Communication of science to the general public is increasingly recognized as a responsibility of scientists (Greenwood, 2001; Leshner, 2003), yet how do scientists learn these skills? While scientists are thoroughly trained in research methodologies, analytical skills, and the ability to communicate with other scientists, they usually receive no explicit training in communication of scientific concepts to a layperson audience.

Though most will agree that it is important for scientists to be able to communicate to non-scientists, this is a difficult skill that many practicing scientists lack, likely due to the combination of increased specialization over time and the absence of formal training in science communication. In this opinion piece, we argue that incorporating formal communication training into undergraduate and graduate curricula for aspiring scientists will enhance the quality of discourse between scientists and the lay public. We will provide general recommendations for those interested in developing basic science courses with an emphasis on communication with a layperson audience, with specific examples derived from our own experience developing and implementing a neuroimmunology course designed to promote science communication skills in parallel with mastery of scientific content.

Science Communication to the General Public: Why We Need to Teach Undergraduate and Graduate Students this Skill as Part of Their Formal Scientific Training.

There is increasing pressure for neuroscientists to communicate their research and the societal implications of their findings to the public. Communicating science is challenging, and the transformation of communication by digital and interactive media increases the complexity of the challenge. To facilitate dialogue with the public in this new media landscape, we suggest three courses of action for the neuroscience community: a cultural shift that explicitly recognizes and rewards public outreach, the identification and development of neuroscience communication experts, and ongoing empirical research on the public communication of neuroscience.

/pdf/neurotalk-improving-the-communication-of-neuroscience-v24g3q2jdr.pdf

Neurotalk: improving the communication of neuroscience research

'Summary'	
I.	'Castanea dentata as a model at the intersection of reintroduction biology and restoration ecology'	
II.	'Technological approaches for recovery of Castanea dentata'	
III.	'Ecology of the historically dominant Castanea dentata in contemporary forests'	
IV.	'Societal challenges for successful reintroduction of Castanea dentata'	
V.	'Conclusions'	
 	'Acknowledgements'	
 	References	


Summary
We propose a conceptual framework for restoration of threatened plant species that encourages integration of technological, ecological, and social spheres. A sphere encompasses ideas relevant to restoration and the people working within similar areas of influence or expertise. Increased capacity within a sphere and a higher degree of coalescing among spheres predict a greater probability of successful restoration. We illustrate this with Castanea dentata, a foundation forest tree in North America that was annihilated by an introduced pathogen; the species is a model that effectively merges biotechnology, reintroduction biology, and restoration ecology. Because of C. dentata's ecological and social importance, scientists have aggressively pursued blight resistance through various approaches. We summarize recent advancements in tree breeding and biotechnology that have emerged from C. dentata research, and describe their potential to bring new tools to bear on socio-ecological restoration problems. Successful reintroduction of C. dentata will also depend upon an enhanced understanding of its ecology within contemporary forests. We identify a critical need for a deeper understanding of societal influences that may affect setting and achieving realistic restoration goals. Castanea dentata may serve as an important model to inform reintroduction of threatened plant species in general and foundation forest trees in particular.

https://nph.onlinelibrary.wiley.com/doi/pdf/10.1111/nph.12020

A conceptual framework for restoration of threatened plants: the effective model of American chestnut (Castanea dentata) reintroduction

The current study involved an attempted census of first and second authors from five key journals across the subfields of science, health, environment, and risk communication between 2003 and 2008....

What Science Communication Scholars Think About Training Scientists to Communicate

Educational policy increasingly emphasizes knowledge and skills for the preprofessional "science pipeline" rather than helping students use science in daily life. We synthesize research on public engagement with science to develop a research-based plan for cultivating competent outsiders: nonscientists who can access and make sense of science relevant to their lives. Schools should help students access and interpret the science they need in response to specific practical problems, judge the credibility of scientific claims based on both evidence and institutional cues, and cultivate deep amateur involvement in science.

https://science.sciencemag.org/content/sci/340/6130/314.full.pdf

Outside the Pipeline: Reimagining Science Education for Nonscientists

As new media proliferate and the public's trust and engagement in science are influenced by industry involvement in academic research, an interdisciplinary workshop provides some recommendations to enhance science communication

Kathleen O'Riordan

Papers

Science communication reconsidered.