Difference between revisions of "Science Communication Seminar"

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== EEB 5894 (NOT Dr. Likens's seminar -- that's EEB ==
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== EEB 5894 (NOT Dr. Likens's seminar -- that's different. Sorry.) ==
  
 
'''Faculty:'''
 
'''Faculty:'''
  
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Margaret Rubega, EEB
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Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism
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Kent Holsinger, EEB
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Ken Noll, MCB
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Bob Wyss, Journalism
+
  
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This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008)we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega.  
+
This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega.  
  
  
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'''Meeting time:''' Thursdays 2 - 3 pm
+
'''Meeting time:''' Thursdays 2 - 3 p.m.
  
 
'''Location:''' <NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time)> to TLS 263.
 
'''Location:''' <NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time)> to TLS 263.
  
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'''Required Reading:''' You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. You have several options for access to the NYT:  
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'''Required Reading:''' You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it.  
 +
You have several options for access to the NYT: You can use the order form to order a personal subscription '''OR''' You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone ''' OR ''' You can read the paper FREE [http://www.nytimes.com online].
 +
 
  
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You can use the order form to order a personal subscription.
 
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You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone.
 
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You can read the paper FREE online at: nytimes.com; click on SCIENCE on the left hand sidebar.
 
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=
 
 
'''Expectations for Students'''
 
'''Expectations for Students'''
  
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We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:
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READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:
  
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Accuracy: does the article say things you know or suspect to be wrong?
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'Accuracy:' does the article say things you know or suspect to be wrong?
  
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Evidence: is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?
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'Evidence:' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?
  
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Balance: does the reporter consider alternative explanations? Are experts, from all sides of an issue interviewed and quoted?
+
'Balance:' does the reporter consider alternative explanations? Are experts, from all sides of an issue interviewed and quoted?
  
−
Clarity: how hard is it to understand the article? Pretend to be your grandmother while thinking about this one.  
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'Clarity:' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one.  
  
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Newsworthiness: why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?
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'Newsworthiness:' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?
  
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• Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story.
 
  
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• Given the level of enrollment, and the limited number of weeks for presentation, students will have to present in pairs: Pairs should consist of graduate/undergraduate pairs; talk to me if you cannot secure a partner.  
+
 
 +
PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story.
 +
 
 +
Given the level of enrollment, and the limited number of weeks for presentation, students will have to present in pairs: Pairs should consist of graduate/undergraduate pairs; talk to me if you cannot secure a partner.  
  
  
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!width="400"|Notes
 
!width="400"|Notes
 
|-  
 
|-  
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| 2nd Sep || You || What I did over the summer ... || 5-10 min updates from everyone
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| 28 Aug || M.Rubega || Class intro: organization. || Come prepared to introduce yourself
 
|-  
 
|-  
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| 9th Sep || Kevin Burgio ||Monk Parakeet Project ||  
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| 4 Sep || Bob Wyss || Science communication from the journalist's perspective ||  
 
|-  
 
|-  
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| 16th Sep || Diego ||Shrike prospectus & kinematic analysis of pilot data ||  
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| 11 Sep || ||||  
 
|-
 
|-
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| 23rd Sep ||  ||  ||MR gone
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| 18 Sep ||  ||  ||
 
|-  
 
|-  
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| 30th Sep || Trina Bayard || Exploring sparrow data 2008||  
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| 25 Sep || || ||  
 
|-  
 
|-  
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| 7th Oct ||Alejandro Rico Guevara || Hummingbird ecomorphology||  
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| 2 Oct || || ||  
 
|-  
 
|-  
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| 14th Oct ||  ||  || CSE gone
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| 9 Oct ||  ||  ||  
 
|-  
 
|-  
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| 21st Oct || || ||
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| 16 Oct || || ||
 
|-  
 
|-  
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| 28th Oct ||    ||  ||  
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| 23 Oct ||    ||  ||  
 
|-  
 
|-  
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| 4th Nov ||  ||  ||  
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| 30 Oct ||  ||  ||  
 
|-  
 
|-  
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| 11th Nov ||  ||  ||
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| 6 Nov ||  ||  ||
 
|-  
 
|-  
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| 18th Nov ||  ||  ||  
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| 13 Nov ||  ||  ||  
 
|-  
 
|-  
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| 25th Nov ||  || NO MEETING: THANKSGIVING ||  
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| 20 Nov ||  || ||  
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|-
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| 2nd Dec ||  || || 
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|-  
 
|-  
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| 27 Nov ||  ||NO MEETING: THANKSGIVING || 
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|-
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| 4 Dec ||  || ||
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|- 
 
|}
 
|}
  
  
 
[[Category:EEB Seminars]]
 
[[Category:EEB Seminars]]

Revision as of 20:14, 29 August 2008

EEB 5894 (NOT Dr. Likens's seminar -- that's different. Sorry.)

Faculty:

Margaret Rubega, EEB; Kent Holsinger, EEB; Ken Noll, MCB; Bob Wyss, Journalism

This page lists weekly meetings of the Seminar in Science Communication. This semester (Fall 2008) we will be reading and discussing science reporting in the New York Times. If you need a permission number, please contact Margaret Rubega.


Meeting time: Thursdays 2 - 3 p.m.

Location: <NOTE THAT THE ROOM HAS CHANGED (again, but hopefully for the last time)> to TLS 263.

Required Reading: You should arrive every week having read the preceding Tuesday’s Science Section in the New York Times, and ready to discuss it. You have several options for access to the NYT: You can use the order form to order a personal subscription OR You can pick up a FREE copy of the paper at selected locations on campus, as long as you arrive before the free copies are all gone OR You can read the paper FREE online.


Expectations for Students

READING: We would like you to read the articles in the Science section critically, assessing the quality of articles from the point of view of:

'Accuracy:' does the article say things you know or suspect to be wrong?

'Evidence:' is there sufficient evidence presented for you to believe the conclusions drawn by the reporter?

'Balance:' does the reporter consider alternative explanations? Are experts, from all sides of an issue interviewed and quoted?

'Clarity:' how hard is it to understand the article? Pretend to be your grandmother while thinking about this one.

'Newsworthiness:' why did the reporter decide to focus on this story? Why did the editor run it? How likely it that the information presented will change policy/technology/behavior/the world?


PRESENTATIONS: Every student will be expected to present an analysis of a news article to the rest of the group at least once. Students should pick an article, read it, then investigate the background of the story in the primary scientific literature. Read the technical paper that prompted the story, at least. Reconsider all issues listed above; your presentation should address how good a job the reporter did achieving accuracy, balance, and clarity. Your presentation should also address what the scientist did, or could have done, to increase the chances that the reporter would produce an accurate, clear, engaging story.

Given the level of enrollment, and the limited number of weeks for presentation, students will have to present in pairs: Pairs should consist of graduate/undergraduate pairs; talk to me if you cannot secure a partner.


Week of: Who Topic Notes
28 Aug M.Rubega Class intro: organization. Come prepared to introduce yourself
4 Sep Bob Wyss Science communication from the journalist's perspective
11 Sep
18 Sep
25 Sep
2 Oct
9 Oct
16 Oct
23 Oct
30 Oct
6 Nov
13 Nov
20 Nov
27 Nov NO MEETING: THANKSGIVING
4 Dec
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