by shonk
Do Scientists Want (or Need) Media Training?
[Via The Intersection]
Tomorrow at MIT, I’ll be giving a four hour “boot camp” on science communication to a group of graduate students and other interested parties. The session begins with an overview of the “theory” of science communication–why we must do it better, what the obstacles are, and how a changing media environment makes it much tougher than it was during the era when the dude at right was so popular (the same era when the dude at *top* right was about to deregulate the media…).
Then, the session goes into a media “how to”–rules for interacting with journalists, media do’s and don’ts, and an overview of various key communication “technologies,” such as framing. Finally, it ends with a role playing in which the scientists get to try out their chops in a Colbert-style interview, and see if they can stay on message while traversing the very rockiest of media seas.
I get the sense there is an increasing demand for this kind of training, which is often not provided in the standard science graduate curriculum. The hunger seems especially strong among the younger set of scientists.
Why? Well, consider the write up for another all day sci comm boot camp I did at Princeton …
[More]
Something I noticed recently when I was going through some CalTech material – it is now a requirement for graduation of most students to complete a class dealing with both oral and written presentation skills. While each option has its own class, mostly working at writing or presenting technical papers for that specific discipline, anyone can take the Humanities version which is described thusly in the catalog:
En 84. Writing Science. 9 units (3-0-6), third term. Instruction and practice in writing about science and technology for general audiences. The course considers how to convey complex technical information in clear, engaging prose that nonspecialists can understand and appreciate. Readings in different genres (e.g., magazine and newspaper journalism, reflective essays, case studies, popularizations) raise issues for discussion and serve as models for preliminary writing assignments and for a more substantial final project on a topic of each student’s choice. Includes oral presentation. Satisfies the Institute scientific writing requirement and the option oral communication requirement for humanities majors. Instructor: Youra.
So there is now an opportunity for undergraduate scientists to get some real training before graduate school. This is important and I am glad that CalTech makes this sort of training an requirement.



