Understanding the nature of science and science communication education in 5 liberal arts colleges

The Covid-19 crisis has underscored the crucial role of science communication in public health. However, its importance in shaping public beliefs and behaviors towards science has been growing steadily over the past few decades. Recognizing this, scientists have embraced the responsibility to engage with the public, and college science programs aim to develop future scientists' communication skills. Yet, this training often focuses on non-science-specific performative skills, which are insufficient for some. The beliefs about science communication held by students and instructors are rarely addressed, despite these beliefs shaping the approach and effectiveness of science communication. We argue that to meet current societal needs, training must be reflective and aligned with contemporary models and theoretical perspectives of science communication. This project collected survey data from 104 participants—students and instructors at liberal arts colleges—to enhance our understanding of their perspectives on science communication. Gaps in conceptual understanding of the nature of science communication and a dissonant perception of the idealized versus the perceived processes of science communication were identified. By integrating these insights, we aim to inform more effective college science communication training and to support innovative science communication efforts.