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1. The Field Scientist: Exploring the Intersection of Science and Identity Through Comics

   Wu, Amy; Allen, Laurel (October 2023, Society for the Advancement of Chicanos/Hispanics and Native Americans in Science - 2023 NDiSTEM)

   Science comics have become an increasingly popular medium for science communication. Reputable institutions and publications such as the WHO, NASA, Nature Journal and MacMillan Publishers have published science comics to explain complex scientific and medical phenomena to the public. However, science comics that center the stories of underrepresented scientists and the ways in which their intersectional identities are transforming science have yet to be created. Concerningly, people of color, women, and LGBTQIA+ identifying continue to be underrepresented in STEMM. Studies have shown students who report feeling positive STEMM identity and ability in high school declared undergraduate STEMM majors at greater proportions. Therefore, identifying ways to foster a sense of belonging and personal interest in STEMM among secondary school students is crucial. Utilizing art and narrative storytelling, The Field Scientist challenges perceptions of what science looks like and who does science to make science more accessible, exciting and inclusive for underrepresented secondary school students.. The series follows the real biographical narratives of a diverse cohort of scientists as they recount their most memorable field experiences. The Field Scientist will be available digitally via the platform issuu.com and disseminated to secondary school students. Online surveys will be utilized to elicit audience response, assess feelings of belonging and determine the effectiveness of science comics in challenging perceptions of exclusionary scientific culture and community. Ultimately, The Field Scientist aspires to encourage adolescent audiences to view themselves as scientists and contemplate how their identities can further transform the shifting landscape of science. 

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2. Strategies for Scientists to Communicate Volcanic Hazard to the Public when Threat of Eruption is Low

   Hufstetler, Rebeckah; Smith, Hollie M; Hooft, Emilie EE; Walton, Dean (December 2023, 2023 Fall Meeting, American Geophysical Union)

   Many studies focus on the best way to communicate volcanic information during a crisis event. Because of the urgency during crisis, many of crisis communication studies find that the issues that arise during volcanic crises can often be mitigated during the ‘quiet times’ between eruptions. This project addresses how to engage the population near a volcano that is in this period of quiescence. The goal is to synthesize peer-reviewed research that investigates volcano hazard communication when the threat of eruption is low. By doing this, we will provide scientists and others working with the public recommendations for communication materials. This synthesis will offer suggestions from the academic literature for effectively engaging the public in communication about volcanos, what content messages could include, and what mediums are available to reach different audiences. These recommendations are intended to provide a baseline for scientists to think about the multiple ways to engage with the variety of audiences that live around their volcano of study; they are not intended to be a rigid formula that applies to every population. We have systematically gathered peer reviewed articles from Web of Science, Georef, and Google Scholar, using specific search terms generated through consultation with a University of Oregon librarian. Through the use of specific exclusion criteria, we have narrowed down the 330 resulting papers to a final list of 34 studies that provide suggestions on volcano communications during periods of quiescence. This project will use the advice found in these studies to create a reference for scientists as they create communication materials to disseminate to the public regarding a volcano. The results found include different mediums, such as virtual reality, hazard maps, films, social media, and various online tools that a scientist can utilize to convey their findings. There are also recommendations for different audiences, such as tourists, children, rural communities, and indigenous populations. By synthesizing the findings of these studies into a single document for a scientist to reference, we can help scientists to best engage the public in learning about a volcano during quiescence. 

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3. Natural history museums are missing an opportunity to present research and collections on YouTube

   https://doi.org/10.1101/2025.09.16.676522  

   Ruzi, Selina A; Smith, Adrian A; Lee, Nicole M; Galvez, Nicolás J; Dinh, Timothy A (September 2025, bioRxiv)

   Abstract There have been repeated calls in the US for scientists to communicate the importance of biological collections to both a general public audience and to policy makers. Natural history museums that house both collections and research staff while maintaining online media presences, are well positioned to communicate that value. Our study aims to understand how these museums present themselves and their research and collections via YouTube. We created a standardized and repeatable 15-question codebook to categorize content and production choices in museum account YouTube posts. In total, we analyzed 437 videos posted by 28 natural history museums in the US in 2019 and 2023, showing that messages featuring museum science are uncommon. Instead, YouTube users are likely to encounter live event recordings or promotional content related to museum or exhibit information. Research and collections themed content represents an opportunity gap for museums to engage YouTube audiences in science. If natural history museums that maintain both collections and research staff want to answer the repeated calls of communicating the importance of collections in research, then we recommend either (1) incorporating research and collections into their other video types, and/or (2) looking to other YouTube channels, some of which are subsidiary to museum institutional accounts, as a model for research and collections content strategies. 

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4. A web-based tool for participatory science learning in the context of human psychology research

   Dikker, S.; Yetman-Michaelson, L.; Shevchenko, Y.; Burgas, K.; Chaloner, K.; Sole, M.; Davidesco, I.; Martin, R.; Matuk, C. (April 2022, International Conference on Computer-Supported Collaborative Learning)

   We describe an online citizen science platform (www.mindhive.science) for human brain and behavior research that uses a participatory science learning approach to engage learners in the full spectrum of scientific inquiry. Building on an open science philosophy, it features a collaborative study design environment comprising an experiment builder, a database of validated tasks and surveys, and a public-facing study page; a peer review center where students are able to engage with and reflect on studies designed by peers from their own schools and schools around the globe; and GDPR-compliant data collection, data management, and data visualization and interpretation functionality. We describe student-initiated research generated during the COVID-19 pandemic to illustrate how the platform supports student-teacher-scientist community partnerships for participatory learning in authentic inquiry. 

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5. Building a collaborative, university-based science-in-action video storytelling model that translates science for public engagement and increases scientists' relatability

   https://doi.org/10.3389/fcomm.2022.1049648  

   Seidel, Dena K.; Morin, Xenia K.; Staffen, Marissa; Ludescher, Richard D.; Simon, James E.; Schofield, Oscar (January 2023, Frontiers in Communication)

   Collaborating scientists and storytellers successfully built a university-based science-in-action video storytelling model to test the research question: Can university scientists increase their relatability and public engagement through science-in-action video storytelling? Developed over 14 years, this science storytelling model produced more than a dozen high-visibility narratives that translated science to the public and featured scientists, primarily environmental and climate scientists, who are described in audience surveys as relatable people. This collaborative model, based on long-term trusting partnerships between scientists and video storytellers, documented scientists as they conducted their research and together created narratives intended to humanize scientists as authentic people on journeys of discovery. Unlike traditional documentary filmmaking or journalism, the participatory nature of this translational science model involved scientists in the shared making of narratives to ensure the accuracy of the story's science content. Twelve science and research video story products have reached broad audiences through a variety of venues including television and online streaming platforms such as Public Broadcasting Service (PBS), Netflix, PIVOT TV, iTunes, and Kanopy. With a reach of over 180 million potential public audience viewers, we have demonstrated the effectiveness of this model to produce science and environmental narratives that appeal to the public. Results from post-screening surveys with public, high school, and undergraduate audiences showed perceptions of scientists as relatable. Our data includes feedback from undergraduate and high school students who participated in the video storytelling processes and reported increased relatability to both scientists and science. In 2022, we surveyed undergraduate students using a method that differentiated scientists' potential relatable qualities with scientists' passion for their work, and the scientists' motivation to help others, consistently associated with relatability. The value of this model to scientists is offered throughout this paper as two of our authors are biological scientists who were featured in our original science-in-action videos. Additionally, this model provides a time-saving method for scientists to communicate their research. We propose that translational science stories created using this model may provide audiences with opportunities to vicariously experience scientists' day-to-day choices and challenges and thus may evoke audiences' ability to relate to, and trust in, science. 

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