Document Type
Article
Publication Title
Journal of College Science Teaching
Publication Date
3-2025
Keywords
Science communication, Course-based research experiences, Systematic review
Abstract
Researchers have employed diverse instructional strategies to impart science communication (SciComm) skills, a cherished 21st-century skill into undergraduate students. We reviewed the pedagogical strategies used in developing SciComm skills in undergraduates. This review revealed that analyzing data and scientific literature, increasing exposure to multiple writing contexts, providing multiple opportunities to present findings orally, and providing feedback are used to teach SciComm skills. Many instructors who implement course-based undergraduate research experiences (CURE) report improved SciComm skills as one of the benefits of CUREs. To decipher points of intersection among CUREs and SciComm pedagogical strategies, we also reviewed the literature on pedagogical strategies used during the implementation of CUREs. It was evident that analyzing experimental data and existing literature, writing manuscripts, proposals, lab notebooks, and oral presentation of findings with constructive feedback are commonly used in the implementation SciComm and CUREs. We contend that the implementation of CUREs frequently overlooks easy opportunities to incorporate pedagogies specifically designed to enhance undergraduates’ science communication skills, thereby leading to a notable underutilization of these critical competencies. Nevertheless, a guiding framework on how to infuse SciComm into CUREs does not exist. To harness the power of CUREs to develop SciComm skills, we propose the CURE-Comm Framework.
Funding Source
This article was published Open Access thanks to a transformative agreement between Milner Library and Taylor & Francis.
Recommended Citation
Korkor, E., & Darner, R. (2025). The CURE-Comm Framework: A Guide for Infusing CUREs with Science Communication. Journal of College Science Teaching, 1–9. https://doi.org/10.1080/0047231X.2025.2472145
DOI
10.1080/0047231X.2025.2472145
Comments
First published in Journal of College Science Teaching: https://doi.org/10.1080/0047231X.2025.2472145
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.