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1. A tale of two forests: strategic public engagement requires leaders

   https://doi.org/10.1080/21548455.2025.2551291  

   Besley, John C; Tiffany, Leigh Anne (September 2025, International Journal of Science Education, Part B)

   Understanding scientists’ public engagement experiences within their organizations seems necessary to enhancing their ability to have impact through communication efforts. This study uses three rounds of semi-structured interviews conducted between 2017 and 2021 with scientists at two Long-Term Ecological Research (LTER) sites in the United States to explore scientists’ views about communication over several years during which engagement planning and discussion were scheduled. The central lesson for which we provide novel data was that improving science-focused public engagement requires buy-in from organizational leadership, along with access to specialists to manage and support efforts. Unexpected changes in both leadership and support infrastructure at one of the sites were especially valuable in highlighting the importance of sustained attention to science communication infrastructure. 

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2. Maximizing science communication skills in a primary scientific literature-based cancer biology course: practical implementation methods

   https://doi.org/10.1128/jmbe.00057-25  

   Johnson, Kristen C (May 2025, Journal of Microbiology & Biology Education)

   Westenberg, Dave J (Ed.)

   ABSTRACT Integrating primary scientific literature into Science, Technology, Engineering, and Mathematics (STEM) curricula enhances critical thinking, scientific literacy, and communication skills but presents challenges due to complex terminology and data interpretation barriers. To address these challenges, a scaffolded journal club approach was implemented in a Cancer Biology course. The course utilized Hypothes.is web-based annotations, methods presentations, figure annotations, and structured discussions to promote active engagement with the literature. Additionally, integrated science communication assignments—including written, graphical, and video abstracts—provided diverse opportunities for students to develop scientific literacy. This structured approach is designed to facilitate comprehension, encourage proactive learning, and foster confidence in engaging with primary scientific literature. Student feedback highlighted improved ability to dissect research articles, enhanced presentation skills, and increased enjoyment of scientific reading. The journal club model and science communication assignments offer a replicable framework for enhancing primary scientific literature engagement across various STEM disciplines and educational levels. 

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3. The Storytelling Brain: How Neuroscience Stories Help Bridge the Gap between Research and Society

   https://doi.org/10.1523/jneurosci.1180-19.2019  

   Martinez-Conde, Susana; Alexander, Robert G.; Blum, Deborah; Britton, Noah; Lipska, Barbara K.; Quirk, Gregory J.; Swiss, Jamy Ian; Willems, Roel M.; Macknik, Stephen L. (October 2019, The Journal of Neuroscience)

   Active communication between researchers and society is necessary for the scientific community's involvement in developing science-based policies. This need is recognized by governmental and funding agencies that compel scientists to increase their public engagement and disseminate research findings in an accessible fashion. Storytelling techniques can help convey science by engaging people's imagination and emotions. Yet, many researchers are uncertain about how to approach scientific storytelling, or feel they lack the tools to undertake it. Here we explore some of the techniques intrinsic to crafting scientific narratives, as well as the reasons why scientific storytelling may be an optimal way of communicating research to nonspecialists. We also point out current communication gaps between science and society, particularly in the context of neurodiverse audiences and those that include neurological and psychiatric patients. Present shortcomings may turn into areas of synergy with the potential to link neuroscience education, research, and advocacy. 

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4. Benefits of a non-traditional science communication and internship experience based on research from the National Science Foundation Research Traineeship at a Research Intensive University

   https://doi.org/10.1371/journal.pone.0320372  

   Dasgupta, Sukanya; Schillerberg, Tayler; Cashwell, Haven; Mitra, Chandana; McNeal, Karen S (April 2025, PLOS One)

   Deniz, Elif Ulutaş (Ed.)

   Effective science communication and stakeholder engagement are crucial skills for climate scientists, yet formal training in these areas remains limited in graduate education. The National Science Foundation Research Traineeship (NRT) at Auburn University (AU) addresses this gap through an innovative program combining science communication training with co-production approaches to enhance climate resiliency of built, natural, and social systems within the Southeastern United States (US). This paper evaluates the effectiveness of two novel graduate-level courses: one focused on science communication for non-technical audiences and another combining co-production methods with practical internship experience. Our research employed a mixed-methods approach, including a comprehensive analysis of course catalogs from 146 research-intensive universities and qualitative assessment of student experiences through surveys and descriptive exemplars. Analysis revealed that AU’s NRT program is unique among peer institutions in offering both specialized science communication training and co-production internship opportunities to graduate students across departments. Survey data from 11 program participants and detailed case studies of three program graduates demonstrated significant professional development benefits. Key outcomes included enhanced stakeholder engagement capabilities, improved science communication skills, and better preparation for both academic and non-academic careers. These findings suggest that integrating structured science communication training with hands-on co-production experience provides valuable preparation for climate scientists. The success of AU’s program model indicates that similar curriculum structures could benefit graduate programs nationwide, particularly in preparing students to effectively communicate complex scientific concepts to diverse audiences and engage with stakeholders in climate resilience efforts. 

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5. Sci/Comm Scholars: A Facilitated Peer-To-Peer Working Group for Integrating Rhetorical and Social Scientific Approaches for Inclusive Science Communication

   https://doi.org/10.3389/fenvs.2021.787557  

   King-Kostelac, Amelia; Gomez, Eres A.; Finucane, Mary M.; Gorton, Sarah; Killian, Jamie L.; Walker, Kenneth; Bush, Janis K.; Smith, Jennifer A. (January 2022, Frontiers in Environmental Science)

   Graduate students emerging from STEM programs face inequitable professional landscapes in which their ability to practice inclusive and effective science communication with interdisciplinary and public audiences is essential to their success. Yet these students are rarely offered the opportunity to learn and practice inclusive science communication in their graduate programs. Moreover, minoritized students rarely have the opportunity to validate their experiences among peers and develop professional sensibilities through research training. In this article, the authors offer the Science Communication (Sci/Comm) Scholar’s working group at The University of Texas at San Antonio as one model for training graduate students in human dimensions and inclusive science communication for effective public engagement in thesis projects and beyond. The faculty facilitated peer-to-peer working group encouraged participation by women who often face inequities in STEM workplaces. Early results indicate that team-based training in both the science and art of public engagement provides critical exposure to help students understand the methodological care needed for human dimensions research, and to facilitate narrative-based citizen science engagements. The authors demonstrate this through several brief profiles of environmental science graduate students’ thesis projects. Each case emphasizes the importance of research design for public engagement via quantitative surveys and narrative-based science communication interventions. Through a faculty facilitated peer-to-peer working group framework, research design and methodological care function as an integration point for social scientific and rhetorical training for inclusive science communication with diverse audiences. 

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