Transcript Utilising students in Science Communication activities: benefits and

Utilising students in Science
Communication activities:
benefits and limitations
Martin Drinkwater
UNSW Science Communication Program
Context
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“Student” refers mainly to undergraduates
Case studies from museums and outreach,
but principles apply broadly to SET and
medical concerns
All science students need to be engaged in
science communication activities
Some professional science communicators
have an aversion toward students
What do students gain?
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Apply skills and knowledge to a real problem
Exercise responsibility and become involved in
decision making
Media, project management skills
Networking, a ’taste’ of employment
An understanding of their field – the societal
impact of scientific research
Employers value these skills in scientists
Benefits of student involvement
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Public events
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Science shows and workshops
Open days and exhibitions
‘Tying up loose ends’
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Adding value to existing work
Students working on niche areas
Challenging existing practice
Student-run project successes
Interacting with publics
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Having students on call means that staff take
less time out from regular duties
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Employees only receive time-in-lieu
Events viewed as an unwanted ‘distraction’
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Students can be particularly effective with
youth audiences
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Trusting students with public image can be an
issue – give them ‘behind the scenes’ work
Students ‘tying up loose ends’
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Students can work with existing content
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Pick up old projects
Add value to current ones
Niche areas for students to work in
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Something they are good at, but not mission-critical
Delegate an aspect of event management
Students can facilitate activities or work with
content, but have trouble producing new material
Challenging orthodoxy
"When we are in the middle of the paradigm, it is hard
to imagine any other paradigm" --- Adam Smith
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Students have little grasp of bureaucracy
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Cutting corners can create mess for staff
‘Hassles’ cited as a reason for aversion to students
Highlights operational aspects that can be improved
Student-led initiatives
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Some student-run projects display
commonalities to professional operations
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OnSET (media)
UNSW Solar Racing Team (technical)
BioFutures (event management)
Student projects need funds and uni backing
What makes a student project successful?
Limitations on student involvement
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Difficulty in matching skills / skill level
Finding work for interns to do
High turnover rates
Students’ lack of foresight
Need for training programs
Students feeling intimidated or failing to
understand overall objectives
What are the real costs?
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Supervision time
Training time – myopic view
Implicit advantages:
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Saves time and money in recruitment costs
Student understands organisational workings
Development of personal networks
Do interns take the jobs of professional
science communicators?
On-costs
Engaging with interns
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Provide ‘perks’
Identify projects within organisation
• Advertise like a permanent position
• Include desirable criteria, but avoid exclusion
• Pitch as career opportunity rather than a hobby,
make applicants ‘jump through hoops’
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When and where to advertise?
Formalising internships with Unis
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Academic credit – most students complete
communication studies or industrial training
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Requirements at university end
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Plan project around student’s work and study
commitments
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8 – 10 week project split over 14 weeks
Made up of smaller (single day?) undertakings
Half of internship completed in first 4 weeks
Conclusions
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A well-planned internship can have enormous
benefits for the student, organisation & society
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Student gains an understanding of science
communication, along with broad skill set
Organisation benefits from greater flexibility in their
operations, since students contribute to overall
workload at relatively low cost
Acknowledgements
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My co-authors, Andrew Pratley and Ada Tam
Dr Will Rifkin for valuable discussions
UNSW Science Communication Program for
financial support
All the students and professionals alike who
contributed
Questions to think about
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How can suitable internship opportunities
be identified?
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Will students enjoy the work they are given?
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What training do students (and supervisors)
need to produce useful internship outputs?