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1. Training Early Career Great Lakes Scientists for Effective Engagement and Impact

   Hunnell, J.; Triezenberg, H.; Doberneck, D. (October 2020, Journal of contemporary water research education)

   null (Ed.)

   Freshwater systems worldwide are increasingly facing complex environmental issues. In the Laurentian Great Lakes region, harmful algal blooms are one example spanning agriculture, municipal drinking water, science and monitoring, water quality, and human health. Addressing these challenges and working across stakeholder interests requires sound science and additional skills that are not necessarily taught to graduate students in the apprentice research model. Effective stakeholder engagement and science communication are two areas consistent with emphases on broader impacts from the National Science Foundation, information and dissemination of the National Institutes of Health, and community engagement of the National Institutes of Health’s Institute of Environmental Health Sciences. The lack of training in these areas creates a gap for outreach, engagement, and science communication training to help enable researchers to translate important science to influential stakeholders, policy makers, and members of the public. To address this gap, we held a Community-Engaged Scholarship Workshop for graduate students and early career faculty. The workshop used an established community-engagement framework and was tailored to address the complex environmental issue of harmful algal blooms. It addressed four community-engagement competencies, including community-engaged partnerships, community-engaged teaching and learning, community-engaged research, and science communications. Here, we report evaluation results on changes in these four competencies and participant satisfaction. We conclude with a discussion of potential improvements and next steps for those seeking to host similar community-engaged trainings. 

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2. 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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3. An ASBPA White Paper: Human and ecosystem health in coastal systems

   https://doi.org/10.34237/1009018  

   Elko, Nicole; Foster, Diane; Kleinheinz, Gregory; Raubenheimer, Britt; Brander, Susanne; Kinzelman, Julie; Kritzer, Jacob; Munroe, Daphne; Storlazzi, Curt; Sutula, Martha; et al (February 2022, Shore & Beach)

   U.S. coastal economies and communities are facing an unprecedented and growing number of impacts to coastal ecosystems including beach and fishery closures, harmful algal blooms, loss of critical habitat, as well as shoreline damage. This paper synthesizes our present understanding of the dynamics of human and ecosystem health in coastal systems with a focus on the need to better understand nearshore physical process interactions with coastal pollutants and ecosystems (e.g. fate and transport, circulation, depositional environment, climate change). It is organized around two major topical areas and six subtopic areas: 1) Identifying and mitigating coastal pollutants, including fecal pollution, nutrients and harmful algal blooms, and microplastics; and 2) Resilient coastal ecosystems, which focuses on coastal fisheries, shellfish and natural and nature-based features (NNBF). Societal needs and the tools and technologies needed to address them are discussed for each subtopic. Recommendations for scientific research, observations, community engagement, and policies aim to help prioritize future research and investments. A better understanding of coastal physical processes and interactions with coastal pollutants and resilient ecosystems (e.g. fate and transport, circulation, depositional environment, climate change) is a critical need. Other research recommendations include the need to quantify potential threats to human and ecosystem health through accurate risk assessments and to quantify the resulting hazard risk reduction of natural and nature-based features; improve pollutant and ecosystem impacts forecasting by integrating frequent and new data points into existing and novel models; collect environmental data to calibrate and validate models to predict future impacts on coastal ecosystems and their evolution due to anthropogenic stressors (land-based pollution, overfishing, coastal development), climate change, and sea level rise; and develop lower cost and rapid response tools to help coastal managers better respond to pollutant and ecosystem threats. 

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4. Aligning Audience Needs with Scientists’ Information in the Complex Harmful Algal Bloom Outreach to Engagement Continuum

   Clites, E; Triezenberg, H; Doberneck, D (August 2024, Universities Council on Water Resources)

   Algae, an important foundation of aquatic ecosystems, can become a nuisance or harmful when it grows in excess. Many government agencies have a role in monitoring, responding to, and confirming a harmful algal bloom (HAB). HAB scientists have important information to share, however, given the complexities of HABs, which often involve decoupled drivers from observed impacts, presents challenges to outreach and engagement. Understanding key audience information needs can help scientists prioritize key science communication and engagement opportunities to maximize the impact of such efforts. Scientists may need additional science communication training or support for scientist-community partnerships. This will be evermore important into the future with the likely range expansion of HABs due to climate change. 

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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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