research and Sexual Gender and Minority ...John C. Besley
This is a 30 minute talk from 2022 for participants in a post bachelors degree fellows program provided the NIH Office of AIDS Research and the Sexual Gender and Minority Research Office. The talk includes some new slides, thinking on strategic science communication
“What Happens After Graduating from University?"Alison Head
Presentation by Alison Head at LILAC in Dublin, Ireland on March 21, 2016 about Project Information Literacy's latest study of 1,651 recent university graduates and their information-seeking practices for lifelong learning once they continue on in their lives.
Stammer Stutter Pause: How to Start the Planned Giving ConversationKatherine Swank
Planned gifts have often been thought of as the private purview of credentialed development, legal, and financial professionals. With terms like “present value methodology,” “four-tier system of taxation,” and “current IRS-mandated discount rate,” it’s no wonder why many of us feel this way and hesitate to enter into discussions about planned gifts. Studies and talks with donors, however, remind us that the tax benefits of making planned gifts are not the primary reason they are made. Donors want to make a difference in the world they live in, both now and in the future. Conversations about planned gifts are easy if you understand human nature and understand the basics of carrying on a conversation. Throw out the law school admissions form on your desk and learn to talk with donors about their dreams and wishes for your organization with ease!
Presentation conceived, researched, written and delivered by Katherine Swank, J.D., October 2013.
2023 - MI Farm Bureau - Trust - How do you want to be perceived.pptxJohn C. Besley
Talk shared with the Michigan Farm Bureau Voice of Agriculture Conference in Traverse City, MI. Emphasis was on fostering a discussion about how the farm community could be more specific/strategic in trying to foster trust by demonstrating and communicating trustworthiness (i.e., ability/expertise, benevolence/caring, integrity, openness, shared values).
Workshop at SciTalk '22 on strategic science communication in which we make a strong argument for focusing on behavioral goals and communication objectives as beliefs, feelings, and frames.
2022 - Fostering Strategic Science Communication related to TrustJohn C. Besley
This was a 1-hour talk for some colleagues at Northwestern. Laid out three things: What we've heard from talking to people in the scientific community about science communication, how we think about science communication through the lens of strategy, and how we study how scientists think about communication choices.
Brief webinar on science talks at SRA in which I emphasize being clear about your goal and thinking about what content to include to achieve that goal. You don't just have to talk about the science; you should talk about the impact, etc.
LTAR 2021 - Strategic Science Communication - A Focus on GoalsJohn C. Besley
Short talk (and long discussion) about the value of being strategic in science communication the context of the annual meeting of the Long Term Agroecosystem Research Network (LTAR).
2021 PCST - Response to Mike Schaefer's KeynoteJohn C. Besley
Slides for brief response to Mike Schaefer's 2021 keynote on audience segmentation in which I agree with Mike but also argue for the importance of setting communication goals before segmenting.
2021 - Communicating Astronomy with the Public TalkJohn C. Besley
An updated version of the 'strategic science communication' talk for astronomy communicators. Focuses more deeply on the goals that might make the most sense for basic science researchers.
2021 Hubbard Brook - Three questions about trust buildingJohn C. Besley
These are the slides from a 30 minute discussion about how we might think about trust building in the context of stakeholder engagement activities. Key argument is to recognize why we want people to see us in certain ways and then to recognize the dimensions of 'people perceptions.' Ultimately, strategy is needed to prioritize and implement procedures that ensure that we self-present in the way we want to be seen.
These are the slides from my 2020 talk on what Society for Risk Analysis members think about the potential communication goal of ensuring policymakers consider scientific evidence when making decisions. Key message is that scientists are open to the society helping members pursue such goals and that the best predictor of support are perceived likelihood for impact, potential for engagement enjoyment, and ethicality.
Presentation shared with National Press Foundation fellows in Paris, France, on November 21, 2019. Key arguments were that overall views about scientists are quite positive both in an absolute sense as well as compared to other groups. However, we get a lot more information if we look at sub-dimensions of trustworthiness, and think about trust-related beliefs in the context of specific issues.
Video and audio available at: https://nationalpress.org/topic/confidence-in-scientists
MSU Science Communication Student Group TalkJohn C. Besley
This was January 2018 brief talk focused on some key ideas that new(ish) science communicators may wish to consider as they get started on developing their own plan for public engagement/communication.
Presentation to the World Conference on Science Literacy in September 2018 in which I argue that science literacy is just one of many difference communication objectives that scientists might pursue through their communication efforts.
A Strategic Science Communication Approach to TrustJohn C. Besley
Draft of a talk I helped give to the Summer science communication symposium at Iowa State reporting some initial analyses related to how we should measure trust in the context of public opinion about science and a desire to be more strategic about science communication.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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For more information, visit-www.vavaclasses.com
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Biological screening of herbal drugs: Introduction and Need for
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. The Culture of Public Engagement
at Hubbard Brook and Harvard Forest
[need a good image]
This material is based upon work supported by the National
Science Foundation (NSF, Grants AISL 1421214-1421723, and
1713197. Any opinions, findings, conclusions, or
recommendations expressed in this material are those of the
authors and do not necessarily reflect the views of the NSF.
3. Who am I?
Public Opinion about
Science and Scientists
Scientists’ opinions about the
public and public engagement
4. What is my task?
• Understand engagement culture at the sites
• Three rounds of surveys and interviews
Fall 2017 Survey (Response rate 70%) Fall 2017 semi-structured
interviews (n = 17)
5. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Never (1) Once (1) 2-5 times
(3)
6-11 times
(4)
About once
a month (5)
Multiple
times per
month (6)
Once a
week or
more (7)
Past Year Face-to-Face Engagement
(Public Talks, etc.)
Hubbard (n = 39) Harvard (n = 46) ESA 2016 (n = 776)
Fall 2017 Survey
6. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Never (1) Once (1) 2-5 times
(3)
6-11 times
(4)
About once
a month (5)
Multiple
times per
month (6)
Once a
week or
more (7)
Past Year Online Engagement
(Twitter, Facebook, Web articles, etc.)
Hubbard (n = 39) Harvard (n = 46) ESA 2016 (n = 776)
Fall 2017 Survey
7. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Never (1) Once (1) 2-5 times
(3)
6-11 times
(4)
About once
a month (5)
Multiple
times per
month (6)
Once a
week or
more (7)
Past Year News Media Engagement
(Interviews with newspaper, TV, etc.)
Hubbard (n = 39) Harvard (n = 46) ESA 2016 (n = 776)
Fall 2017 Survey
8. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Never (1) Once (1) 2-5 times
(3)
6-11 times
(4)
About once
a month (5)
Multiple
times per
month (6)
Once a
week or
more (7)
Past Year Policy Engagement
(Direct interaction with policy makers)
Hubbard (n = 39) Harvard (n = 46) ESA 2016 (n = 776)
Fall 2017 Survey
9. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Never (1) Once (1) 2-5 times
(3)
6-11 times
(4)
About once
a month (5)
Multiple
times per
month (6)
Once a
week or
more (7)
Past Year Youth Engagement
(Classroom talks, etc.)
Hubbard (n = 39) Harvard (n = 46)
Fall 2017 Survey
10. 1.00
2.00
3.00
4.00
5.00
6.00
7.00
F2F Online Media Policy
Perceived Engagement Willingness
(1 = Not at all willing, 7 = Very Willing)
Hubbard (n = 39) Harvard (n = 46) ESA 2016 (n = 776)
Fall 2017 Survey
11. 1.00 2.00 3.00 4.00 5.00 6.00 7.00
Attitudes, Normative Beliefs, & Efficacy Beliefs
(1 = Strongly disagree, 7 = Strongly agree)
Hubbard (n = 39) Harvard (n = 46)
Attitudes: Audience character (3Qs, a = .82)
Attitudes: Overall engagement (4Qs, a = .72)
Attitudes: Audience knowledge (4Qs, a = .77)
Norms: Subjective (4Qs, a = .67)
Norms: Descriptive (3Qs, a = .73)
Efficacy: Self (12Qs, a = .87)
Efficacy: Response-Previous (7Qs, a = .85)
Efficacy: Response-General (3Qs, a = .66)
Fall 2017 Survey
12. Policymakers consider scientific evidence
Natural Res. Pros. consider …evidence
Society values science
Individuals consider scientific evidence …
Adequate funding for scientific research …
More young people choose scientific careers
Fulfilling a sense of duty to society …
0 50 100
Perceived Engagement Goal Importance
(1 = Very low importance, 100 = Very high importance)
Hubbard (n = 39) Harvard (n = 46)
Fall 2017 Survey
14. 0 20 40 60 80 100
Perceived Importance of Engagement Objectives
(1 = Very low importance, 100 = Very high importance)
Hubbard (n = 39) Harvard (n = 46)
Getting people interested or excited …
Helping to inform …
Demonstrating openness and transparency
Showing ability to solve problems
Showing that scientific community listens …
Showing that scientific community cares …
Fall 2017 Survey
Trust
15. 1.00 3.00 5.00 7.00
Prior Thought about Engagement Objectives
(1 = Strongly disagree, 7 = Strongly agree)
Hubbard Harvard
Getting people interested or excited …
Helping to inform …
Demonstrating openness and transparency
Showing ability to solve problems
Showing that scientific community listens …
Showing that scientific community cares …
Fall 2017 Survey
Trust
17. GoalsTactics Communication objectives
Where to?
Should the focus be on
fostering a “strategic”
public engagement
culture … where goals
are clear and tactics
and objectives flow
from these goals?
This material is based upon work supported by the National
Science Foundation (NSF, Grants AISL 1421214-1421723, and
1713197. Any opinions, findings, conclusions, or
recommendations expressed in this material are those of the
authors and do not necessarily reflect the views of the NSF.
Editor's Notes
20 seconds
20 seconds
20 seconds
20 seconds
People have generally positive views about engagement, think their audience is fairly okay when it comes to knowledge and character.
Also, contrary to some popular discussion, most folks think their colleagues would have positive views about those who engage. They are a little less like to perceive that their colleagues are engaging, but even that score is well above the mid-point of the scale suggesting that most people think their colleagues are engaging to some degree.
For efficacy, the pattern is that people rate their average skill level and their impact in previous engagement efforts a little above the mid-point. More generally, though, they think that engaging can make a differenc in the world.
The point is that, if you ask people, they’re willing to say that they want something to happen because of their engagement efforts …