Communicating Science in the 21st Century w/ Dr.Owen and Dr. Campbell
Course Overview
Communicating Science in the 21st Century (MEDSCIEN 9501) explored how scientific ideas move beyond the lab bench and into the public sphere. The course emphasized that science is not only about accuracy, but also about accessibility, inclusivity, and persuasion. Through lectures, microteaches, assignments, and reflections, I learned how to tailor complex information for diverse audiences—whether the general public, funding agencies, or academic peers.
Key themes included the use of analogies, hooks, and storytelling to make research relatable; the importance of inclusive and intentional language; and the need to frame research as part of a larger narrative rather than just a single study. We also examined the craft of grant writing and pitching, the role of feedback and peer review in refining communication, and the ethics and challenges of publishing in both traditional and digital environments.
The course also encouraged ongoing self-reflection. Pushing students to be more aware of habits such as relying on filler words, oversimplifying complex points, or unintentionally excluding perspectives. Through practice with lay summaries, elevator pitches, and multimedia communication initiatives, students worked together to replace these tendencies with greater clarity, structure, and professionalism.
Assignment Highlights
Social Media Posts
One of the most impactful aspects of Communicating Science in the 21st Century (MEDSCIEN 9501) was the practice of sharing reflections on LinkedIn after each class. These posts quickly became more than summaries of lectures; they evolved into a space where I could practice knowledge translation in real time while also shaping my professional identity online. Writing each post challenged me to distill complex lessons into clear and accessible language, and to frame them in ways that would resonate with a diverse audience of peers, mentors, and professionals beyond the classroom.
I experimented with different approaches, from using hooks and analogies to weaving in storytelling and personal reflections. At times, I wrote about technical skills such as grant writing, peer feedback, and the nuances of academic publishing. At other times, I shared more personal perspectives, including my convocation and the role of resilience, gratitude, and community in shaping my academic journey. What united these posts was the balance between professionalism and authenticity, where I aimed not only to inform but also to connect with others on a deeper level.
The response to these posts was surprising and affirming. Some reached well over a thousand impressions, demonstrating that science communication, when made accessible and human, has the power to extend beyond the classroom and spark engagement in wider communities. Over time, I began to see social media not just as a platform for networking but as a powerful medium for translating knowledge, building trust, and sharing the realities of life as a graduate student.
Looking back, this exercise pushed me to think of communication as both a skill and a responsibility. It taught me that effective online communication requires strategy in structure and tone, but also vulnerability in acknowledging growth, challenges, and lessons learned. These reflections ultimately helped me grow into a communicator who can bridge the gap between research and society, while building a professional voice that is clear, intentional, and authentic.
Micro-teach
One of the earliest assignments asked us to present a two-minute talk on a non-scientific topic with no aids. I chose to speak about consistency, specifically in the context of going to the gym. I wanted to make the topic practical, offering helpful tips, but also light-hearted, using humour to show a bit of my personality. Since it was my classmates’ first impression of me, I wanted them to see something that I genuinely value and enjoy.
This task, while simple in design, was deceptively challenging. Almost all of my prior public speaking experiences were supported by scripts, so speaking without notes heightened my nerves. Yet, it was also an opportunity to step out of my comfort zone and assess where I currently stand with a skill I’ve long wanted to develop.
Watching the video afterward allowed me to identify clear areas for improvement. I noticed the need to refine my articulation, pacing, and transitions between ideas. At times, I rushed my delivery or filled pauses with fillers, both of which distracted from my message. However, this exercise helped me see public speaking as a trainable skill, not an innate talent. I now approach it as a craft to be practiced, much like writing or lab work. Moving forward, I aim to build on my strengths by rehearsing without over-scripting, varying tone and emphasis for impact, and using intentional pauses rather than fillers.
Most importantly, this assignment was a reminder that communication is about connection. Even when the subject isn’t technical, how I deliver it shapes how others perceive me as both a person and a future professional. This experience motivated me to keep refining my public speaking skills, not just to present science effectively, but to engage audiences in a way that is authentic, memorable, and impactful.