Enhancing Graduate Student Communication to General Audiences through Blogging about Nanotechnology and Sustainability

作     者：Bishop, Lee M. Tillman, Ayesha S. Geiger, Franz M. Haynes, Christy L. Klaper, Rebecca D. Murphy, Catherine J. Orr, Galya Pedersen, Joel A. DeStefano, Lizanne Hamers, Robert J. 

作者机构：Univ Wisconsin Dept Chem Madison WI 53706 USA Univ Illinois Coll Educ Champaign IL 61820 USA Northwestern Univ Dept Chem Evanston IL 60208 USA Univ Minnesota Dept Chem Minneapolis MN 55455 USA Univ Wisconsin Sch Freshwater Sci Milwaukee WI 53204 USA Univ Illinois Dept Chem Urbana IL 61801 USA Pacific NW Natl Lab Environm Mol Sci Lab Richland WA 99352 USA Univ Wisconsin Environm Chem & Technol Program Madison WI 53706 USA 

出 版 物：《JOURNAL OF CHEMICAL EDUCATION》 (化学教育杂志)

年 卷 期：2014年第91卷第10期

页      面：1600-1605页

核心收录：

学科分类：0401[教育学-教育学] 07[理学] 0703[理学-化学] 

基　　金：National Science Foundation Chemistry Division under the Center for Sustainable Nanotechnology [CHE-1240151] Direct For Mathematical & Physical Scien Division Of Chemistry Funding Source: National Science Foundation 

主　　题：Graduate Education/Research Curriculum Public Understanding/Outreach Communication/Writing Internet/Web-Based Learning Professional Development Nanotechnology 

摘      要：We have developed and assessed a multiauthor science blog on the topic of nanotechnology and sustainability as a tool to improve the written communication and public engagement skills of graduate students. Focus group studies revealed that after participation in the blog, student authors felt more confident and capable of communicating technical topics to general audiences. Students research mentors viewed this as an important component of their students education, as indicated by survey data. Important design aspects of this effort include participation of an editor as well as having flexible content and target-audience guidelines. We have explicitly outlined aspects of the effort we see as critical in order to enable others to replicate this model in related settings.