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<u><font color="#C1D35D">PLoS iGEM Collection</u></font> | <u><font color="#C1D35D">PLoS iGEM Collection</u></font> | ||
− | Since last years jamboree, the Dalhousie iGEM has been interested in integrating science | + | <font color=black>Since last years jamboree, the Dalhousie iGEM has been interested in integrating science |
communication into our own project. For this reason, we were eager to take part in the PLoS | communication into our own project. For this reason, we were eager to take part in the PLoS | ||
iGEM Collection following the 2016 jamboree. In the process of writing our iGEM report, we | iGEM Collection following the 2016 jamboree. In the process of writing our iGEM report, we | ||
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full PLoS publication. We didn’t want to let this incredible opportunity to go to waste and so we | full PLoS publication. We didn’t want to let this incredible opportunity to go to waste and so we | ||
modified our iGEM report into a paper for publication. To date, we have received comments | modified our iGEM report into a paper for publication. To date, we have received comments | ||
− | from reviewers and are in the process of responding to the comments for resubmission!</br></br> | + | from reviewers and are in the process of responding to the comments for resubmission!</font></br></br> |
<img src="https://static.igem.org/mediawiki/2017/archive/8/8c/20171031235427%21Dalscreen.png" height="30%" width="30%" alight=left style="float:left;padding-right:10px;"> | <img src="https://static.igem.org/mediawiki/2017/archive/8/8c/20171031235427%21Dalscreen.png" height="30%" width="30%" alight=left style="float:left;padding-right:10px;"> | ||
<u><font color="#C1D35D">PLoSibilties Blog</u></font> | <u><font color="#C1D35D">PLoSibilties Blog</u></font> | ||
− | In partnership with PLoS, we began the PLoSibilties blog to | + | <font color=black>In partnership with PLoS, we began the PLoSibilties blog to |
bridge the gap between open-access journals and the lay | bridge the gap between open-access journals and the lay | ||
audience. Scientific jargon in research articles often limits | audience. Scientific jargon in research articles often limits | ||
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their work on an online platform. The blog has a readership of over 200 people from around the | their work on an online platform. The blog has a readership of over 200 people from around the | ||
world. While this initiative began due to iGEM, we hope to continue it throughout the rest of | world. While this initiative began due to iGEM, we hope to continue it throughout the rest of | ||
− | the year and recruit more student writers from outside of iGEM.</br></br> | + | the year and recruit more student writers from outside of iGEM.</font></br></br> |
<h2><center><b><font color="#C1D35D">EDUCATION</font></b></h2></center> | <h2><center><b><font color="#C1D35D">EDUCATION</font></b></h2></center> | ||
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</br> | </br> | ||
<u><font color="#C1D35D">Shad Valley</u></font> | <u><font color="#C1D35D">Shad Valley</u></font> | ||
− | We had a blast hosting SHAD Valley | + | <font color=black>We had a blast hosting SHAD Valley |
for the first time! Approximately 20 | for the first time! Approximately 20 | ||
students joined us for an afternoon | students joined us for an afternoon | ||
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DNA from cheek cells, but also got | DNA from cheek cells, but also got | ||
to take the DNA home with them in | to take the DNA home with them in | ||
− | double helix pendant necklace.</br></br></br></br> | + | double helix pendant necklace.</font></br></br></br></br> |
<img src="https://static.igem.org/mediawiki/2017/d/d3/Dal_SUPERNOVA1_outreach.jpeg" height="30%" width="30%" alight=left style="float:left;padding-right:10px;"> | <img src="https://static.igem.org/mediawiki/2017/d/d3/Dal_SUPERNOVA1_outreach.jpeg" height="30%" width="30%" alight=left style="float:left;padding-right:10px;"> | ||
<u><font color="#C1D35D">SuperNOVA—Catalyst Camp & Innovators Camp</u></font> | <u><font color="#C1D35D">SuperNOVA—Catalyst Camp & Innovators Camp</u></font> | ||
− | Continuing the partnership we established last year with SuperNOVA, we ran two workshops | + | <font color=black>Continuing the partnership we established last year with SuperNOVA, we ran two workshops |
targeting two different age groups: the | targeting two different age groups: the | ||
Catalyst Camp (grades 10-12) and the | Catalyst Camp (grades 10-12) and the | ||
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Streptococcus from the diagnostic microbiology lab at the | Streptococcus from the diagnostic microbiology lab at the | ||
local hospital. The Streptococcus was given to us as a blood | local hospital. The Streptococcus was given to us as a blood | ||
− | smear so we got the additional benefit of showing students what red blood cells look like!</br></br></br> | + | smear so we got the additional benefit of showing students what red blood cells look like!</font></br></br></br> |
<img src= "https://static.igem.org/mediawiki/2017/a/a7/Dal_Discovery_PAt2_outreach.jpeg" height="20%" width="25%" style="float:left; padding-right:10px; "> | <img src= "https://static.igem.org/mediawiki/2017/a/a7/Dal_Discovery_PAt2_outreach.jpeg" height="20%" width="25%" style="float:left; padding-right:10px; "> | ||
<u><font color="#C1D35D">Discovery Center—Open house</u></font> | <u><font color="#C1D35D">Discovery Center—Open house</u></font> | ||
− | The Discovery Center is Nova Scotia’s hand-on science facility and every Wednesday admission | + | <font color= black>The Discovery Center is Nova Scotia’s hand-on science facility and every Wednesday admission |
is free to the general public. On a cold dark evening in September we eagerly arrived at the | is free to the general public. On a cold dark evening in September we eagerly arrived at the | ||
Innovation Lab in the Discovery Center and opened our minds and our experiments to the | Innovation Lab in the Discovery Center and opened our minds and our experiments to the | ||
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that cells are so small! | that cells are so small! | ||
We did an additional event on a quite Sunday morning at the Discovery Center focusing this | We did an additional event on a quite Sunday morning at the Discovery Center focusing this | ||
− | time on iGEM and our project.</br></br> | + | time on iGEM and our project.</font></br></br> |
<img src= "https://static.igem.org/mediawiki/2017/e/e4/Dal_Andy_Fillmore.jpeg" height="25%" width="25%" alight=right style="float:right;padding-right:10px;"> | <img src= "https://static.igem.org/mediawiki/2017/e/e4/Dal_Andy_Fillmore.jpeg" height="25%" width="25%" alight=right style="float:right;padding-right:10px;"> | ||
</br></br></br> | </br></br></br> | ||
<u><font color="#C1D35D">#summerofscienceCAN</u></font> | <u><font color="#C1D35D">#summerofscienceCAN</u></font> | ||
− | We participated in the #summerofscienceCAN initiative which encourages local members of | + | <font color= black>We participated in the #summerofscienceCAN initiative which encourages local members of |
parliament (MP) to engage with the research occurring in their ridings. We met and discussed | parliament (MP) to engage with the research occurring in their ridings. We met and discussed | ||
our project with our MP, Andy Fillmore. In addition, we gave him a tour of our lab! It was | our project with our MP, Andy Fillmore. In addition, we gave him a tour of our lab! It was | ||
− | amazing to be part of this federal campaign.</br></br></br></br> | + | amazing to be part of this federal campaign.</font></br></br></br></br> |
<img src="https://static.igem.org/mediawiki/2017/a/ae/Dal_DMRF_outreach.jpeg" height="25%" width="25%" alight=left style="float:left;padding-right:10px;"> | <img src="https://static.igem.org/mediawiki/2017/a/ae/Dal_DMRF_outreach.jpeg" height="25%" width="25%" alight=left style="float:left;padding-right:10px;"> | ||
<u><font color="#C1D35D">Dalhousie Medical Research Foundation (DMRF)</u></font> | <u><font color="#C1D35D">Dalhousie Medical Research Foundation (DMRF)</u></font> | ||
− | We ran a booth at a DMRF event for Dalhousie medical alumni where we talked about our project, iGEM, and synthetic biology. Families of alumni joined us in extracting DNA from strawberries and | + | <font color= black>We ran a booth at a DMRF event for Dalhousie medical alumni where we talked about our project, iGEM, and synthetic biology. Families of alumni joined us in extracting DNA from strawberries and |
visualizing fluorescent proteins expressed in BSL-1 | visualizing fluorescent proteins expressed in BSL-1 | ||
bacteria. These two activities accompanied our | bacteria. These two activities accompanied our | ||
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scientific technologies. There was a lot of interest in synthetic biology and the ethics following | scientific technologies. There was a lot of interest in synthetic biology and the ethics following | ||
such exploration. We tried our best to explain the moral responsibilities that we have as | such exploration. We tried our best to explain the moral responsibilities that we have as | ||
− | scientists. | + | scientists.</font> |
</br></br> | </br></br> | ||
</div> | </div> | ||
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<center><h2><font color= "#C1D35D"></font> | <center><h2><font color= "#C1D35D"></font> | ||
<h2><center><b><font color="#C1D35D">MEDIA ENGAGEMENT</font></b></h2></center> | <h2><center><b><font color="#C1D35D">MEDIA ENGAGEMENT</font></b></h2></center> | ||
− | <u><font color="#C1D35D">Dalhousie Medical Research Foundation</u></font> “Dalhousie | + | <u><font color="#C1D35D">Dalhousie Medical Research Foundation</u></font> <font color=black>“Dalhousie |
− | students leverage medical research for renewable energy”</br> | + | students leverage medical research for renewable energy”</font></br> |
− | <u><font color="#C1D35D">Genome Atlantic: </u></font>“From porcupine scat to industrial bioremediation: Dalhousie U’s synthetic biology buffs prepare for global competition”</br> | + | <u><font color="#C1D35D">Genome Atlantic: </u></font> <font color= black>“From porcupine scat to industrial bioremediation: Dalhousie U’s synthetic biology buffs prepare for global competition”</font></br> |
− | <u><font color="#C1D35D">Chronicle Herald</u></font>“Dalhousie gene research team seeks international competition gold”</br> | + | <u><font color="#C1D35D">Chronicle Herald</u></font> <font color=black>“Dalhousie gene research team seeks international competition gold”</br> |
− | <u><font color="#C1D35D">King’s Journalist </u></font>“What do porcupine poop, wood, and ethanol have in common?”</br> | + | <u><font color="#C1D35D">King’s Journalist </u></font>“What do porcupine poop, wood, and ethanol have in common?”</font></br> |
<h2><center><b><font color="#C1D35D">References</font></b></h2></center> | <h2><center><b><font color="#C1D35D">References</font></b></h2></center> | ||
− | Chung, E. (2014, August 28). Canadians' science literacy, engagement may be highest in world. Retrieved October 31, 2017, from http://www.cbc.ca/news/technology/canadians-science-literacy-ranks-1st-among-35-countries-1.2749413 | + | <font color= black>Chung, E. (2014, August 28). Canadians' science literacy, engagement may be highest in world. Retrieved October 31, 2017, from http://www.cbc.ca/news/technology/canadians-science-literacy-ranks-1st-among-35-countries-1.2749413</font> |
</br></br></br></br> | </br></br></br></br> | ||
</div> | </div> |
Revision as of 11:56, 1 November 2017
Public Engagement
Public Engagement Introduction
In 2014, a survey by the Canadian Council of Academics found that 42% of Canadians had a basic level of scientific literacy. This statistic put Canada first in terms of scientific literary amongst 35 countries with similar available data, but it shows that half of all Canadians are not able to read and interpret science-themed newspaper articles. Following these results, the Canadian Council of Academics made three suggestions to boost Canadian science culture: increase informal learning opportunities, increase inclusion of minorities, and increase scientist’s communication and public engagement. The human practises and public engagement portion of our project was formulated upon recognizing that there is a need to start open conversations with the public and to provide science-based educational opportunities for everyone.
Science communication and literary are weaved throughout our entire iGEM project and thus it is not surprising that our theme has also manifested within our public engagement initiatives. We developed three initiatives for public engagement this year: science communication, education, and media. In each of these sections our goal was to encourage conversation surrounding science, facilitate learning, and to engage populations that may not have regular access to science. In all aspects of our public engagement we attempted to keep in mind the three recommendations from the Canadian Council of Academics.
For the communication aspect of our engagement program we sought to reach a larger audience of people not necessarily within our own circles. This is why we started the Think of the PLoSibilities blog. The blog also allows students to practise their own science communication by writing blog posts that get edited by faculty members. Since inception, PLoSibilities has reached over 300 people and it has a regular audience from around the world. While we are not certain about the age or gender demographics viewing the blog, we are pleased that it has such a global spread. In addition to practising communication on the blog, we participated in the iGEM-PLoS Collection following the jamboree in 2016. From this collection we have morphed our iGEM 2016 project into a manuscript currently being reviewed by PLoS for publication. We are eagerly waiting for the manuscript to be published.
For our education programs, we interacted with a variety of students of all ages. The purpose of these programs was to provide activities and topics that fostered curiosity and promoted scientific inquiry. Over the course of the summer, we learned how to communicate complicated scientific concepts, and how to lead discussions so that everyone can be involved. These were probably some of the most fun and successful activities we held throughout the year. To quote a young participant at the Discovery Center during the strawberry DNA extraction, “science is cool.”
For our media program, we engaged with a diverse group of agencies to reach a broader audience that may not have been previously aware of our team. The Dalhousie Medical Research Foundation Journal and Genome Atlantic were two of our financial supporters whose articles were read by their immediate viewership. The Chronicle Herald is a local newspaper and The Signal is the King’s University Journalism Radio Program which both research very diverse audiences. It was here that we practised effectively communicating our project using the skills outlined in our integrated practises section.
Our public engagement and human practises should not be thought of as a separate entity from our wet lab/dry lab project. In our engagement efforts, we not only continued our conversations with programs we established in previous years (ex. SuperNOVA), but began conversations with new outlets such as the Discovery Center and SHAD Valley. These programs, however, were not just for the benefit of the participants but for us too. Over the course of this project, we have learned and practised being effective science communicators whether that be through the PLoSibilities blog, the manuscript, the various interviews, and the interactions with the public. We hope to keep these conversations going to ensure that the public stays informed and that we continue to better ourselves as communicators. With 82% of surveyed Canadians saying that they “would like to know more about science and how it affects our world,” we have a mighty mission in front of us, but we look forward to being part of making Canadian science literate.