The research-teaching nexus as a driver for science communication skills enhancement

Bonfiglioli, C; Kirkup, L; Woolf, I

The research-teaching nexus as a driver for science communication skills enhancement

Bonfiglioli, C

Kirkup, L Woolf, I

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Publisher:: The University of Sydney
Publication Type:: Conference Proceeding
Citation:: UniServe Science Conference, Motivating Science Undergraduates: Ideas and Interventions, 2009, pp. 146 - 151
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Bonfiglioli, C https://orcid.org/0000-0002-9634-7302	en_US
dc.contributor.author	Kirkup, L	en_US
dc.contributor.author	Woolf, I	en_US
dc.contributor.editor	Alexandra Hugman	en_US
dc.date	2009-10-01	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	UniServe Science Conference, Motivating Science Undergraduates: Ideas and Interventions, 2009, pp. 146 - 151	en_US
dc.identifier.isbn	9781742101491	en_US
dc.identifier.uri	http://hdl.handle.net/10453/11348
dc.description.abstract	Scientists- ability to communicate effectively is vital to their employment prospects, their contribution to society and to societys reception of science. Our goals were to develop students communication skills and to enhance the teaching-research nexus. An engaging communication activity was introduced to a large enrolment first year physics service subject for science students. Audio and video `trigger material, created as stimuli for the students and based on original research occurring at our university, was a key innovation of the activity. Students submitted a short but structured written response to these triggers in which they gave their own perspective on the research thus enhancing the teaching-research nexus. The activity was piloted with senior students, revised for delivery to the target students and evaluated via a student experience survey. Students reported that they valued the communication assignment for allowing them to learn more about scientific research at their university, to express their opinion of the research, and to practise communication skills. Students indicated that the triggers gave them insight into future career paths. The qualitative findings were reinforced by quantitative survey data which revealed strong support for including the activity in a physics subject. This study shows that a communication assignment builds bridges between undergraduates and researchers, thus enhancing the research-teaching nexus, and indicates that students find the assignment engaging and rewarding. While we are encouraged that students find the communication assignment a positive learning experience, the extent to which it enhances students science communication skills has yet to be established.	en_US
dc.publisher	The University of Sydney	en_US
dc.relation.ispartof	UniServe Science Conference, Motivating Science Undergraduates: Ideas and Interventions	en_US
dc.relation.ispartof	UniServe Science Conference, Motivating Science Undergraduates: Ideas and	en_US
dc.title	The research-teaching nexus as a driver for science communication skills enhancement	en_US
dc.type	Conference Proceeding
utslib.location	Sydney, Australia	en_US
utslib.location.activity	The University of Sydney	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
dc.location.activity	The University of Sydney	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Journalism Program
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Sydney, Australia	en_US
pubs.start-date	2009-10-01	en_US

Abstract:

Scientists- ability to communicate effectively is vital to their employment prospects, their contribution to society and to societys reception of science. Our goals were to develop students communication skills and to enhance the teaching-research nexus. An engaging communication activity was introduced to a large enrolment first year physics service subject for science students. Audio and video `trigger material, created as stimuli for the students and based on original research occurring at our university, was a key innovation of the activity. Students submitted a short but structured written response to these triggers in which they gave their own perspective on the research thus enhancing the teaching-research nexus. The activity was piloted with senior students, revised for delivery to the target students and evaluated via a student experience survey. Students reported that they valued the communication assignment for allowing them to learn more about scientific research at their university, to express their opinion of the research, and to practise communication skills. Students indicated that the triggers gave them insight into future career paths. The qualitative findings were reinforced by quantitative survey data which revealed strong support for including the activity in a physics subject. This study shows that a communication assignment builds bridges between undergraduates and researchers, thus enhancing the research-teaching nexus, and indicates that students find the assignment engaging and rewarding. While we are encouraged that students find the communication assignment a positive learning experience, the extent to which it enhances students science communication skills has yet to be established.

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http://hdl.handle.net/10453/11348