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.
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.
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 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
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.
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.
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.
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.
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 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
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.
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.
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).
Resume
Abid Zafar
PERSONAL DETAILS
DOB June 04, 1989
Email aabidzafarwarraich@gmail.com
Phone 0322 570 66 59
Address Chandni Chowk, Jalal Pur Jattan, Gujrat, Pakistan.
PROFILE
An enthusiastic individual I approach tasks with results in mind. I am well organized and I can work well as part of a team or on my own. I like completing things on time, and making sure that I keep learning how to do things well and quickly.
EDUCATION
M. Phil Media & Communication Studies Continues… (2014-2016)
International Islamic University Islamabad
MA Mass Communication & Media CGPA: 3.90/4.00 (2013)
University of Gujrat
Published Dissertation: “Comparative Analysis of Political Parties’ News and Advertisements Coverage of National Urdu Dailies Regarding Election 2013” ISBN 978-3-659-52287-1
B.ED Division 1st (2013-2014)
Alama Iqbal Open University, Islamabad
BA Political Science Division: 2nd (2011)
University of Gujrat
Diploma of Associate Engineering Division: 1st (2008)
(3-Year Diploma: Mechanical), Government Institute of Technology, Gujranwala.
Matriculation (Science) Division: 1st (2005)
Government Islamia High School, Jalal Pur Jattan, Gujrat
WORK EXPERIENCE
Worked as Reporter and Sub-editor in Online International Network from July 1, 2012 to August 31, 2012 Worked as Producer, Host and Reporter at FM- 106.6 from 21th November, 2012 to 25th May, 2013 I have great approach at Online Journalism, attended many seminars I have great experience of producing audio and video documentaries, news bulletins, features, Reports in two years Masters Degree Vast experience of writing, editing News stories, Columns, Features, Investigative reports I have great experience of Social Science Research where I got A+ in Final Thesis Regular Blogger
KEY STRENGTHS & SKILLS
I have great approach of Qualitative and Qualitative Research Methods I have great skills of writing Thesis and Research Papers I have great skills of Investigative Reporting I have skills about reporting and sub-editing in English journalism where I have reported number of seminars, National and International politicians, personalities and celebrities I have great skills of script writing, News stories, Investigative Reports, Online Journalism, Feature & columns writing I have multidimensional skills in the field of Mass Communication & Media where I got 3.90 CGPA out of 4.00, which presents my passions in this field Regular Bloggers I have great leadership abilities where I represent my class in two years Masters Degree President of Readers Club, which was about to improve reading and writing habits, conducted many seminar under my presidency
I am a great communicator, host many seminars, workshops and functions at university level I have great teaching skills where my teachers suggest me to join teaching as a profession I am a g
A session on using focus groups, mainly in a higher education research and evaluation setting. How can we decide whether to use a focus group vs interviews or surveys. What does a focus group look like etc
A new model for inquiry in schools. Combines Together for Learning (OSLA) and Guided Inquiry (Carol C. Kuhlthau). 60 slides with notes on direction required in our school classrooms and libraries.
This PowerPoint is about qualitative research design and what are different approaches one can adopt This slides also talks about the importance of health care research and what different approaches one can adopt
This is the presentation I gave at the National ResearchED conference, September 9 2017. The presentation is in part based on our book Urban Myths about Learning and Education and in part based on the recent article I co-wrote with Paul Kirschner published in Teaching and Teacher Education.
Presentation from the popular Fast Track Impact training on how to facilitate impact in research institutions. Find our more at www.fasttrackimpact.com/resources
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.
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).
Resume
Abid Zafar
PERSONAL DETAILS
DOB June 04, 1989
Email aabidzafarwarraich@gmail.com
Phone 0322 570 66 59
Address Chandni Chowk, Jalal Pur Jattan, Gujrat, Pakistan.
PROFILE
An enthusiastic individual I approach tasks with results in mind. I am well organized and I can work well as part of a team or on my own. I like completing things on time, and making sure that I keep learning how to do things well and quickly.
EDUCATION
M. Phil Media & Communication Studies Continues… (2014-2016)
International Islamic University Islamabad
MA Mass Communication & Media CGPA: 3.90/4.00 (2013)
University of Gujrat
Published Dissertation: “Comparative Analysis of Political Parties’ News and Advertisements Coverage of National Urdu Dailies Regarding Election 2013” ISBN 978-3-659-52287-1
B.ED Division 1st (2013-2014)
Alama Iqbal Open University, Islamabad
BA Political Science Division: 2nd (2011)
University of Gujrat
Diploma of Associate Engineering Division: 1st (2008)
(3-Year Diploma: Mechanical), Government Institute of Technology, Gujranwala.
Matriculation (Science) Division: 1st (2005)
Government Islamia High School, Jalal Pur Jattan, Gujrat
WORK EXPERIENCE
Worked as Reporter and Sub-editor in Online International Network from July 1, 2012 to August 31, 2012 Worked as Producer, Host and Reporter at FM- 106.6 from 21th November, 2012 to 25th May, 2013 I have great approach at Online Journalism, attended many seminars I have great experience of producing audio and video documentaries, news bulletins, features, Reports in two years Masters Degree Vast experience of writing, editing News stories, Columns, Features, Investigative reports I have great experience of Social Science Research where I got A+ in Final Thesis Regular Blogger
KEY STRENGTHS & SKILLS
I have great approach of Qualitative and Qualitative Research Methods I have great skills of writing Thesis and Research Papers I have great skills of Investigative Reporting I have skills about reporting and sub-editing in English journalism where I have reported number of seminars, National and International politicians, personalities and celebrities I have great skills of script writing, News stories, Investigative Reports, Online Journalism, Feature & columns writing I have multidimensional skills in the field of Mass Communication & Media where I got 3.90 CGPA out of 4.00, which presents my passions in this field Regular Bloggers I have great leadership abilities where I represent my class in two years Masters Degree President of Readers Club, which was about to improve reading and writing habits, conducted many seminar under my presidency
I am a great communicator, host many seminars, workshops and functions at university level I have great teaching skills where my teachers suggest me to join teaching as a profession I am a g
A session on using focus groups, mainly in a higher education research and evaluation setting. How can we decide whether to use a focus group vs interviews or surveys. What does a focus group look like etc
A new model for inquiry in schools. Combines Together for Learning (OSLA) and Guided Inquiry (Carol C. Kuhlthau). 60 slides with notes on direction required in our school classrooms and libraries.
This PowerPoint is about qualitative research design and what are different approaches one can adopt This slides also talks about the importance of health care research and what different approaches one can adopt
This is the presentation I gave at the National ResearchED conference, September 9 2017. The presentation is in part based on our book Urban Myths about Learning and Education and in part based on the recent article I co-wrote with Paul Kirschner published in Teaching and Teacher Education.
Presentation from the popular Fast Track Impact training on how to facilitate impact in research institutions. Find our more at www.fasttrackimpact.com/resources
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.
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.
Science Communication and Looking For LoveJohn C. Besley
This is a special Valentine's Day edition of my communication strategy talk. It focuses on the potential value of communication aimed at shaping warmth, competence, perceived listening, identity, attitudes, norms, and efficacy beliefs. The presentation is adapted from a talk I also give as part of Michigan State University's science communication training initiative. Delivered to Forestry graduate students, February 9, 2017.
AAAS 2018 Meeting Presentation: Science CommunicationTraining LandscapeJohn C. Besley
Presentation given at the 2018 annual meeting of the American Association for the Advancement of Science on science communication training landscape (with Anthony Dudo).
The underlying summary report can be found at:
http://35.8.12.127/jcb/wordpress/research/
Your responses to your classmates must be substantive. Share ide.docxbunyansaturnina
Your responses to your classmates must be substantive. Share ideas, explore differences, and think critically about your classmates’ posts. Bring in information from your textbook, classroom resources or other credible sources that you find to contribute to the discussion. You are invited to share relevant audio, video, or images in your responses. You must cite and reference any sources you use, even in your responses to your classmates.
PEER RESPONSE:
Information literacy is a collection of skills that requires people to recognize when data is required and effectively find, analyze, and use that information. Information literacy is an essential life skill we all acquire. It involves evaluating the credibility of the sources if there is more reading or information to seek, asking who the author is, and other such information.
Concepts
Information literacy is described as the ability to recognize a need for information and locate, analyze, and use that knowledge morally and responsibly for a specific purpose. Knowledge literacy, on the other hand, is essential in every area of life. Being knowledge literate will assist you in conducting analysis, identifying appropriate sources for determining and comparing goods objectively to discover the excellent value, and problem-solving creatively (Thompson, 2007).
Concepts
1
.
Research as inquiry
: Asking questions is at the heart of the research process. Solid research queries are fluid, changing in response to the findings of the research background. The value of the theoretical framework should improve as our knowledge of the research subject develops.
Scholarship as conversation:
Experts in a field collaborate to exchange knowledge, discuss concepts, and better understand the subject matter. They often debate each other's ideas and seek other researchers' perspectives in their fields to put their theories to the test.
Information creation as a process
: Because of the intent of its layout, information is displayed in a variety of formats. It will be easier to choose suitable sources if you consider the method of information type development (Thompson, 2007).
Need for information literacy for college student
Information literacy helps me keep up with the ever-changing information landscape. It will help me verify and vet the correct data to look for or the most suitable sources to use. The skills I have obtained are essential in determining when I need information, analyze it, evaluate, and have courage in my ability to use the information creatively, effectively, and ethically. The skills will help me in seeking out opportunities to learn new things (Lloyd & Williamson, 2008).
Application to personal or professional life
Information literacy and concepts can produce "employees who can recognize and understand the central place. It helps in the integration and uses a variety of information from diverse print and digital sources. I will use the skills in the analysis of the inform.
Who to believe: How epistemic cognition can inform science communication (key...Simon Knight
Who to believe? How epistemic cognition can inform science communication
Two patients with the same condition decide to research possible treatments. They encounter multiple sources, from experts and others, each with different – sometimes contradictory – information. Depending on whom they believe and how they integrate these claims, the patients may make radically different decisions. These situations are commonplace in everyday life, from medical choices, to our voting decisions. How do we understand these differences, and support people in making the best decisions?
Epistemic cognition provides one lens onto this problem. Epistemic cognition is the study of how people think about the justification, source, complexity, and certainty of knowledge. When we evaluate evidence, think about where and when it applies, and connect claims to build models, we engage our epistemic cognition. Understanding how people navigate their own, and others’ knowledge is one of the most pressing social issues of our time in order to develop a sustainable society. I’ll draw on research in epistemic cognition, and my own research on how people search for and talk about evidence, to flag key implications of epistemic cognition research for science communication.
Lectures: Scientists & Advocacy / Models of Science CommunicationMatthew Nisbet
Slides from class lectures and discussion in the American University course COM 589: "Communication, Culture and the Environment," Spring 2014.
http://climateshiftproject.org/com-589-communication-culture-and-the-environment-spring-2014/
All in a Twitter: Using Social Media to Propel Your ScienceBryn Robinson
Using traditional methods of sharing research results - journals, conference presentations - have done an arguably poor job at true knowledge dissemination, both to other researchers and to those outside the field of study. In this presentation, I shared some tips for, and some examples of, increasing awareness and uptake of research results through social media strategies.
SRA Poster: Qualitative Interviews about Communication TrainingJohn C. Besley
How do science/risk communication people think about training, including the degree to which goals and objectives for engagement are part of that training
This presentation has been used to guide workshops on research and academic writing conventions for upperclassman and first-year graduate students. However, it could be adapted for a first and second year student audience. The content is rich, emphasizing reflection, research/inquiry, as well as grammar. This material also demonstrates how to use new media as part of an overall research strategy. The presentation is designed to be presented interactively with writers across the disciplines, multilingual writers, and any writer unfamiliar with the academic writing process. The content is not linear, as many slides could be clipped and customized for integration into a first-year writing course, or even a session or workshop for graduate student writers of any classification.
Slide set for members of Departement of Translation, Interpreting and Communication at Ghent University 12 October 2015. How can social media play a part in your research and the communication of your research?
Education Resource Center Workshop Series: Teaching, Training & Communicating...SC CTSI at USC and CHLA
This 60-minute interactive workshop "Teaching, Training & Communicating with Those in Science Denial" is based on research by Drs. Gale Sinatra and Barbara Hofer recently published in their book Science Denial: Why It Happens and What To Do About It. Facilitators, including one of the book's authors, present the causes and effects of science denial and 3 strategies to improve our science messaging to various audiences including while teaching, training, and communicating with those in science denial. Participants will work with colleagues in breakout groups to practice making their own scientific communications more effective and relatable. Most scientific communicators have not been trained in psychology, so this workshop is recommended for any university faculty and researchers in the sciences and/or those assisting faculty in the sciences with their courses or other educational offerings and trainings. This might also be of interest to TAs and graduate students pursuing a career in science and/or science teaching, and those in science fields working in community engagement and/or with the media.
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).
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 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.
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.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Strategic Science
Communication:
A Social Scientific
Approach to Public
Engagement
John C. Besley
Ellis N. Brandt Professor
Communication Arts and Sciences
Michigan State University
Anthony Dudo
Associate Professor
Moody College of Communication
The University of Texas at Austin
This material is based upon
work supported by the National
Science Foundation (NSF, Grant
AISL 1421214-1421723. 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.
2. Background
• Research on public’s views
about science and scientists
• Research to help science
community communicate
more effectively
• Interviews with key actors
• Surveys of scientists
3. Little use of social
science research
Limited depth
of evaluation
efforts
Expertise on tactics
of ‘translation,’
dialogue, and
storytelling
Limited focus
on teaching
of strategy
De-Jargonizer
How accessible is
your work, paste your
article … to analyze
the amount of jargon
in your writing.
Little sharing of
best practices
(i.e., silos)
Behavioral
Goals
Communication
Objectives
Tactics
Interviews with science
communication trainers …
2014 (n=24) and 2017 (n=33)
Silo , Wolfgang: Flickr Creative Commons
5. What do we mean by goals?
What do you hope will happen from
the time, money, and energy
you put into communicating?
Randen Pederson, Bridge to Nowwhere, via Flickr Creative Commons
?
6. What do we mean by goals?
Garry Knight, Old Cash Register; Eneas De Troya, Autos Electrico; Alhambra Source, Francisco Mora signs…; Arvis Geduss, Lazy Cat all via Flickr Creative Commons
What do you hope will happen
from the time, money, and energy
you put into communicating?
7. Scientists have goals …
What do you hope to get
out of the time, money,
and energy you put into
communicating?
Fall 2018, 11% Response Rate, n =~516
86
82
72
72
70
69
38
0 20 40 60 80 100
Ensuring policy makers use scientific evidence
Ensuring our culture values science
Getting more young people to choose scientific careers,
including youth from diverse backgrounds
Ensuring adequate funding for scientific research
Fulfilling a duty to society
Helping people use science to make better personal decisions
Strengthening my own professional reputation
AAU Scholar Importance Ratings of Potential Engagement Goals (Range 0-100)
Ensuring policy makers use scientific evidence
Ensuring our culture values science
Getting more young people to choose
scientific careers, including youth from diverse
…
Ensuring adequate funding for … research
Fulfilling a duty to society
Helping people use science to
make better personal decisions
Strengthening my own professional reputation
8. What do we mean by tactics?
Who says or does what to/with
who in what way and through
what channel?
De-Jargonizer
How accessible is
your work, paste your
article … to analyze
the amount of jargon
in your writing.
Most training …
Emphasis on
‘translation,’
storytelling,
and dialogue
(+ lots more)
9. Scientists are open to many potential tactics …
Fall 2018, 11% Response Rate, n =~516
AAU Scholar Willingness to Prioritize Various Communication Tactics
(1 = Strongly disagree, 7 = Strongly agree)
5.87
5.73
5.27
5.25
5.21
5.21
5.00
4.91
3.99
3.80
2.77
1.00 2.00 3.00 4.00 5.00 6.00 7.00
... speak in a way that helps connect with an audience -
I would be willing to make this choice
... frame a topic in ways that resonate with one?s
audience. - I would be willing to make this choice
... make sure that non-scientists feel like they are being
listened to by the scientific community. - I would be…
... tell first person stories in a way that connects with an
audience - I would be willing to make this choice.
... talk about the role that a desire to help their
community or society plays in shaping their research.…
… talk about science in terms of hope. - I would be…
… organize a group of scientists to work together to…
... have professional communicators help create a high-
quality presentation. I would be willing to make this…
... publicly question the credibility of those who disagree
with a scientific consensus. - I would be willing to…
... commit to spending about 10% of their project budget
to support communication efforts. - I would be willing…
... try to get people angry about a science topic. - I
would be willing to make this choice
Message/Style: Speak in a way that helps connect
Message: Frame a topic in a way that resonates
Behavior: Make sure [audience feels] …listened to
Message: Tell first person stories
Message/Style: Talk about … desire to help
Message: Talk about science [as] hope
Behavior: Organize a group to [send common message]
Behavior: Have professional … [create] presentation
Message: Question credibility [of others]
Behavior: Commit to spending …10% [on communication]
Message/Style: Try to get people angry
11. The central role of communication objectives …
Communication effects researchers study the
‘outcome’ of communication (i.e., tactics) and the
impact of these outcomes on behaviors (goals)
12. How do we think
communication works?
Many communication effects occur
quickly and automatically (system 1)
but some are also the result of
slower but deeper amounts levels of
cognitive engagement (system 2)
Also know as …
Systematic
processing
Central route
processing.
See also …
13. How do we think slow communication works?
Over time, efforts to
foster deeper engagement
with science and scientists
should result in long-
term, cumulative changes
to all communication
participants evaluative
beliefs
Attitudes are the sum of available beliefs
(b) and the evaluation (e) of those beliefs
Paul Sableman, Dripping via Flickr Creative Commons
16. “Available research does
not support the claim that
increasing science literacy will
lead to appreciably greater
support for science ...”
The fundamental challenge
of science communication
17. Flickr Creative Commons: dan hodgett, ‘an invitation’
Sharing research will always
be part of science communication
19. Imagine you want those with whom you
are communicating to believe scientists are
the type of people who are willing to listen.
What tactics could you prioritize?
Why we focus on objectives … Note that these beliefs
will form and have an
effect even if you don’t
plan for them …
20. What’s the cost/benefit, what do
the people you care about think
and do, and can it even be done?
Other types of beliefs …
The traditional things …
24. Clear objectives
allow for
straightforward
evaluation
Researchers
are willing
to prioritize
a range of
objectives
82
78
74
72
72
66
61
0 10 20 30 40 50 60 70 80 90 100
Helping to inform people about scientific issues
Gettign people interestested or excitied about
Showing that the scientific community cares about society's well-being
Demonstrating the scientific community's openness and transparency
Showing the scientific community's expertise or ability to solve problems
Discrediting people who spread myths or incorrect scientific information
Hearing what others think about scientific issues
Fall 2018, 11% Response Rate, n =~516
AAU Scholar Prioritization of Potential Communication Objectives (Range 0-100)
Helping to inform people
about scientific issues (factual beliefs)
Getting people interested or excited
about science (affect/emotions)
Showing that the scientific community
cares about society's well-being (warmth beliefs)
Demonstrating the scientific community's
openness and transparency (integrity beliefs)
Showing the scientific community's expertise or
ability to solve problems (competence beliefs)
Discrediting people who spread myths or
incorrect scientific information (integrity beliefs)
Hearing what others think about scientific
issues (willingness to listen beliefs)
25. Two great things
about objectives:
Part I, Evaluation
Clear objectives
enable evaluation
26. What makes
dialogue so great as
tactic for engagement?
Two great things
about objectives:
Part II, Clarity
https://www.nifi.org/en/about
27. What makes
stories so great as
tactics for engagement
Two great things
about objectives:
Part II, Clarity
The Hero’s Journey
1. In an ordinary world
2. A flawed protagonist
3. Has a catalytic event
that upends his/her
world
4. After taking stock
5. The protagonist
commits to action
6. But when the stakes
get raised
7. The protagonist
must learn a lesson
8. In order to stop
the antagonist
9. To achieve his/her goal
28. A thing I worry about:
Is it okay to emphasize a range
of beliefs, feelings, and frames
(assuming I am always telling the
truth, as best I can and am open
to changing my own views)?
(A musical about a con man)
29. The challenge of objectives is
prioritizing the ones that are
ethical, possible and will make the
most difference, given the context
You can’t have everything. Jennie Park, Candy Store, via Flickr Creative Commons
30. An example of why objectives/goals matter …
How should we think about the following statement:
“We want to decrease misunderstandings about ________?”
What types of
misunderstandings?
Cause/effect? Risks/
benefits? Efficacy? Norms?
The people involved?
Why do you want
to decrease
misunderstandings? What
do you think will happen if
you succeed?
Why frame in terms of
misunderstandings? What
might you want people to
believe and feel about the
issues and people involved?
(The goal questions) (The objectives questions)
31. Final Thoughts
• Being strategic requires
choices about tactics,
objectives, and goals
• We’re all in this
together
• Engagement is about
cumulative effects
• You also need to be open
(eager?) to being affected
32. This material is based upon
work supported by the National
Science Foundation (NSF, Grant
AISL 1421214-1421723. 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
Key is to emphasize that we’ve been spending a lot of time trying to figure out what people are being told about science communication/what science communication training community is up to …
Point here is to introduce but quickly move on, breaking into pieces …
When we ask trainers …
Would you be happy if you only sparked dialogue, increased understanding, or sparked interest?
Focus on making defining goals in terms of behaviors/pseudo-behaviors (such as grudging acceptance?)
Note that these results are consistent with the other 10K scientists we’ve surveyed…
Emphasize that tactics are what most trainers/training books focus
Note idea that you can be a really skilled tactician (clear? Vivid?) but focus on the wrong things (just explain science/results).
Key here is to note that, when we talk about public engagement, we mean communication that’s meant to allow/help people form new beliefs in response to new information, not just communication that is associated with behavior change. In other words, we think science communicators are most comfortable with communication that relies on thinking, not just reacting.
Worry ta
Key idea is deficit model thinking as a over reliance on one limited pathway towards behavior change …
Metaphor: Knowledge is why we get invited to the party …
Key idea is that our access to useful and new knowledge is what gives us access to decision-making processes.
[Need to note that even if you don’t communicate these things on purpose, you’re still going to communicate these things)
Tactics you might prioritize …
Behaviors:
Show up early and stay late to talk with people
Ensure time for discussion
Make it easy for people to share their views, across literacy levels (NRC example)
Messages
Talk about how you’ve listened in the past, intend to listen in the future, and use what you hear
Tone
Have a tone and source that seem open/charismatic/polite
Channels
Choose modalities that allow for two-way dialogue
Sources
- Fine people who are good at engaging in dialogue
And of course there are other types of things that can occur as a result of communication …
Key point
There’s lot of good training that’s focused helping scientists communicate the benefits of science; the well-known message box is a great example.
Ow
Ow
Ow
Dialogue makes cognitive processing more likely because people are likely motivated to make sense of things and the speakers are likely to want to be understood.
Also makes it possible to learn about other people in an environment where people are less likely to be rude (relational beliefs).
People also can come to realize what others think and their own capacity to understand/make a difference (normative; efficacy beliefs).
Stories are great because they likely increase engagement and prevent counter-arguing.
Also provides a natural way to talk about things like motivation, competence, values, etc.
I really worry
If you have 60 minutes or 600 words …
Want to emphasize that engagement is a commitment and that I think it’s silly to pretend not to have goals (to engage for the same of engagement) but you also need to be open to be open to changing your beliefs, feelings, and frames.
Also, given the cumulative effects, we need to work together if we’re going to have a systematic impact …
Want to emphasize that engagement is a commitment and that I think it’s silly to pretend not to have goals (to engage for the same of engagement) but you also need to be open to be open to changing your beliefs, feelings, and frames.
Also, given the cumulative effects, we need to work together if we’re going to have a systematic impact …
Need to get a creative commons photo of dripping water
If you use a little bit of jargon you might be seen as more competence but if you use too much …
You risk having your audience disengage because they literally can’t process
You might look like a jerk
You have little likelihood of affect normative or efficacy believe
You might make people feel less efficacious