Increasing the science communication skills of faculty, staff and students is a priority at the College of the Environment — that is, equipping our scientists to talk about their work with a variety of non-academic audiences. In recent years, we’ve worked to build out our science communication capacity by giving faculty and researchers more opportunities to hone their skills through one-on-one coaching, interview preparation, half-day workshops and more.
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It turns out that even in the world of scientific writing, your eighth-grade teacher was right: how you write can matter as much as what you write. In a study published Dec. 15 in the journal PLOS ONE, researchers from the University of Washington looked at abstracts from more than 700 scientific papers about climate change to find out what makes a paper influential in its field.
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In a plane flying over Alaska’s stunning Prince William Sound, the pilot and crew keep their eyes peeled for schooling groups of herring. The fish are easy to spot from above as they congregate here and there along the shoreline. Each cluster behaves in its own unique way, allowing scientists to tell one group from another. Amy Brodbeck, a graduate student in the UW College of the Environment’s School of Marine and Environmental Affairs, is among those searching for the fishy cohorts.
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Ann Margaret Stompro, Natalie Gray, and Kat Schaffer, undergrads at the College of the Environment, spent their spring break teaching sixth graders about environmental science.
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Naomi Oreskes, a geologist, historian, educator, and author, works at the center of science and politics. Over the past decade, she has explored the history of scientific consensus and dissent around anthropogenic climate change. Oreskes will be at the University of Washington on Mar. 1, 2016.
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