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1. Expertise Across Disciplines: Establishing Common Ground in Interdisciplinary Disaster Research Teams

   https://doi.org/10.1111/risa.13407  

   Gilligan, Jonathan M. ( September 2019 , Risk Analysis)

   Hazards and disasters arise from interactions between environmental and social processes, so interdisciplinary research is crucial in understanding and effectively managing them. Despite support and encouragement from funding agencies, universities, and journals and growing interest from researchers, interdisciplinary disaster research teams face significant obstacles, such as the difficulty of establishing effective communication and understanding across disciplines. Better understanding of interdisciplinary teamwork can also have important practical benefits for operational disaster planning and response.

   Social studies of science distinguish different kinds of expertise and different modes of communication. Understanding these differences can help interdisciplinary research teams communicate more clearly and work together more effectively. The primary role of a researcher is incontributory expertise(the ability to make original contributions to a discipline); butinteractional expertisein other disciplines (the ability to understand their literature and communicate with their practitioners) can play an important role in interdisciplinary collaborations. Developing interactional expertise requires time and effort, which can be challenging for a busy researcher, and also requires a foundation of trust and communication among team members. Three distinct aspects of communication play important roles in effective interdisciplinary communication:dialects,metaphors, andarticulation. There are different ways to develop interactional expertise and effective communication, so researchers can pursue approaches that suit their circumstances. It will be important for future research on interdisciplinary disaster research to identify best practices for building trust, facilitating communication, and developing interactional expertise.

    

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2. Communication in the science-policy interface: Evidence from a boundary organization in Nebraska, USA

   https://doi.org/10.1016/j.envsci.2023.103558  

   Vallury, Sechindra ; Chaffin, Brian C. ; Hamlin, Samantha L. ; Allen, Craig R. ( October 2023 , Environmental Science & Policy)

   Boundary organizations have a crucial function in environmental governance by facilitating the processes through which scientists and decision-makers generate, exchange, evaluate, and utilize knowledge to identify societal problems, propose potential solutions, and make decisions on appropriate courses of action. This support for evidence-informed decision making is essential in addressing environmental challenges effectively. Despite the growing popularity of boundary organizations, there remains a significant challenge in designing information dissemination platforms to bridge the communication divide between scientific experts and non-experts. To address this gap, we used natural language processing tools to analyze the communication strategies of a specific boundary organization – the Nebraska Water Center – and examined how these strategies evolved over time to address relevant water policy issues in the state. We identified three prominent topics in the Center’s periodicals between 1970 and 2018: policy and planning, water quality and quantity, and public engagement and workforce development. The prevalence of each topic changed over time, reflecting changes in both federal and state legislative priorities and subsequent responses from the scientific community. Our results also demonstrate how boundary organizations can design information exchange platforms that consider perspectives and needs of not only scientists and policymakers but also more diverse groups of actors. These findings are critical for developing strategies for bridging science and policy in environmental governance. 

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3. Intra-mediary expertise: Trans-science and expert understanding of the public

   https://doi.org/10.1177/03063127241229076  

   Kumaki, Hiroko ( February 2024 , Social Studies of Science)

   What is the role of experts and their expertise in the context of trans-science, in which issues that are raised in scientific terms cannot be answered by science alone? This article examines the discourses and practices around safety of low-dose exposure to radiation in the ongoing aftermath of the Fukushima Daiichi Nuclear Power Plant accident in Japan in 2011. Following the nuclear fallout, scientific experts and STS scholars in Japan debated what forms of science communication were adequate to address the situation. Ethnographic research and textual analysis of their debates show a shift in emphasis on the role of experts from cultivating ‘public understanding of science’ for the sake of science and policy to an ‘expert understanding of the public’ for the sake of the public and its diverse everyday concerns. Two forms of expertise are emerging: ‘co-expertise’ and ‘intra-mediary expertise’. Both are parts of a transition from a paternalistic form of expertise to one that acknowledges the need to engage the public to address issues of scientific uncertainty. However, co-expertise ultimately upholds the existing political structures that shape risk governance, while intra-mediary expertise engages those often excluded from current structures of accountability. Discussion of the potentials and limitations of emerging forms of expertise in Japan show that epistemic justice is not enough. Civic justice that acknowledges diverse publics and their needs must be upheld in the uncertain sphere between science, politics, and everyday life.

    

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4. Rapid Research and Assessment on COVID-19 and Climate in New York City

   https://doi.org/10.1142/S234573762150010X  

   Kyrkjebo, Nora ; Parris, Adam ; Barnes, Janice ; Azaroff, Illya ; Balk, Deborah ; Baptista, Ana Isabel ; Braneon, Christian ; Calabrese, William ; Codrington, Treston ; Colon, Jessica ; et al ( May 2021 , Journal of Extreme Events)

   null (Ed.)

   In May 2020, the New York City (NYC) Mayor’s Office of Climate Resiliency (MOCR) began convening bi-weekly discussions, called the Rapid Research and Assessment (RRA) Series, between City staff and external experts in science, policy, design, engineering, communications, and planning. The goal was to rapidly develop authoritative, actionable information to help integrate resiliency into the City’s COVID response efforts. The situation in NYC is not uncommon. Extreme events often require government officials, practitioners, and citizens to call upon multiple forms of scientific and technical assistance from rapid data collection to expert elicitation, each spanning more or less involved engagement. We compare the RRA to similar rapid assessment efforts and reflect on the nature of the RRA and similar efforts to exchange and co-produce knowledge. The RRA took up topics on social cohesion, risk communication, resilient and healthy buildings, and engagement, in many cases strengthening confidence in what was already known but also refining the existing knowledge in ways that can be helpful as the pandemic unfolds. Researchers also learned from each other ways to be supportive of the City of New York and MOCR in the future. The RRA network will continue to deepen, continue to co-produce actionable climate knowledge, and continue to value organizational sensemaking as a usable climate service, particularly in highly uncertain times. Given the complex, rare, and, in many cases, unfamiliar context of COVID-19, we argue that organizational sensemaking is a usable climate service. 

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5. The Plant Science Blogging Project: A curriculum to develop student science communication skills

   https://doi.org/10.1002/ppp3.10287  

   Iriart, Veronica ; Forrester, Nicole J. ; Ashman, Tia‐Lynn ; Kuebbing, Sara E. ( July 2022 , PLANTS, PEOPLE, PLANET)

   The practice of writing science blogs benefits both the scientist and society alike by providing professional development opportunities and delivering information in a format that is accessible to large and diverse audiences. By designing a project that introduced upper‐level undergraduate students to science blog writing with a focus on plant biology, we piqued students' interest in science writing and the content of a popular plant science blog website. If adopted more widely, this work could broaden the scope of science education and promote the development of effective science communication skills for the next generation of scientists.

   Successful scientists must communicate their research to broad audiences, including distilling key scientific concepts for the general public. Students pursuing careers in Science, Technology, Engineering, and Mathematics (STEM) fields benefit from developing public communication skills early in their careers, but opportunities are limited in traditional biology curricula.

   We created the “Plant Science Blogging Project” for a Plant Biology undergraduate course at the University of Pittsburgh in Fall 2018 and 2019. Students wrote blog posts merging personal connections with plants with plant biology concepts for the popular science blogsPlant Love StoriesandEvoBites. By weaving biology into their narratives, students learned how to share botanical knowledge with the general public.

   The project had positive impacts on student learning and public engagement. In post‐assignment surveys, the majority of students reported that they enjoyed the assignment, felt it improved their understanding of plant biology, and piqued their interest in reading and writing science blogs in the future. Approximately one‐third of the student‐authored blogs were published, including two that rose to the top 10 most‐read posts on Plant Love Stories. Some dominant themes in student blogs, including medicine and culture, differed from common story themes published on the web, indicating the potential for students to diversify science blog content.

   Overall, the Plant Science Blogging Project allows undergraduate students to engage with plant biology topics in a new way, sharpen their scientific communication skills in accordance with today's world of mass information sharing, and contribute to the spread of scientific knowledge for public benefit.

    

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