UMaine graduate student Kristen Wilson discusses sea creatures with high school students at a COSEE-OS workshop
On October 29, 2010, COSEE-OS sponsored a graduate student professional development seminar with Jeffrey St. John, Director of the
University of Maine Center for Excellence in Teaching & Assessment. Dr. St. John advised School of Marine Sciences graduate students on
ways of communicating science through informal and formal interactions. Of those surveyed, 78% of attendees (n=19) found it "useful" to
"very useful" and 72% thought they were "likely" to "very likely" to use the information in their careers. 89% were interested in
attending more talks of that nature.
Here are excerpts from blog posts contributed by three of the participants:
The suggestion I liked is the reminder that there are aspects of our work beyond the results, which most
audiences will find exciting. The story of how we got into our research and accounts of the current intellectual debates in the
field will help bring our research alive. The next time someone asks me what I am studying, it will be fun to start by explaining
a challenge in my field that really captivates me: I study climate change, which can be hard to communicate about because of its
complex science. Adding to this challenge is the public's diverse range of views (alarmed, concerned, cautious, disengaged,
doubtful, and dismissive) on the subject. I'm intrigued by the challenge of effectively communicating with an audience whose
beliefs on climate change can be so mixed.
I remember that seeing examples and simple analogies used to work magic for me when learning about so many abstract
concepts in science. Jeff reminded me that I need to use the same approach when I teach. The next time I give a lecture about
tides I will ask the students to imagine they are sitting on an edge of a gigantic circular bath tub spinning the water and
watching the wave slosh around the tub, just as high and low tides do inside an ocean basin!
What I found eye-opening about the talk was something that I have never heard another speaker, professor, or
educator specifically state before - that learning and applying the terminology in a field IS learning about the field. If we
don't have the words to describe an idea or topic, we can't possibly fully understand it. When talking about our research, we
shouldn't tell people the vocabulary in our field isn't important to understand. If we explain terms in a way that is both
appealing yet accurate, we are not only conveying the vocabulary needed to understand new ideas but in fact are teaching about
our field. Thinking about my own research project measuring the mechanical properties of diatom chains, I came up with a list of
terms from common words to those most people probably have never heard of: Ocean. Photosynthesis. Algae. Diatoms. Electron
microscopy. Centric. Girdle band. Marginal ridge. Lithodesmium undulatum. Flexural stiffness. Young's modulus. Bending moment.
Learning about my project is akin to learning about what these words mean. Where does your knowledge stop?
This article was collaboratively authored by Artur Palacz,
Carrie Armbrecht and Ashley Young.
They are oceanography graduate students in the School of Marine Sciences at the University of Maine.