Harrington Erin R, McWilliams Scott R, Karraker Nancy E, Gottschalk Druschke Caroline, Morton-Aiken Jenna, Finan Elaine, Lofgren Ingrid E
Department of Natural Resources Science, University of Rhode Island, Kingston, RI, USA.
Department of English, University of Wisconsin-Madison, Madison, WI, USA.
PeerJ. 2024 Dec 20;12:e18594. doi: 10.7717/peerj.18594. eCollection 2024.
There is an increasing demand for emerging scientists to improve their ability to communicate with public audiences, yet little research investigates the effectiveness of science communication training for graduate students. We responded to this need by developing SciWrite@URI-an interdisciplinary model for science graduate students designed around three learning outcomes based on tenets from the field of writing and rhetoric-habitual writing, multiple genres, and frequent review. SciWrite students completed courses and a science communication internship, attended writing workshops, and became tutors at a newly established Graduate Writing Center. After 2 years of training, students more frequently wrote multiple drafts and engaged in peer review, increased their confidence as writers, and decreased their apprehension about writing. We conclude the tenets of the SciWrite program helped students improve as science communicators, and we make suggestions for effective ways graduate departments and training programs might implement and build on our model.
对新兴科学家提高与公众交流能力的需求日益增加，但很少有研究调查针对研究生的科学传播培训的有效性。我们通过开发“罗德岛大学科学写作”（SciWrite@URI）来满足这一需求，这是一个针对理科研究生的跨学科模式，它围绕基于写作和修辞领域原则的三个学习成果进行设计——习惯写作、多种体裁和频繁修改。参加“罗德岛大学科学写作”课程的学生完成了课程学习和科学传播实习，参加了写作工作坊，并在新成立的研究生写作中心担任导师。经过两年的培训，学生们更频繁地撰写多稿并参与同行评审，增强了作为写作者的信心，减少了对写作的担忧。我们得出结论，“罗德岛大学科学写作”项目的原则有助于学生成为更好的科学传播者，我们还为研究生院系和培训项目可能实施并借鉴我们的模式的有效方式提出了建议。
