Greetings All!

Science Talk wants to remain responsive to the needs and interests of our conference attendees. So, once again, we will use a modified unconference model for SCIENCE TALK '20.
 
Our conference-unconference hybrid is similar to a traditional conference in that the Programming Committee will continue to organize the overall conference schedule, coordinate details, and invite Keynote speakers and panelists. However, like an unconference, the specific programming (the who and the what) is initially up to the people who will come to the conference. This puts the attendee at the center of the conference - you decide what sessions best serve your needs, and together we will create a dynamic program.
 
Here’s how it will work:

1. The Programming Committee determines general scheduling needs (number of workshops, short and long presentations, interactive sessions, posters, etc.).
2. August 19th-September 20th, 2019 - SCIENCE TALK '20 opens programming proposals to the public. Anyone has the ability to propose a session (presentation or workshop) that will be considered for the conference.
3. August 19th-November 30th, 2019 - Poster and artwork submissions are open to the public. Anyone has the ability to submit a poster or art item to showcase their interests and talents.
4. The Programming Committee determines the feasibility and appropriateness of the various proposals, communicates with proposers if necessary, and arranges them by type and topic.
5. September 30-October 11, 2019 - proposals are voted on by the community.
6. The Programming Committee takes a look at the winners of the public vote, again communicating with the proposers to make any adjustments if necessary, and curates the final schedule.
7. November 1, 2019 - The draft schedule is announced based on this cooperation within the Science Talk community.

 
Who is involved:

1. The Science Talk community - The community knows the craft. The people and ideas that come from the community will shape who we and the conference become.
2. The Programming Committee - The organizers have experience to provide valuable feedback to proposers, and to ensure balance in the programming.

 
We are making this change in the hopes that by opening up the program to proposals from the community new ideas (the best ideas) and people will surface, and keep the conference fresh and exciting to as many as possible. We hope this allows our community to develop and grow in a vibrant and inclusive way that benefits the entire science communications field.
 
There will be questions. As they come in, we will answer them as best we can and create an FAQ as a resource to everyone.

One of under-appreciated joys of being a denizen of a STEM field: you get to apply your knowledge to investigate real-world answers to questions as fantastical as you can dream up.

Ever wanted to know what Willy Wonka's Chocolate Factory would cost if you had to power it, pay your Oompa Loompas, and install a flying glass elevators? You probably haven't. But the point is that, with a little curiosity, you can figure it out.

From the infographic creator, Jeremy Wright of Advanced Technology Services: The motivation to create this infographic was based on the 48 year anniversary of the film being made (1971).  As a team, we brainstormed creative infographic ideas that related to manufacturing, STEM and education, and Willy Wonka and the Chocolate Factory was the clear winner. We wanted to create a fun, engaging take on manufacturing in that movie vs real life today that would peak students interest and provide a little factual knowledge to share with their family and friends. Today, the Wonka plant can still be a helpful illustration of the true cost of the industry.

About the author: Jeremy Wright is the Director of Product Management at Advanced Technology Services and is a recognized expert in the field of industrial machinery lubrication management and reliability. He is a proven technical educator and consultant – leading the development of consulting programs and methodologies for many of the world’s top manufacturing sites. He is also active in numerous professional organizations, including standards organizations, with the purpose of driving reliability to the forefront of many industries.

By Bernardo Traversari and Alexandra Gonzalez-Van Wart
Edited by Simon Bakke

Traducción al español aquí

I was always interested in science, but I did not know that being a scientist was a [possible career] I could pursue. I only knew medicine as a scientific career, so when my father was diagnosed with depression, I decided I wanted to study the way the brain works. Since my father was treated by a psychiatrist, I initially went to college hoping to go into psychiatry. I met my first scientist in my freshman year biology class; this professor became a mentor to me. She insisted I participate in a summer research program, and after that program a door opened to a new world.

How did you decide to move from research to science communication?

It was pretty accidental! I didn’t know that science communication was a professional field in the sciences. When I returned to Puerto Rico, I had an urge to use my knowledge and resources to help advance science at home. In 2006, I met Daniel Colón-Ramos, the founder of Ciencia Puerto Rico (Science Puerto Rico). Daniel told me that he had created a webpage - and remember that this is still when things like Facebook hadn’t taken off yet - where people interested in science in Puerto Rico could connect. The idea of connecting scientific concepts with Puerto Rican identity and culture was very exciting to me, and I realized that this is something I wanted to do. I began working with “El Nuevo Día” (The New Day), the biggest newspaper in Puerto Rico, to let scientists publish scientific articles in the paper in an accessible and context-relevant manner. Eventually I became more involved with the organization, and now I head most of its projects on science communication, education, and outreach.

First, science communication: we collaborate using newspaper articles, podcasts, videos, etc. Second, education in schools: we have focused on how to teach science in Puerto Rico at the middle school level. This is a crucial point where many students lose interest in science and math or start failing in these subjects. Our star project is “Ciencia al Servicio de Puerto Rico” (Science at the Service of Puerto Rico). The project joins local middle school teachers with professional scientists to train them on teaching strategies using project-based learning. Lastly, we focus on training young scientists in more than just research. Ciencia Puerto Rico really tries to connect science with Puerto Rican community and culture. Science provides a way to develop critical thinking and problem solving, and as such has something for everyone.
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What is the importance of cultural diversity in the academic world, mainly in countries like the United States? How can we improve, and what are the challenges?

I think the conversation about diversity has lost its meaning. It should be more about equity than diversity. Everyone should have the ability to expand on their knowledge. There are minority groups that have historically been underrepresented, abused by, and oppressed by science. If the goal is to benefit all and obtain excellence, then we need people with different points of view, ideas, and cultural experiences. Cultural experiences are important to how we see the world. I grew up on a farm in Puerto Rico and that shapes how I experience the world. If we all think the same, ideas do not progress as much.

Increasing the numbers of minority students or researchers does not make the system more diverse. It is not a matter of numbers, it is a matter of how we change the system to be more inclusive and equal. I am optimistic because I see the results in my work.
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Should the future of Hispanic scientists concentrate on diversifying academia in countries like the United States, or should efforts be focused on pushing for more opportunities in Latin America? Should we invest our energy in our own countries or in others?

I don’t think they are mutually exclusive. If you can and want to do both, you should. We should do what we can with the resources we have available to us. Science has a fundamental role in keeping society healthy, and countries in Latin America should invest in science. Not only monetarily, but by giving science a place in our culture. When people think of Puerto Rico they think of the music and food, but no one thinks of science - no one thinks of science when they think of culture. There needs to be a cultural investment. My efforts focus on both ends, trying to do what I can so that my institution in the United States can be more inclusive, but also using my position to contribute to Puerto Rican culture.

Do you have a message for young scientists interested in entering the field of science communication? How can we learn from you to be better scientists and communicators?

I would rather learn from you! I think I learn more from my students than they do from me. I try to think about where I can make unique contributions. What is my advantage, where can I add value? Sometimes, people might minimize our experiences and the value of our identity. I think it is important to embrace that and use it to our advantage. Don’t fear owning your identity, owning your experiences, and stepping into the power of who you are.

Recientemente tuve la oportunidad de entrevistar a la Dra. Feliú-Mójer, neurobióloga y comunicadora en las ciencias. Hablamos sobre cómo empoderarse de la identidad de uno es la clave para hacer de la ciencia algo inclusivo y accesible para todos. Para la Dra. Feliú-Mójer, conectar a la ciencia con la comunidad y la cultura abre todo tipo de puertas.
Quería comenzar con un poco de su historia personal. ¿Cómo decidió perseguir una carrera en las ciencias?

Yo nací y fui criada en un área rural de Puerto Rico. Eso significa que mi campo de juego era la naturaleza; teníamos muchos animales y mucho verde a mi alrededor. Siempre me interesó la ciencia, pero no sabía que ser científica era una posibilidad - solo conocía la medicina como una carrera científica. Cuando le diagnosticaron a mi padre con depresión, me interese mucho en el cerebro. Como a mi padre le trataba un psiquiatra, fui a la universidad a estudiar medicina con la idea de ser psiquiatra. La primera científica que conocí fue mi profesora de biología de primer año; ella se convirtió en una mentora. Ella me insistió participar en un programa de investigación durante el verano, y este programa me abrió un mundo entero.

¿Como hizo el cambio a esta carrera de comunicación en las ciencias?

¡Fue bastante accidental! Yo no sabía que existía un campo profesional de comunicación en las ciencias. Cuando regresaba a Puerto Rico, tenía un anhelo de utilizar mi conocimiento y recursos para ayudar el avance de la ciencia en el país. Como por coincidencia en el 2006 conocí a Daniel Colón-Ramos, el fundador de “Ciencia Puerto Rico.” El me conto que tenía una página web - y recuerda que en este tiempo cosas como Facebook no eran lo que son hoy - en donde gente interesada en la ciencia en Puerto Rico se podían conectar. Esta idea de conectar conceptos científicos con la identidad y la cultura puertorriqueña me emocionó mucho, y me di cuenta que esto era algo que quería hacer. Empecé a trabajar con “El Nuevo Dia,” el diario más circulado en Puerto Rico, creando un enlace para que científicos pudieran publicar sus hallazgos en el diario de manera accesible y relevante para la comunidad. Eventualmente me involucre más con la organización y hoy en día encabezo la mayoría de sus proyectos de comunicación y educación científica.

¿Cómo ha crecido Ciencia Puerto Rico? ¿Como hace la organización para empoderar a científicos Hispanoamericanos a través de su cultura?

Al comienzo, Ciencia Puerto Rico era un grupo de voluntarios y estudiantes. Expandimos una vez que la comunidad empezó a expresar sus necesidades; intentamos tomar el pulso de las necesidades de la comunidad científica y actuar ante ello. Aunque la comunidad es bastante diversa, las conexiones locales son muy fuertes. De manera resumida, Ciencia Puerto Rico se enfoca en tres áreas principales. Primero, la comunicación de la ciencia: colaboramos con periódicos, podcasts, etc. para mejorar el acceso a información científica. Segundo, la educación a nivel escolar: nos enfocamos en cómo se enseña la ciencia en Puerto Rico en la secundaria. Este es un punto crucial en donde los niños empiezan a fracasar en las matemáticas y ciencias experimentales, y como resultado pueden perder interés en ellas. Nuestro proyecto estrella es “Ciencia al Servicio de Puerto Rico.” El proyecto une a maestros de escuela intermedia con científicos profesionales para capacitarse en estrategias de aprendizaje basada en proyectos. Por último, nos enfocamos en capacitar a científicos jóvenes más allá de la investigación. Ciencia Puerto Rico trata de conectar a la ciencia con la comunidad y cultura puertorriqueña. La ciencia provee una manera de desarrollar pensamiento crítico y de resolver problemas, y por ello es algo útil para todos.

¿Cuál es la importancia de diversidad cultural en el mundo académico, especialmente en países como los EE. UU.? ¿Cómo podemos mejorar en esta área, y cuáles son los problemas asociados a obtener un mayor nivel de diversidad?

Creo que la conversación acerca de la diversidad ha perdido un poco el significado. El enfoque debería de ser en la equidad. Todo el mundo [tiene] la capacidad de aportar al conocimiento. Hay grupos de minorías que históricamente han sido subrepresentados, abusados, y oprimidos por la ciencia. Si el propósito de la ciencia es beneficiar a todos y alcanzar la excelencia, es importante tener representación de personas con distintos puntos de vista, ideas, y experiencias culturales. Las experiencias culturales tienen un valor en como percibimos al mundo. Si todos piensan lo mismo, las ideas no progresan.

¿Es optimista acerca de un posible cambio en cuanto a la diversidad en el mundo académico, o necesitamos hacer un mayor esfuerzo para que este cambio suceda?

Ha habido unos cambios positivos, pero siempre se puede hacer más. No es solamente responsabilidad de las minorías y a los grupos oprimidos el terminar con su opresión. Esto es una responsabilidad de todos. Las personas que no son minorías tienen que interesarse y darse cuenta de que están en la posición de poder hacer un cambio. El que aumentes el número de minorías no le hace más diverso al sistema. No es cuestión de números, es cuestión de cómo cambiamos al sistema para ser más inclusivo y equitativo.

¿Cree que futuros científicos hispanoamericanos deberían enfocarse en incrementar la diversidad académica en países como los EE. UU.? ¿O deberíamos concentrar nuestras energías en crear más oportunidades de investigación en nuestros propios países?

Pienso que ambas metas no son mutuamente exclusivas. Si puedes y quieres hacer ambas cosas, entonces hazlas. Tienes que hacer lo que puedas con los recursos que tienes a tu disposición. La ciencia tiene un rol fundamental en mantener saludable a la sociedad. Los países Latinoamericanos deberían de invertir en las ciencias no solo monetariamente, pero dándole a la ciencia un lugar en nuestras culturas. Nadie piensa en la ciencia cuando piensan en la cultura puertorriqueña; piensan más que nada en la música y comida. Hay que hacer una inversión cultural. Mis esfuerzos se han enfocado en ambos países; trato de hacer lo que yo pueda para que mi institución en los EE. UU. sea más inclusiva, pero también uso mi posición para aportar a la cultura puertorriqueña.

¿Tiene algún mensaje para científicos jóvenes entrando al campo de comunicación científica? ¿Cómo podemos aprender de usted a ser mejores científicos y comunicadores?

¡Yo prefiero aprender de ustedes! Yo siento aprendo más de mis estudiantes que ellos de mí. Trata de identificar cuáles son tus contribuciones únicas a la sociedad; ¿dónde puedes añadir valor a la misma? A veces minimizamos la importancia de nuestras experiencias y nuestra identidad. Sé orgulloso de estas, y reconoce el poder de quién eres tú.

Dr. Feliú-Mójer obtained her PhD in Neurobiology from Harvard University in 2013. Besides being the Director of Communications & Science Outreach for Ciencia Puerto Rico, she is also the Associate Director of Diversity & Communication Training for iBiology and Director of Outreach for the Yale Ciencia Academy (Yale Science Academy). She has been featured extensively on a variety of science shows and podcasts, and has given talks on the importance of cultural relevance in science communication at the Society for the Advancement of Chicanos, Hispanics and Native Americans in Science (SACNAS) 2016 National Conference and the 2018 American Association for the Advancement of Science (AAAS) Annual Meeting. More information on her work, visit her personal webpage at https://www.monicafeliu.me/.

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In an ideal world, stories would always benefit both the listener and the storyteller. Unfortunately, storytelling has a dark side. 

We live in a world where people have conflicts of interest and incentives to lie. In the US, the word “narrative” has acquired political baggage and in many contexts is synonymous with propaganda. For such reasons, some hard-nosed, fact-driven scientists eschew storytelling, seeing it as merely a means to an end for would-be manipulators. 

The stylish and effervescent executive producer of Story Collider, Liz Neeley, couldn’t disagree more. Story Collider is a non-profit organization that provides an outlet for scientists to share true and personal stories about science through weekly podcasts and live shows. To Liz, the best way to get the public excited about science is to make science relatable. The scientists who tell their stories on Story Collider talk not only about their science but how science weaves into their own personal narratives.

I conducted a midday interview over Skype with Liz to discuss science, art, and the ethics of storytelling, where we confronted the border between persuasion and manipulation, and why exploring that border is so essential to both scientists and the people they’re trying to reach.

• Don’t use too many hashtags! You’ll look like a spammer or bot, which means people will ignore your content. Instead, use fewer but more impactful hashtags.
• Make sure you research a hashtag before using it! For example, a pastry company tweeted that you should feel #NotGuilty about enjoying their treats, without realizing that the trending hashtag was actually protesting the outcome of the Casey Anthony murder trial. Using a trending hashtag is a great way to generate engagement, but make sure to do a little investigation into what the hashtag is really being used for.

4. Engage within and beyond your subfield

In ecology, a community of many different species that interact with each other — but not with species outside the community — is called “modular.” There may be plenty of interactions happening within this community, but very few interactions between communities.  

This situation is a great metaphor for how scientific information might spread on Twitter. A communicator may generate a lot of conversation and tweet effectively, but their interactions could become modular, staying clumped within their subfield and not reaching new audiences.  Instead of waiting for these interactions to come to you, actively seek them out! Follow people who study things that you don’t.

​Most importantly… Twitter is a social network – so be social!

Learning that goes both ways

Letters to a Pre-Scientist is a program whose goal is to make these connections a reality. Their mission is to “demystify science careers by creating personal connections between students from high-poverty schools and real scientists”. To do this, they pair scientists and students as pen pals, and over the course of a school year, grade 6-8 students exchange letters with a scientist that specializes in a subject area they find interesting. Middle school students get a chance to hone their reading and writing skills and get exposure to STEM career paths. And scientists get to practice science communication to younger audiences in a one-on-one setting. 

Last year, I was lucky enough to be one of those scientists talking with a middle school student. We were matched as pen pals and exchanged letters throughout the year. In our letters we talked about the student’s interests, career aspirations, and my own work as a scientist. Believe me, she asked a lot of great questions. Some of our correspondence also included photos, drawings and STEM activities for her to explore science further.
 
There are three key beliefs and strategies of the Letters to a Pre-Scientist program that encourage successful experiences:

• The program aims to break down barriers to higher education and STEM fields among high-poverty and underrepresented students who are less likely to pursue higher education.
• Every student can be a future scientist by exposing them to career paths and STEM fields they might not otherwise know about or see as a possibility for themselves.
• They employ a no-opt-out approach whereby every student in the classroom participates in the program, no matter their interest level or reading and writing skills.

​However, joining their mailing list will keep you up to date on other outreach opportunities and ensure you don’t miss the window to sign up for next year’s program. With the help of participating scientists and teachers, we can demystify STEM careers to younger students and encourage all students' futures in science.

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Will’s talk, “How to sound smart in your TedX talk,” has been viewed 7.3 million times since it was first posted on Youtube three years ago. This says something powerful about the importance of how to deliver a message. According to Joyce Russell in her article “Career Coach: The wrong tone can spoil the message”, a quality delivery often comes down to one single aspect of communication: tone. “Our tone conveys our attitude,” says Joyce, who has spent more than 25 years coaching executives on everything from public speaking to interpersonal communication. “Sometimes our tone has a greater impact on our audience than our actual message.”

That’s why, in science communication, getting your message across is less about the content of the message itself, but rather how it’s delivered. 

Let’s face it. Getting people excited about science is not easy. The task becomes even more difficult when science is communicated blandly and without consideration for how it's presented — which is, unfortunately, all too often the case. When this happens, science loses its appeal, and with its appeal, the opportunity to connect with a larger audience. It's doomed to remain trapped in the confines of academia.
 
Other influential public speakers also agree with Joyce. Dale Carnegie, in his book, “How to Win Friends and Influence People,” — perhaps the most widely read book on social communication skills — notes how tone is essential in conveying emotions, and emotions are key to successfully winning people over with a memorable message. “If you want others to be enthusiastic, act enthusiastic,” he writes. And that's especially relevant when it comes to science. 
 
Enthusiasm translates into passion, and passion is addictive — it’s contagious. Research has shown that “mood contagion” is often the reason why we believe an idea or why we choose to follow a particular leader. It might also be the reason we become interested in something in the first place. For science, it might just be the missing link between engaging with academically- savvy “sciencephiles” and successfully attracting a more passively-interested public.
 
My advice to scientists and science communicators? Next time you’re presenting in front of a crowd, be sure to show your passion. Adjust your tone so that people know how excited you are about science. Remember what makes you excited about it. Make what can appear to be a “boring” talk into a life-changing experience. Repeat the phrase: “isn’t this amazing?!” because chances are that, with enough vivacity injected into scientific findings, people will agree with you.

Bernardo on Twitter: @BernardoTraver2
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