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ERC Series: Teaching, Training & Communicating with Those in Science Denial - 10/20/21

Date: October 20, 2021

Topic: Teaching, Training & Communicating with Those in Science Denial

Speakers:

Katherine Guevara, DPPD

Gale Sinatra, Ph.D.

Overview:

This 60-minute interactive workshop "Teaching, Training & Communicating with Those in Science Denial" is based on research by Drs. Gale Sinatra and Barbara Hofer recently published in their book Science Denial: Why It Happens and What To Do About It. Facilitators, including one of the book's authors, present the causes and effects of science denial and 3 strategies to improve our science messaging to various audiences including while teaching, training, and communicating with those in science denial. Participants will work with colleagues in breakout groups to practice making their own scientific communications more effective and relatable. Most scientific communicators have not been trained in psychology, so this workshop is recommended for any university faculty and researchers in the sciences and/or those assisting faculty in the sciences with their courses or other educational offerings and trainings. This might also be of interest to TAs and graduate students pursuing a career in science and/or science teaching, and those in science fields working in community engagement and/or with the media.

Learning Objective

By the end of this workshop, participants will be able to

Describe common causes & effects of science denial
Identify opportunities to use provided strategies in science communication
Plan updates to science communication

Please complete the fields below to receive your Zoom registration link.

Thank you.

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Disadvantaged Background: Individuals from disadvantaged backgrounds, are defined by NIH as those who meet two or more of the following criteria:

1. Were or currently are homeless, as defined by the McKinney-Vento Homeless Assistance Act (Definition: https://nche.ed.gov/mckinney-vento/);

2. Were or currently are in the foster care system, as defined by the Administration for Children and Families (Definition: https://www.acf.hhs.gov/cb/focus-areas/foster-care);

3. Were eligible for the Federal Free and Reduced Lunch Program for two or more years (Definition: https://www.fns.usda.gov/school-meals/income-eligibility-guidelines);

4. Have/had no parents or legal guardians who completed a bachelor’s degree (see https://nces.ed.gov/pubs2018/2018009.pdf);

5. Were or currently are eligible for Federal Pell grants (Definition: https://www2.ed.gov/programs/fpg/eligibility.html);

6. Received support from the Special Supplemental Nutrition Program for Women, Infants and Children (WIC) as a parent or child (Definition: https://www.fns.usda.gov/wic/wic-eligibility-requirements).

7. Grew up in one of the following areas (only one of the two possibilities in #7 can be used as a criterion for the disadvantaged background definition):

a) A U.S. rural area, as designated by the Health Resources and Services Administration (HRSA) Rural Health Grants Eligibility Analyzer (https://data.hrsa.gov/tools/rural-health/), or

b) A Centers for Medicare and Medicaid Services-designated Low-Income and Health Professional Shortage Areas (https://www.qhpcertification.cms.gov/s/LowIncomeandHPSAZipCodeListingPY2020.xlsx?v=1).

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