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CLIPS (Communication Learning in Practice for Scientists): A New Online Resource Leverages Assessment to Help Students and Academics Improve Science Communication

    Authors: Susan Rowland1,2,*, James Hardy1, Kay Colthorpe3, Rhianna Pedwell1, Louise Kuchel4
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, Queensland, 4072 Australia; 2: Institute for Teaching and Learning Innovation, The University of Queensland, St Lucia, Queensland, 4072 Australia; 3: School of Biomedical Sciences, The University of Queensland, St Lucia, Queensland, 4072 Australia; 4: School of Biological Sciences, The University of Queensland, St Lucia, Queensland, 4072 Australia
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 01 September 2017 Accepted 09 November 2017 Published 30 March 2018
    • ©2018 Author(s). Published by the American Society for Microbiology.
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • *Corresponding author. Mailing address: Building 76, School of Chemistry and Molecular Biosciences, The University of Queensland, Brisbane, Queensland, Australia. Phone: +61 7 3365 3089. Email: [email protected].
    Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1466
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    Abstract:

    The ability to communicate is a crucial graduate outcome for science students; however, crowded curricula and large class sizes make it difficult to find time to explicitly teach foundational communication skills. In response to these challenges, we developed an online resource called Communication Learning in Practice for Scientists, or CLIPS. CLIPS provides a multi-point mentoring model that has allowed us to successfully integrate the teaching and learning of a complex set of tacitly-understood skills across multiple scientific disciplines. It also provides a flexible way for industry experts, academics, and students to learn from one another’s experiences of, and expertise in, science communication. CLIPS leverages the student focus on assessment; students access CLIPS for pragmatic, detailed, and consistent advice when undertaking assessment tasks. In creating CLIPS, our philosophy was that communication is the core business of any scientific practice, not an add-on after the event. Extensive, repeated use of CLIPS by both students and academics indicates that the resource and its delivery model are considered useful, respected, and impactful for, and by, the intended audiences. We have provided CLIPS to the science education community through www.clips.edu.au.

References & Citations

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5. EU Skills Panorama ES 2012 Stem skills analytical highlight Prepared by ICF GHK for the European Commission. www.in.gr/files/1/2013/05/23/STEMskills_en.pdf
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/content/journal/jmbe/10.1128/jmbe.v19i1.1466
2018-03-30
2019-08-19

Abstract:

The ability to communicate is a crucial graduate outcome for science students; however, crowded curricula and large class sizes make it difficult to find time to explicitly teach foundational communication skills. In response to these challenges, we developed an online resource called Communication Learning in Practice for Scientists, or CLIPS. CLIPS provides a multi-point mentoring model that has allowed us to successfully integrate the teaching and learning of a complex set of tacitly-understood skills across multiple scientific disciplines. It also provides a flexible way for industry experts, academics, and students to learn from one another’s experiences of, and expertise in, science communication. CLIPS leverages the student focus on assessment; students access CLIPS for pragmatic, detailed, and consistent advice when undertaking assessment tasks. In creating CLIPS, our philosophy was that communication is the core business of any scientific practice, not an add-on after the event. Extensive, repeated use of CLIPS by both students and academics indicates that the resource and its delivery model are considered useful, respected, and impactful for, and by, the intended audiences. We have provided CLIPS to the science education community through www.clips.edu.au.

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FIGURE 1

The number and location of unique users of the CLIPS website for the month of July 2017. A total of 2,707 users from across 50 countries visited in July 2017.

Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1466
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