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A Shifting Tide: Recommendations for Incorporating Science Communication into Graduate Training
Author(s) -
Hundey Elizabeth J.,
Olker Jennifer H.,
Carreira Cátia,
Daigle Rémi M.,
Elgin Ashley K.,
Finiguerra Michael,
Gownaris Natasha J.,
Hayes Nicole,
Heffner Leanna,
Roxanna Razavi N.,
Shirey Patrick D.,
Tolar Bradley B.,
WoodCharlson Elisha M.
Publication year - 2016
Publication title -
limnology and oceanography bulletin
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.433
H-Index - 10
eISSN - 1539-6088
pISSN - 1539-607X
DOI - 10.1002/lob.10151
Subject(s) - training (meteorology) , medical education , science communication , psychology , graduate students , public relations , political science , science education , pedagogy , medicine , physics , meteorology
Scientists who are skilled in communication reap professional and personal rewards. Unfortunately, gaps exist in fostering curricular and extracurricular training in science communication. We focus our article on opportunities for university‐ and department‐level leadership to train new scientists to communicate effectively. Our motivation is threefold: (1) communication training is key to being competitive in the increasingly diverse job market, (2) training early career scientists in communication “jump‐starts” personal and societal benefits, and (3) the authors represent a group of early career aquatic scientists with unique insights on the state of and need for training. We surveyed early career aquatic scientists about their science communication training experiences. In summary, survey respondents indicated that (1) science communication training is important; (2) graduate students are interested in training that is not currently available to them; (3) departments and advisors are moderately supportive of students participating in science communication, but less enthusiastic about providing training support; and (4) graduate students lack opportunities to put science communication training into practice. We recommend departments and institutions recognize the benefits of science communication training, develop a strategy to support such training, and facilitate individualized approaches to science communication.