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.
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| In 2017, Baram-Tsabari and Lewenstein developed the science communication learning goals model that contains six constructs—the affective goal, content goal, methods goal, reflective goal, participatory goal, and identity goal. Each of these goals includes characteristics that an individual should be able to do upon learning and becoming proficient in science communication. | The employability skills framework was developed by the United States Department of Education’s Office of Career, Technical and Adult Education in 2017. According to this framework, employability skills fall into three categories: applied knowledge, effective relationships, and workplace skills. Applied knowledge integrates academic knowledge and technical skills, and also involves the use of scientific reasoning, critical thinking, and decision-making. Effective relationships require the development of interpersonal skills (i.e., communications skills, teamwork skills, professionalism, integrity), and workplace skills include competencies such as time and resource management and technological application and implementation. | Crawford et al. (2011) identified the most important employability skills students need to be successful as they transition from college to careers in agricultural, natural resources, and related disciplines. They identified the seven soft skill clusters that are ordered based on perceived importance by employers: 1) Communication skills 2) Decision making/Problem solving skills; 3) Self-management skills; 4) Teamwork skills; 5) Professionalism skills; 6) Experiences; and 7) Leadership skills. Each cluster contains seven descriptive characteristics. | In 2011, Neef and Neubert developed a conceptual framework that depicts six constructs pertaining to stakeholder participation in agricultural research projects. The six constructs—project type, research approach, researchers’ characteristics, researcher-stakeholder interaction, stakeholder’ characteristics, and stakeholder’ benefits—all effect agriculturalists’ likelihood of participating in research. Each of these constructs contains five attributes. | Longnecker’s (2016) koru integrated model of science communication uses the metaphor of a growing plant (a koru, or young fern) to illustrate the factors that influence an individual’s reception and use of information during the science communication process. The model contains three primary components: the communication of scientific information, and an individual’s engagement with and use of that information. Specifically, facts (depicted by the soil) serve as the foundation for the communication of scientific information. Facts are then disseminated to the individual (depicted as the fern) through various communication channels (depicted as the roots). An individual’s identity (depicted as the youngest foliage), which consists of eight internal factors (affect, understanding, awareness, skills, behavior, attitudes, beliefs, and values), determines their engagement with the information they receive. External factors, including control and access to resources, support, and social norms affect how the individual makes use of the information. |
References:
- 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.
15050401 - 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
