Science in Society
Science outreach is the connective tissue between science and society
A quick Pubmed and Scopus search shows that the number of publications on the topic of science outreach has steadily increased and almost quadrupled over the past ten to fifteen years, suggesting that scientists have grown progressively interested in the contribution of science to society.
Broadly defined, science outreach is the collection of activities in which scientists share scientific methods and discoveries with people who are curious about scientific ideas, want to learn more about how science works, benefit from scientific progress, and use scientific methods themselves. In other words, science outreach represents an extremely valuable - and oftentimes unique - venue for anyone from any community to have access to science, making it the connective tissue between scientific communities and diverse stakeholders outside of the lab.
Science outreach benefits scientists
Science outreach is not yet a standard activity in the course of research, despite funding agencies and scientific organizations requiring scientists to reason through the “broader impacts” that benefit society as part of their work.
Interestingly, scientists are nevertheless widely involved in teaching, communicating, and using their skills and discoveries to address societal issues [1]. Research shows that scientists value these activities as positive and rewarding, and that science education and public engagement benefit their professional and personal development [2,3], and can positively impact their research [4]. The skills that scientists strengthen by engaging in science outreach (such as communication, management, leadership, critical thinking, and organization) are not only fundamental in academia, but can be transferred to a wide range of jobs outside academia [5].
Main barriers of science outreach: The Sagan effect
If outreach activities have such positive effects on both scientists and society, why isn’t science outreach common practice within all academic institutions? Studies have identified five main barriers preventing scientists from engaging in outreach and informal education practices [6,7,8].
The biggest obstacle is the perception that use of scientific skills and research for outreach is less important than traditional scientific duties and outcomes. For this reason, science outreach does not count towards academic success as measured by publications and grants. Scientists fear the possibility that engaging in outreach activities could spark disapproval from peers and mentors and somehow threaten their scientific reputation. This mindset is so ingrained within academia that this phenomenon has its own name: the Sagan effect. Named after the American astronomer Carl Sagan, the Sagan effect refers to the perception that scientists who engage with the public discourse underperform as academics [9].
A second reported barrier is lack of time. Academia does not officially allocate time for outreach, thus scientists must dedicate personal time to these activities and undermine their work-life balance. Similarly, lack of funding for science outreach does not encourage scientists to dedicate their time and effort to it. Finally, many researchers report lack of training and unawareness of available opportunities as two of the reasons why they shy away from science education and public engagement.
Moving forward: Science in Society funding programs
The picture that emerges is clear: scientists are excited and committed to bringing science outside the lab, but they need infrastructure that not only recognizes the existence of science outreach but destigmatizes it and, more importantly, incentivizes it. Scientists need funded programs that train them to translate academic research into formats for diverse audiences, and that prepare them for academic as well as nonacademic jobs. Scientists need programs that incorporate their commitment to science outreach within their academic roles at each stage of their training.
The good news is that we are moving forward! In 2022, the Dana Foundation awarded 11 Dana Centers for Neuroscience & Society planning grants, to promote training and research for scientists who aim to strengthen neuroscience’s positive role in society. In 2023, the National Science Foundation launched the Accelerating Research Translation funding program that aims to promote the translation of academic research into formats that benefit the public. Grants such as these motivate scientists and incentivize institutions to prioritize the positive impact that research has on society and the benefits that science outreach offers to scientists.
Science in Society Infographic: Where to begin when you want to dive in
While we bear witness to the creation of new funding programs, there are already many exciting initiatives that provide scientists with training and opportunities to educate, make a change, communicate, and create art. To celebrate this year’s Brain Awareness Week, a global campaign organized by the Dana Foundation that fosters public enthusiasm for brain science, we are thrilled to share three resources, to help scientists from any discipline identify opportunities that best suit their research and personal preferences.
BraiNY’s Science in Society Infographic offers an up-to-date list of NYC-based and online opportunities for scientists who want to bring their skills and science outside the lab, from mentoring K-12 students, to promoting diversity, writing and talking about science, and creating science-inspired art.
Our STEAM Map and Neuroscience & Art Contests expand the Infographic. They are dedicated to scientists who love art and believe in the power of interdisciplinary thought. The Map lists STEAM venues in NYC which offer exhibitions, workshops, and events at the interface of science and art. The Neuroscience & Art resource lists virtual spaces for scientists and artists to meet and collaborate, and available art/neuroscience contests.
We hope that these resources will facilitate the participation of more and more scientists in science outreach and stimulate change to cement the importance of its role in research. Happy Brain Awareness Week!
Arianna Zuanazzi is a postdoctoral researcher in the Department of Psychology at NYU, where she investigates how the human brain creates meaning through language and music, and through audition and vision. Working with a filmmaker, Arianna is creating a film installation that explores the storytelling potential of sound. sites.google.com/site/ariannazuanazzi/arianna-zuanazzi.
References
1. Woitowich, N. C., Hunt, G. C., Muhammad, L. N., & Garbarino, J. (2022). Assessing motivations and barriers to science outreach within academic science research settings: A mixed-methods survey. Frontiers in Communication, 7, 907762. https://doi.org/10.3389/fcomm.2022.907762
2. Falkenberg, L. J., King, E. H., Russell, B. D., & Chen, R. F. (2021). Maximizing the Impact of Science Outreach Training. Limnology and Oceanography Bulletin, 30(3), 85–91. https://doi.org/10.1002/lob.10463
3. Clark, G., Russell, J., Enyeart, P., Gracia, B., Wessel, A., Jarmoskaite, I., Polioudakis, D., Stuart, Y., Gonzalez, T., MacKrell, A., Rodenbusch, S., Stovall, G. M., Beckham, J. T., Montgomery, M., Tasneem, T., Jones, J., Simmons, S., & Roux, S. (2016). Science educational outreach programs that benefit students and scientists. PLOS Biology, 14(2), e1002368. https://doi.org/10.1371/journal.pbio.1002368
4. Kassab, O. (2019). Does public outreach impede research performance? Exploring the ‘researcher’s dilemma’ in a sustainability research center. Science and Public Policy, 46(5), 710–720. https://doi.org/10.1093/scipol/scz024
5. Eng, E., & Febria, C. (2011). 10. Utilizing science outreach to foster professional skills development in university students. Collected essays on learning and teaching, 4, 58. https://doi.org/10.22329/celt.v4i0.3274
6. Andrews, E., Weaver, A., Hanley, D., Shamatha, J., & Melton, G. (2005). Scientists and Public Outreach: Participation, Motivations, and Impediments. Journal of Geoscience Education, 53(3), 281–293. https://doi.org/10.5408/1089-9995-53.3.281
7. Ecklund, E. H., James, S. A., & Lincoln, A. E. (2012). How academic biologists and physicists view science outreach. PLoS ONE, 7(5), e36240. https://doi.org/10.1371/journal.pone.0036240
8. Johnson, D. R., Ecklund, E. H., & Lincoln, A. E. (2014). Narratives of science outreach in elite contexts of academic science. Science Communication, 36(1), 81–105. https://doi.org/10.1177/1075547013499142
9. Martinez-Conde, S. (2016). Has contemporary academia outgrown the Carl effect? The Journal of Neuroscience, 36(7), 2077–2082. https://doi.org/10.1523/JNEUROSCI.0086-16.2016
Edited by Denise Croote, PhD