Science Communication For Public Audiences

Equipping undergraduate engineering students with the ability to explain science and technology clearly, accurately, and meaningfully to stakeholders outside their field, this course addresses a growing need: engineers today are expected not only to build solutions but also to communicate their ideas to policymakers, industry leaders, investors, communities, and everyday users. Technology achieves lasting impact only when society understands and trusts it, making science communication essential for every engineer.

Students learn the principles and practice of communicating scientific and technical concepts to public audiences, developing skills to simplify, narrate, and adapt complex information into engaging, scientifically accurate content. Unlike traditional academic writing, the course emphasises creativity, storytelling, structure, and clarity.

This course guides undergraduate engineering students through the core principles, tools, and responsibilities of communicating science effectively, weaving together theory, practice, and real-world application. The course begins with Module 1: Foundations of Science Communication, learning to understand diverse audiences, craft engaging narratives, and appreciate the role of engineers in making technical ideas accessible. In Module 2: Research and Simplification, they focus on gathering credible information, translating complex concepts into clear explanations, and using visuals and multiple writing formats to enhance understanding. Module 3: Engaging Audience and Ethics emphasizes ethical and responsible communication, addressing sensitive or controversial topics, engaging the public, and exploring how engineers can influence policy. Finally, Module 4: Creating Products for Presentation allows students to apply their learning practically by creating digital content, building professional portfolios, exploring emerging trends in science communication, and culminating in a capstone project that produces polished, publishable, engineering-focused work that informs, inspires, and creates impact.

By the end of this course, each student will have had the opportunity to:

1. Understand the core principles of science communication and how they operate across different formats and public platforms.
2. Apply techniques to translate technical knowledge into clear, engaging, and relatable narratives for non-expert audiences.
3. Analyze audience needs to write with appropriate tone, structure, and style for multiple public contexts.
4. Synthesize feedback from peers and instructors to revise, strengthen, and refine science communication pieces.
5. Understand and apply ethical considerations while analyzing challenges and responsibilities involved in communicating science to the public.

1. Create 3 Science Communication Pieces, ready for publishing.
2. Understand the core principles and ethics of science communication for public audiences.
3. Interpret and translate complex scientific concepts into accessible language.
4. Adapt scientific content into multiple formats, such as feature articles, explainers, and opinion pieces.
5. Incorporate feedback to revise and improve clarity, engagement, and accuracy.
6. Critically assess how communication choices shape public understanding and trust in science.
7. Produce polished, publishable science communication pieces for diverse audiences.
8. Reflect on communication strategies to continuously enhance impact, credibility, and audience engagement.

• Chan, HY, Erduran, S How Scientists’ Narratives on AI Signal a New Era for Science Education  Res Sci Educ (2025). https://doi.org/10.1007/s11165-025-10307-4
• Hoes, E, Clemm, B, Gessler, T. et al. (Media Attention to) Misinformation Can Undermine Trust in Scientists. Polit Behav (2025). https://doi.org/10.1007/s11109-025-10090-y
• Phogat P, Rab S, Wan M. Science communication in the digital age: Trends, gaps, and interdisciplinary opportunities. Information Services and Use. 2025;45(1-2):148-163. doi:10.1177/18758789251342896
• Fischer, Liliann & Barata, Germana & Scheu, Andreas & Ziegler, Ricarda. (2024). Connecting science communication research and practice: challenges and ways forward. Journal of Science Communication. 23. 10.22323/2.23020501.
• Fähnrich, B, Wilkinson, C, Weitkamp, E, Heintz, L, Ridgway, A, & Milani, E (2021). Rethinking science communication education and training: Towards a competence model for science communication. Frontiers in Communication, 6. https://doi.org/10.3389/fcomm.2021.795198
• Jensen, E A, & Gerber, A (2020). Evidence-Based Science Communication. Frontiers in Communication, 4, Article 78. https://doi.org/10.3389/fcomm.2019.00078
• Hu, Z, Ma, B., & Bai, R (2022). Motivation to participate in secondary science communication. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.961846

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