Improving Science Communication Through Scenario-Based Role-Plays Preparing students and professionals

L’Aquila, Italy, 2009 earthquake “Not science on trail, it was communication on trial” (Giuseppe Pellegrini) The role of science in society has evolved – From generator of knowledge to implicit duty to ensure that knowledge is understood and used effectively – Integration of science into society – Expectation of science communication

New Zealand situation Communication not embedded systematically or explicitly in tertiary science / engineering curricula Unique window of opportunity for change Creation of a stand-alone, off-the-shelf modular Scenario-Based Role-Play exercise for communication to internal and external stakeholders – Evidence based, rigorous design and evaluation framework

Why teach Communication Skills? 1.We typically don’t teach communication skills 2.These are often adhoc, embedded, implicit (hidden) learning outcomes 3.Communication is central to DRR (Disaster Risk Reduction) principles 4.Consistently mentioned as top skill needed for graduates by employers 4

Scenario-Based Role-Plays Real-time, authentic, active Flexible, pace and difficulty can be adjusted on the fly – Complexity and cognitive load under the control of facilitators Established method in other fields (e.g. business, nursing, military)

Disaster Simulation

Magnitude/Time plot of the earthquake sequence to date incomplete detection often not felt generally felt Total now well over 11,000 recorded events

Responding to an event Seismologists and Geologists Will this lead to a future Alpine Fault EQ? Civil Defence Emergency Management How can we prepare/prime society? Media What does this mean? Public What should I do to be ‘safe’ Business What should we do to survive, and thrive?

Time RETURN TO QUIET Decision Window Major Earthquake Number of Earthquakes Major Earthquake…eventually RETURN TO QUIET Our magic bag of earthquakes scenarios… Sustained period of earthquakes (swarm)

Scenario Tasks Communication of operational decisions, probability and uncertainty to various internal and external stakeholders – Other experts, general public, local and national government officials and emergency managers For more targeted communication SBRP exercises, specific stakeholders can be added in

Expansion Opportunity Traditionally poor integration of hazard management, Civil Defence and emergency management with Iwi Research team aware of lack of expertise in this area, but vision is to create meaningful partnerships – Advisor Dr Dan Hikuroa (Nga Pae o te Maramatanga) Involved in Geothermal Exploration Exercise through Frontiers Abroad (resource consenting) – Consultation with the UC Ngāi Tahu Research Centre in the near future

Research project team Project Team UCMasseyUoA GNS Science Frontiers Abroad Emergency Managers Diverse, experienced academic / operational team Track record of working collaboratively

Research Team Blend of academic and operational experience – Strong links to the professional community – Team members in key positions in institutions to facilitate change – Ensures highly authentic, pedagogically sound SBRP – Represents institutions doing the vast majority of hazard related research in New Zealand Team members involved in multi-disciplinary geoscience education research – Transforming Tertiary Science Education (COM10-001) – Volcanic Hazard Simulation – Geothermal Exploration

Mitigating challenges Managing a large diverse team – PL is a relative outsider to the field – Bulk of the work is done at Canterbury, creating a clear “lead” institution – Not all team members involved at the same time, but will phase in and out as needed Key periods are development phase of first iteration, and at major overhaul moments, and when the dissemination phase starts

Summary Exciting project addressing needs identified by professional organizations Timing coincides with willingness to learn in the field after the Christchurch earthquakes Strong multi-disciplinary research team with strong academic and operational positioning Building on existing skills and knowledge, retaining expertise in New Zealand

Measuring change for learners Participants will have a higher self-efficacy about science communication – Self-efficacy (PCRA-24) – Confidence in communication (SPCC) – Perception about communication instrument available, but not yet validated Quality of communication increases – Appropriate to stakeholders information needs – Appropriate to stakeholders’ backgrounds Concepts of uncertainty and probability – Transparency of decision making

What we will produce? Modular design adaptable to the needs of various different parties – EQ scenario is core focus during development, but emphasis is on producing a framework applicable to e.g. Tsunami hazards in the Pacific Biosecurity Meteorological (e.g. Drought) Corporate sector, business continuity planning and team building

Project’s impact and contributions Students better prepared for the workforce – Experience importance of communication as a transferrable skill Upskilled professional community Off-the-shelf product available to the community, including development and evaluation tools Aim is for SBRP to become the standard practice in the field