After earning my bachelor’s degree, I joined the research industry just as the COVID-19 epidemic was about to change the world. Mistrust of government messaging turned into mistrust of science itself as political leaders propagated false information and masks became politicized. The public’s belief in science remains weaker than it was before to the pandemic, even years after mass lockdowns ended.
Scientists need to learn how to speak outside of their research cocoon and rebuild that trust in the face of a government that wants to demolish American science.
According to Kiersten Bell, a graduate student in the pharmacology and toxicology department, it’s part of our duty as scientists. We must be able to share (research) back out if our jobs are funded by taxpayers.
The majority of graduate programs do not devote enough time and resources to teaching scientists how to communicate effectively, despite its obvious relevance. Although outreach is viewed as optional and not necessary, students are encouraged to hone their presentation abilities.
Bell stated, “I wish that many graduate programs truly emphasized (science communication).” Science communication is not even taught to science writers. Writing your scientific article or manuscript is part of your training.
Students have filled the gap in science communication despite the graduate school’s lack of structured support. Initiatives conducted by UT students, such as Science Under the Stars, which brings ecology research to families at the Brackenridgefield lab, demonstrate how a small team of driven trainees can have a significant influence on the entire community. Bell, the student outreach chair in the pharmacology and toxicology department, led a project to bring graduate students to a primary school to give presentations to fifth graders.
According to Bell, we demonstrate to the pupils the diversity of science. People are discussing topics like alcohol’s effects, cancer, and the various forms of DNA.
The majority of STEM science communication takes place through student-led projects like these. Maddie Brightbill is the president of Present Your PhD to a 12-Year-Old, or PYP for short, and a graduate student who studies the epigenetics, or natural changes in gene expression, of plant biology. A variety of STEM graduate students are invited by PYP to give presentations on their work to homeschool organizations and middle schools.
According to Brightbill, science communication is just as crucial for PhD students as it is for middle school pupils, if not more so. One of the finest ways to learn is to teach, and it’s also a terrific way to stay grounded in your work.
The beginning of a positive feedback loop is engaging in science communication. Getting someone outside of your area excited about your research helps you remember why it’s exciting, which makes sharing your work with others simpler.
“You forget how cool it is when you’re getting bogged down in the details of your own work,” Bell remarked. It gives you new life when you can communicate that to these ten and eleven-year-olds.
Training in science communication has many established advantages. Both grade school pupils and graduate students who take part in programs like PYPreport report increased enthusiasm in science and an improvement in their comfort level while discussing their findings.
We can develop a new generation of scientists who can restore public confidence and reinforce science’s role in guiding policy and advancement by giving trainees the tools they need to communicate clearly and confidently.
Kate Windsor is a molecular biology PhD candidate from Austin, Texas.
