Our research and practice are guided and informed by four frameworks—the science communication learning goals model (Baram-Tsabari & Lewenstein, 2017), the employability skills framework (Perkins Collaborative Resource Network, 2017), the seven soft skills clusters (Crawford et al., 2011), and the six dimensions of participatory research framework (Neef & Neubert, 2011). Together, these frameworks help us define problems, develop research questions and hypotheses, and establish and maintain stakeholder engagement.
- Baram-Tsabari, A., & Lewenstein, B. V. (2017). Science communication training: What are we trying to teach? International Journal of Science Education, Part B: Communication and Engagement, 7(3), 285–300. https://doi.org/10.1080/21548455.2017.1303756
- Crawford, P., Lang, S., Fink, W., Dalton, R., & Fielitz, L. (2011). Comparative analysis of soft skills: What is important for new graduates? Association of Public and Land-grant Universities. https://www.aplu.org/members/commissions/food-environment-and-renewable-resources/CFERR_Library/comparative-analysis-of-soft-skills-what-is-important-for-new-graduates/file
- Longnecker, N. (2016). An integrated model of science communication: More than providing evidence. Journal of Science Communication, 15(5), 1–13. https://doi.org/10.22323/2.
- Neef, A., & Neubert, D. (2011). Stakeholder participation in agricultural research projects: A conceptual framework for reflection and decision-making. Agriculture and Human Values, 28, 179–194. https://doi.org/10.1007/s10460-010-9272-z
- Perkins Collaborative Resource Network. (2017). Employability skills. United States Department of Education’s Office of Career, Technical and Adult Education. https://cte.ed.gov/initiatives/employability-skills-framework