Effective Science Communication: (IOP Expanding Physics)

Scientists are often perceived to be poor communicators, but this can be due to a lack of formalised training at undergraduate level and beyond, rather than an innate inability to communicate. There are many areas of communication that scientists are expected to excel at; for example the writing of technical reports and scientific papers. However, even in these fields there is often very little training given to scientists, with the majority of them expected to learn on the job in a kind of peer-review trial by fire. Effective Science Communication: A practical guide to engaging as a scientist provides a concise and practical guide devoted to the myriad of ways that scientists are expected to communicate in their day-to-day lives, combining for the first time modern methods of engagement such as dealing with the modern media and professional social networking, with traditional methods of technical (and non-technical) presentation, paper-writing and proposal shaping. By offering practical and applicable advice, it provides effectual tools to develop skills to communicate with a variety of audiences in an effective and engaging manner. It includes specific examples and advice on how to apply best practice, and also focuses on teaching the underlying skills that are necessary to use the required tools; for example when demonstrating how to give effective presentations, there will be a focus on the underlying skillset (confidence, pacing, stance) that is necessary to be an effective narrator and communicator, rather than simply talking about the toolset (e.g. how to make nice PowerPoint slides). The book provides a helping hand to all scientists, but especially those beginning their career.

Table of Contents:
Chapter 1: Introduction 1.1 Introduction 1.2 Science Communication 1.3 Summary 1.4 Study Questions 1.5 Suggested Readings 1.6 References Chapter 2: Publishing work in academic journals 2.1 Introduction 2.2 Scoping your deliverables 2.3 Choosing a journal 2.4 Writing and manuscript preparation 2.5 The peer review process 2.6 Reviewing papers 2.7 Citations and metrics – getting recognised 2.8 Summary 2.9 Study Questions 2.10 Suggested Readings 2.11 References Chapter 3: Applying for Funding 3.1 Introduction 3.2 What makes a good idea? 3.3 How to find a funding body and funding calls 3.4 What are the components of a research proposal? 3.4.1 Case for support 3.4.2 Pathway to impact 3.5 Budgeting 3.6 The funding process and peer review 3.7 Summary 3.8 Study Questions 3.9 Suggested Reading 3.10 References Chapter 4: Presenting 4.1 Introduction 4.2 A three-way approach 4.2.1 Developing your narrative 4.2.2 Understanding your audience 4.2.3 Managing yourself 4.3 Dealing with nerves 4.4 Rhetoric 4.5 Using your tools 4.6 Timings 4.7 Answering questions (and asking them) 4.8 Poster design & etiquette 4.9 Summary 4.10 Study Questions 4.11 Suggested Readings 4.12 References Chapter 5: Outreach and Public Engagement 5.1 Introduction 5.2 Nomenclature 5.3 Working with children 5.3.1 Children in a formal environment 5.3.2 Children in an informal environment 5.4 General Public 5.5 Citizen Science 5.6 Funding 5.7 Advertising 5.8 Evaluation 5.9 Training 5.10 Summary 5.11 Study Questions 5.12 References 6.1 Introduction 6.2 Why, when, and how to, engage with the media 6.3 Press releases 6.4 Constructing a narrative for mass media 6.5 Television and Radio interviews 6.6 Summary 6.7 Suggested Reading 6.8 Study Questions 7.1 Introduction 7.2 Blogs 7.3 Podcasts 7.4 Social media platforms 7.5 Twitter 7.6 Facebook 7.7 LinkedIn 7.8 YouTube 7.9 Research Gate 7.10 Others 7.11 Digital Collaborations 7.12 Summary 7.13 Study Questions 7.14 Suggested Readings Chapter 8: Other Essential Research skills 8.1 Introduction 8.2 Time management 8.3 Networking 8.4 Teamwork 8.5 Objective reflection 8.6 Mentoring 8.7 Career Planning 8.8 Open Science 8.8.1 Open Access 8.9 Integrity 8.10 Summary 8.11 Study Questions 8.12 Further Study 8.13 References

About the Author :
Sam Illingworth is a lecturer in science communication at Manchester Metropolitan University (MMU). He completed his PhD in atmospheric physics in 2010 at the University of Leicester. He then spent two years in Japan as a Daiwa-Anglo Japanese Foundation scholar, where he investigated how theatrical techniques can be used to develop effective science communication skills. He returned to the UK in 2012, and spent 18 months at the University of Manchester, where as well as measuring methane and other greenhouse gases from airborne platforms, he spent a large amount of time developing outreach activities throughout the Greater Manchester area, before taking up his current post at MMU. In 2013 he was selected to be the young scientist representative for the European Geosciences Union (EGU), a role that involves the representation of more than 10,000 postgraduate and early-career scientists, ensuring that they have a clear and discernable voice at both the yearly EGU general assembly, and throughout the union at all levels.Grant Allen is a research fellow and lecturer at the University of Manchester, funded by the Natural Environmental Research Council (NERC), working on novel remote sensing measurements from aircraft in support of regional air-quality forecasting. He completed his PhD in 2005 at the University of Leicester’s Earth Observation Science Group on satellite remote sensing of peroxyacetyl nitrate in the atmosphere. He then joined the School of Earth, Atmospheric and Environmental Sciences at the University of Manchester as a postdoctoral researcher and worked on projects such as ACTIVE, to investigate thunderstorm, monsoon and synoptic-scale dynamics and their impact on trace gas redistribution and chemistry, and VOCALS, to investigate the complex interactions between the Walker circulation, coastal and marine aerosol sources, ocean currents, and Andean topography. In 2011, he was awarded a NERC Fellowship to develop novel airborne remote-sensing techniques for atmospheric composition monitoring with a focus on aircraft measurements around London during the ClearfLo project using the prestigious NERC FAAM aircraft, and joined the MAMM project as co-I and aircraft work package manager to investigate potential source strengths of Arctic methane and other greenhouse gases in this important and rapidly-changing environment.