Building a more engaged scientist from the bottom up: The impact of public engagement training on undergraduate students

Nikole D Patson and Laura Wagner

PLOS ONE, 2024, vol. 19, issue 4, 1-22

Abstract: Engaging with the public is increasingly seen as an important role of scientists. Despite that, few opportunities exist for undergraduate students to receive training in engaging with the public about science. Thus, little is known about the impact of such training on students. The goal of the current study was to investigate the impact of public engagement training on participants in a summer program for undergraduates that provides training in both research and engagement activities. The results of our interviews suggest that providing opportunities for undergraduates to engage with the public (1) has many personal, academic, and career benefits for students; (2) increases participants’ interest in public engagement; and (3) may contribute to helping students develop and maintain an identity as scientists. Importantly, students from minoritized racial groups may be even more impacted by this experience. These data suggest that early experiences with public engagement may not only be an important way to increase the number of publicly engaged scientists but may also broaden participation in science.

Date: 2024
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0302671 (text/html)
https://journals.plos.org/plosone/article?id=10.13 ... 02671&type=printable (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0302671

DOI: 10.1371/journal.pone.0302671

Access Statistics for this article

More articles in PLOS ONE from Public Library of Science
Bibliographic data for series maintained by plosone ().