Author: Marlit Hayslett – University of Virginia, United States

Imagine hearing on the news that a long-trusted food product was suddenly found to be harmful: Would you serve it to your family and friends? It’s a tough question. As seekers and creators of knowledge, we should ask “where is the scientific evidence that this food is now harmful?” However, what if there is no research? Or if the available research is genuinely disputed? In this situation, it’s often better to be safe than risk harming our loved ones. This reticence is known at a societal level as the precautionary principle: Better safe than sorry. Policymakers may employ this principle when they are unsure about the effects of a product. To counter precaution, policymakers may turn to science as a way to evaluate the risk.

With more than $600B in annual trade, the European Union and the United States are the world’s largest trading partners. The EU and the US vary in their levels of (pre)caution towards products that depend on science to help inform public policy. Why is this important? If one jurisdiction is more cautious, it may complicate and even impede trade relations thereby jeopardizing businesses and jobs.

The current study contributes to the science communication literature by comparing how the science was communicated in EU and US policy documents on three topics that rely on science for decision-making: Cyclamate, an artificial sweetener, banned in the US but available in the EU; hormone-treated beef, available in the US but banned in the EU; and bisphenol A banned in baby bottles in both the EU and the US. More than 100 policy documents from 1969 to 2018 were evaluated for statements of risk and how the ultimate policy was shaped by the scientific research, among other attributes. Preliminary findings suggest important differences in the US and EU policy-making processes.

The author has not yet submitted a copy of the full paper.

Presentation type: Individual paper
Theme: Technology

Author: Marlit Hayslett – University of Virginia, United States

The guiding principles of communicating science are well-known: know your audience, simplify your writing, avoid jargon, etc. As an instructor of science communication at the University of Virginia, I have learned that while we know what we should do (e.g. reduce jargon), we are lacking teaching methods for actually doing it. We tell our students over and over that they should “know their audience”, but unless we provide them with specific techniques or models, they are unlikely to be successful. What do I mean? For example, business schools often rely on the case study method to help students learn business strategies. Engineering programs use problem-based learning to teach students how to analyze the situation before rushing to a solution. These pedagogical frameworks do not exist for research communication.

To address this challenge, I have been building a portfolio of lesson plans for the accepted principles of science/research communication. In this proposed demonstration, I will lead a session on how to craft an analogy to explain a complex concept. We intuitively know that comparison is a helpful tool for explanation, but how do we actually do it in a systematic, thoughtful way? In my teaching, I have developed a “recipe” for crafting an analogy. This session will include 1) the lesson (40 min) 2) Q&A about the lesson (15 min); and 3) an open discussion about how to build pedagogical resources for science communication (20 min). One possible long-term goal from the session would be to create a collaborative team to work on a textbook and/or website for teaching science/research communication.

The author has not yet submitted a copy of the full paper.

Presentation type: Demonstration
Theme: Transformation