Design tips for a killer presentation

Yesterday I provided some motivation for why you should make a great presentation. Now that you are amped up, you should be ready to get to work. But what if you don’t know exactly what to do to separate your presentation from the rest? Well don’t worry, I got you covered. Today I’m going to provide a few simple design tips that you can incorporate into your presentation to give it that wow factor.

The rule of thirds.

If you learn only one thing from this post, remember this rule as it is one of the most basic/important design rules. It is also very handy for photographers and could easily be implemented in your presentation. The setup is easy, just take your artboard (your slideshow page) and divide it into 3 columns and 3 rows of equal spacing (the image here is a 1024×768 px image divided into 9 compartments).

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Now I’ve heard the rule of thirds presented in two ways, and I use both depending on the situation. The primary rule is that the subject of your image should be placed on the grid lines of your slide. If you have intersecting components, for instance a horizon line and a subject, then the intersection of your composition should be placed on an intersection point of your grid. Here is a great example of this in practice:

In this image the hawk is aligned with the right grid line, while the top of the grass (horizon) is aligned with the bottom grid. Using the rule of thirds in this way creates a new level of interest in your presentation, and leaves a lot of desirable white space to enhance the interest in your subject.

The other use of the rule of thirds is to place your entire subject into thirds of the space. This is a bit more difficult for me to explain, so I’ll go right into an example:

Here the flower occupies the entire right third of the image, and the bee occupies the middle third, leaving the final third for white space. In this photo the subject (the bee and the flower) takes up 2/3 of the image space and enhances the interest in the subject. Coincidentally the bee is centered in the image, which might give peace to those symmetry freaks. Bonus points if you noticed that the eye of the bee is aligned with one of the grid intersection points.

One way I use this is presentations is when making an outline (which I really don’t like to do). In the following example, I simplified my dissertation talk into 3 components and used an image to summarize each component:

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There are lots of ways to use this rule in presentations so don’t be afraid to experiment.

Use simple colors for backgrounds.

I’ve seen this violated in business presentations far more times than I have in science, but it still is worth mentioning.

Don’t use backgrounds that have textures, patterns, gradients, or distracting graphics.

It is too distracting to the eye, and your audience won’t be paying attention to you, they’ll be too busy recovering from their seizure. All kidding aside keeping your slide backgrounds simple will make your presentation easy on the eye. Believe it or not, my favorite background is a simple white background with black text. With great contrast comes great responsibility… or something like that.

If you want to go with better eye ergonomics, then use a black background with white text. You get the same level of contrast (maximum!) and you get an added benefit. Think about this from your audience’s perspective. They are sitting in a dark room, getting blasted in the face with bright photons bouncing off the projector. By making the background black the intensity of light reflecting from the screen is diminished and your audience is a little happier. If the lights in the room are at maximum, you may want to stick with the white background so they can actually see the slides.

If you insist on using color, then by all means do so, but stick to solid colors and use a font or image color that provides good contrast to your color. Having a basic understanding of color theory can be very helpful in this regard (See also HSV color space).

Pick quality fonts.

The choice of font will mostly go unnoticed if you go with classic choices like Times New Roman, Calibri, Arial, Myriad, etc. But if you choose to use fonts like Comic Sans (sorry Comic Sans, I had to…) your presentation will definitely be remembered, in a bad way. If you want to go with interesting fonts pick something that fits the theme of your presentation, but make sure it isn’t too distracting. Fonts may make for interesting design, but if your audience struggles to read it at a normal pace they will pay less attention to your message and spend more time trying to figure out what you wrote on screen, why you chose that font, what the funny shapes look like, and then your audience will be lost.

But even picking classic fonts don’t have to be boring. You can pair fonts to make headings enticing and body text readable. For instance, use Times New Roman for titles and Arial for your body. The content will still be readable, but you’ve added a new twist to the presentation. You can even reverse the scheme and go with Arial for the title and Times for the body. Here is a decent beginners guide to pairing fonts. And if you want to find some fun fonts to install on your computer check out some of my favorite resources for royalty free fonts: Da Font, Font Squirrel, and the Lost Type Co-op.

One idea per slide.

All designers advocate for keeping it simple, and some presentation designers incorporate this concept by keeping slides to 3 ideas. I like to take this two steps further by maintaining only one idea per slide. This can be especially handy for presentation styles like Ignite talks. By limiting the slide to just one idea, your audience has no choice but to focus on the one topic at hand and it will certainly make it easier to remember individual points over the remainder of the talk. If you have an image to share, show just the image and remove all the bullets, descriptions, etc (crediting a source is ok though). If you have a list, break the list into its components and put each component on one slide. Make it impactful by just writing the one idea and nothing else. The benefit here is that your audience literally has nothing else to focus on, so after they quickly read the concept they’ll be making great eye contact with you and giving you amazing positive feedback that will energize you through the rest of your talk.

Show only the most relevant information.

This rule is slightly piggy-backing on the previous rule, but comes into play more when you have no choice but to feature more than one object of focus. Presenting data is a good example of this. Most data is complicated, and as the presenter it is your job to simplify it. Making it obvious what your audience should be taking away from a figure is important. Most likely you won’t be on a data set for longer than 3-5 minutes, and if your data is complicated it may take much longer to digest that. Here is an example of some data from my research:

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In this example I was merely trying to show that the higher the concentration of heavy water (D2O), the slower the growth of yeast. As a secondary, I wanted to show the disparity between normal water (DI water, green) and 99.9% D2O (blue). Since it was important that each line be distinguishable, I chose various colors to represent each data set. To help distinguish DI water from 99% D2O, I made those two colors more prominent by making all the other colors more white (in this case I increased the transparency of the other lines). If I simply wanted to distinguish the two lines from each other while showing the other data I could have done something like this:

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In this case I made the extra lines gray so they don’t detract from my message, which is there is vast difference in growth between yeast grown in DI water vs D2O. In this case it’s really easy to distinguish the two data sets I want to feature. But I didn’t want to lose the gradual difference in growth rate, so I simply applied a color gradient to the other sets. As the concentration of heavy water (D2O) increases the color changes slightly.

This is a relatively simple data set to explain, but you can use similar design logic to convey more complicated results. It just takes a little patience to make sure you are really conveying the point you wish to make, and more importantly the information you want your audience to retain.

Break some rules!

Despite all the tips I’ve shared with you, sometimes you can’t convey your message within the constraints of simple design rules. So the final rule is provided, to give you the flexibility you need. But be warned, you should only break the rules if you really need. Here is a slide that is one such example:

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I used a busy background and a list of details to show the differences between hydrogen and deuterium (the stable isotope of hydrogen). I did use the rule of thirds to align the columns, but still I broke lots of rules. But there is a method to my madness.

First, the background was designed to illustrate a point. Each of the little dots is a graphic representation of a water molecule (not to scale). In this case I was trying to show the ratio of hydrogen to deuterium in nature, which is for every 1 deuterium atom there are 6,420 hydrogen atoms in 3,210 molecules of water. So on this slide I placed 3,210 molecules, of which, there is exactly one deuterium atom.

Second, the list was used to highlight the differences between deuterium and hydrogen, which is the one idea of the slide. I don’t expect my audience to remember all these details, I was merely trying to show differences between the two atoms that will later explain differences in the chemical properties of the two water types.

In order to convey my message effectively and impactfully I needed to break a few rules. But I don’t abuse this rule when designing presentations, and you shouldn’t either. Combining the tips provided here will give you the most impactful science talk many of your peers will have personally witnessed. As a final example, here is my dissertation defense in it’s full glory. Take note of my use of each of the rules and try and understand my motivations on slides where I break the rules. If you have any questions feel free to tweet/email me or just leave a comment below.

The importance of presenting your message

As a scientist, more than likely, you’ve given at least one presentation about your research and you’ve seen you’re fair share of presentations as well. Unfortunately, many of those presentations were full of slides that looked like this:

Oh really? Very interest...zzzzzzzzz

Oh really? Very interest…zzzzzzzzz

Many scientists easily lose sight of their message, or fail to realize that their message is hidden in a sea of noise. To prevent you from falling into the same trap here are some helpful tips on how to create a presentation that is both interesting and powerful. After all, your message is just as important as the ones promoted by TED and Ignite speakers, so why not present it as such?

Rule 1: Keep it simple.

This is the easiest rule to remember and the hardest rule to follow. When designing presentations break down each slide into ideas/concepts and use only 1 idea per slide. You may end up with 3 times as many slides in the end, but you’ll go through them faster (Ignite style!), and slides are free after all. If you have an image, don’t put the image on the same slide as a bunch of text. Minimize the text and blow up the picture. The more information there is on a slide, the less your audience will remember and the less likely your audience is paying attention to what you have to say. Below is an example of two slides that relay the same message: fun things to do in Albuquerque.

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As you can see, the slide on the right relays the same message but shows it with a much larger image while the presenter presumably explains how fun Albuquerque is to visit. You may think that this is more difficult with scientific information, but trust me it isn’t. The key is to know the information well enough to explain it without needing words on the slide like a crutch. When showing data, simply show a graph of your data and nothing else. After all, no one knows your data like you do, and your audience should get that information directly from you rather than reading it from a bright wall.

Rule 2: Know your audience.

I bet you’re sick of hearing this. Unfortunately it never stops being true, and when it comes to presenting knowing who you are presenting to before show time can help you focus on the task at hand: sharing your message in a time delicate manner. If you are speaking to a diverse audience, make it so that everyone can understand the key points in your presentation. If you are speaking to your lab mates, you have the flexibility to go into great detail. If you are presenting to your peers, you can will probably need to find the middle ground. This is particularly important because you never know who is in your audience and who may be impacted by your presentation. If there is someone in the audience who can help you in your mission, they need to be able to understand your message, otherwise you’ll have missed an extremely valuable opportunity.

Rule 3: Practice.

You think Steve Jobs woke up one morning and said, “I think I’ll promote the iPhone today.” Heck no! He picked a date far in advance, prepared a killer presentation, and then practiced constantly until show time. You probably aren’t going to be delivering a speech that will entice millions of people to spend millions of dollars on a single device (but if you are good for you!), but your message isn’t any less important. After all, you are spending a lot of time to learn everything you can about a particular system, species, etc and you are excited about your research. So why not show your audience how excited you are and why not put in the time and effort to relay how important your work is to yourself. If you don’t care, neither will your audience.

An extreme case of miscommunication.

There are lots of other little things you can do to make an impactful presentation. Proper design is a large part of that, and before this week is out I’ll share some simple design tips to make your presentation stand out from the rest. But before that let me share with you a story of miscommunication. In this story, having a clearer presentation of a particular message could have saved lives.

In January of 2003, the space shuttle Columbia took off and a little over a minute into the flight a piece of insulation fell off and hit the wing of the shuttle. 2 weeks later Columbia returned from space only to burn up in the atmosphere upon reentry. Everyone on board was killed.

It turns out that NASA engineers were aware of the liftoff malfunction and were hard at work trying to remedy the situation. They gave a presentation that showed inconsistent and inconclusive data, but still gave the go ahead to return to Earth. While I won’t go into the ethics of presenting accurate, consistent, and conclusive data, I will say that they could have simply presented their message clearer and a much better decision could have been made. Why they decided to allow the shuttle to return instead of delay a little longer is beyond me.

And sadly this isn’t even the first time this has happened at NASA.

I’m not trying to blame NASA for this incident, but merely trying to highlight the power of a good presentation and a bad one. In this case, a good one could have saved lives. For more on the Columbia disaster as it relates to presentations, check out Edward Tufte’s website. And learn more about the ethics involved in the Challenger disaster at OnlineEthics.org.

Hopefully you will never be in this position, but do yourself a favor anyway and give the best possible presentation you can!

Podcasting as a tool for science outreach

Podcasting is my (Kelly Weinersmith’s) favorite way to do outreach. While blogging can feel like work after a long day of writing grants or manuscripts, podcasting always feels like my favorite past time (i.e., chatting about science with interesting people!). I also tend to over think my writing, which meant blog posts would take days to polish. So if you’re like me and tend to over think your writing, but can’t shut up about science, then podcasting might be a good route for you.

This week we spoke to some of my favorite podcasters about how they ply their trade. Brachiolope Media Network

Ryan Haupt

Ryan hosts a podcast called Science…sort of, which is one of three podcasts in the Brachiolope Media Network.
Other podcasts in the network include The Titanium Physicists and The Weekly Weinersmith (my podcast).

 

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Ben Lillie and Rose Eveleth

Ben and Rose both work on a podcast called The Story Collider, and run a site called Science Studio that aggregates the best science podcasts.

 

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Outreach Training Class: Week 4

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Welcome to week 4 of the SciFund Challenge outreach training class for scientists! Last week we focused on delivering our message through blogging. This week we’re going to jump right into the deep end and have you deliver your message in person. We are going to use a very specific format called an Ignite talk.

This week’s exercise has five parts:

Part 1: Watch a few Ignite talks.
Part 2: Prepare an Ignite talk.
Part 3: Practice your Ignite talk with a class partner.
Part 4: Talk about the experience of preparing and delivering your Ignite talk in group discussion sections
Part 5: Keep going with Twitter.

First off, let me start by saying: Don’t panic!

So what is an Ignite talk?
Ignite events are organised by volunteers and give participants the opportunity to talk to the public about something they are really passionate about. The catch is, they only have 5 minutes to do it in! Ignite’s motto is: “enlighten us, but make it quick”! Each participant brings 20 slides to accompany their talk; each slide advances every 15 seconds, whether the speaker is ready or not! This is what makes the format so challenging but rewarding.

Part 1: Getting started with the Ignite format

Start by watching a few Ignite talks.
I really like Hillel Cooperman’s Ignite talk on Lego and Dianne Stronks one on smiling. And here I am, cheating a little doing a related format called PechaKucha where you get 20 slides for 20 seconds, so I had a whole 1 minute 40 seconds extra, but you get the idea.

Part 2: Preparing an Ignite talk

Think of an Ignite talk as a 5 minute monologue with timed visuals. To prepare your talk you will need to decide on a topic, prepare your 20 slides/images, map out what you are going to say to accompany each slide and then practice, practice, practice.

Start by watching this great Ignite talk on how to give an Ignite talk by Scott Berkun, while Cory Forsyth also has some great tips:

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Choose your slides carefully. They can be informative (but avoid long quotes and complex diagrams), symbolic (back up the point you’re making) or decorative (an attractive screen to speak in front of). Try to avoid the situation where you’re trying to explain the slide, as that eats up your 15 seconds really quickly. Last but not least, be creative. 15 seconds per slide equals about 2-3 sentences, depending on how fast you gabble! If needed you can duplicate a slide (so the same image is on screen for 30 seconds).

You will need to learn how to make your slides automatically advance every 15 seconds in whichever package you view your slides in. Here are instructions for how to do that in PowerPoint and in Keynote.

Let me repeat, don’t panic! And don’t spend a week trying to get your slides together. You can do that when you do one for real!

Part 3: Getting some practice

Don’t worry, we aren’t going to insist you go out and give a real Ignite talk, but trying it with an audience is best. So, for part three of this week, we’ll be pairing off with another class participant to practice our talks. On the week three page of the private SciFund wiki, you’ll find a table where you can find other class participants to partner with. Try to find a partner who is not in your field.

By Friday, please connect on your own with your partner to do your Ignite talks with each other. I would recommend using Google Hangouts and the screenshare app on the left so your partner can see your slides. Here are instructions on how to share your screen using Google Hangouts. As before, keep an eye out for for jargon and double-meaning language!

Part 4: Group discussions

Once you and your partner have done your Ignite’s, let’s talk about it! We have scheduled a series of Google Hangouts for facilitated group discussions for the end of this week. You can sign up for a hangout at the week 4 page of the private SciFund wiki.

Part 5: Twitter

Let’s keep rolling with Twitter, being sure to use the #SciFund hashtag so we can find your tweets.

Send at least three tweets about the Ignite talks you watch for inspiration.
Send at least three tweets telling us how you found the process of preparing or delivering your Ignite talk.

Where to go next:

If you fancy going out and getting some experience of public speaking, there are plenty of places you can start. Check out your local museum and see if they run a science cafe/cafe scientifique series. Or try local community groups, like Rotary, University of the 3rd Age (U3A) and Zonta. But for a real thrill, check to see if there is a local chapter of Ignite, Pecha Kucha or NerdNite in your town.

Good luck!

Comics as a tool for science outreach

SMBC by Zach Weinersmith.

SMBC by Zach Weinersmith.

There are nearly endless ways in which scientists can engage in outreach. In a series of blog posts we will explore a handful of outreach outlets, and share stories from people who use these outreach tools. First up, COMICS! [Read more...]

Outreach Training Class: Week 3

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Welcome to week 3 of the SciFund Challenge outreach training class for scientists! Last week we focused on crafting our message. This week we’ll develop skills to deliver that message through blogging. This week’s exercise has five parts: A) take a look at a few science blogs, B) write a blog post, C) comment on others’ posts, D) talk about the blogging exercise in a hangout, and E) keep going with Twitter. As a small note, for those of you with your own blog, please do the blog exercise as we suggest and not on your own blog. [Read more...]

Post your message box! #SciFund

The message box isn’t typically something you’d share with the public, but in the interest of education I thought I’d share mine so everyone can see what the goal of the message box is.

My message box revolves around open notebook science and here is the final form:

message-box

But it didn’t start there. I’ve been thinking about what my message should be for the better part of a couple of days. Then I went into Google Docs and started writing commentary for each section. Finally I whittled it down to what you see above. Since I’m an open notebook scientist, it only makes sense for me to show you my methods, which you can see here.

If you feel comfortable, please share your message box in comments below. To make it simple, just use a similar format to what I did in the Google Doc:

  • Issue
  • Problem?
  • So What?
  • Solution?
  • Benefits?

And I welcome any suggestions anyone has about my message box.

#SciFund in PhD Comics (featuring Jai!)

jai_phd

Today’s PhD Comics covers how the SciQuester and general crumminess of the science funding climate is affecting young scientists. In particular, it has a brief discussion of crowdfunding, and a great video interview with our own Jai Ranganathan. I personally love Jorge Cham’s portrayl of Jai (shown above). Nice work! What are you waiting for? Check out the strip!

Outreach Training Class Week 1: Hangout Review

The first week of the first ever Scifund Outreach Course (Scifund Outreach 101) is now complete.

Week 1 was mostly set up and getting familiar with the environment, as we requested students sign up for Twitter, Google+, Wikispaces (Scifund Wiki), and Google Groups, and then start playing around.  We also asked students to sign up for Google Hangouts with us for some wonderful discussion into what is holding back science outreach.

If you didn’t get to sign up for a hangout, or aren’t registered for the course, don’t fret! I’m going to share some of the questions that were discussed along with the perceptions of science outreach in the scientific community. As you read this post, I want you to think about the topics discussed and how these perceptions affect your contribution to science outreach.

Is your scientific network supportive? (This includes collaborators, advisors, department, etc.)

To me, this was the most important question asked in the hangouts that I hosted. It was also the question that got the most varied responses. There are a number of motivating factors that push a person into science outreach, and most definitely one of those factors is the environment. Obviously, every person is different, but I feel it is safe to say that scientists who are encouraged and trained to communicate effectively will be more inclined to do so compared to people who are discouraged.

The point of this outreach course is to provide this very environment.

So how supportive is your network?

Some students find themselves in very encouraging labs and organizations. Others find themselves in discouraging situations. But even when your network isn’t directly discouraging, it could be indirectly so. In this scenario, advisors, collaborators, and supervisors won’t go out of their way to discourage outreach, but they don’t see the value of it and disregard outreach as a waste of time. In this situation, students may find themselves passively discouraged, through priority: “You should be doing research instead.”

What, personally, is holding you back from doing outreach?

Like I said, there are many factors that contribute to your outreach efforts, outlooks, etc. In the hangout sessions, I always tried to ask what their fears and hurdles are when doing outreach. If only I had thought to phrase it like this! This question was most important for students to hear other students’ perspective. Knowing that your peers are having the same issues as you, helps you understand that you are not alone in your efforts. And not surprisingly, many of the students have the same restrictions.

The biggest restriction is technological challenge. Simply put, there are a lot of tools on the web and it is impossible for anyone to keep up with all of them. More so, it is difficult for anyone to even be experts at a lot of them. How do you work around this? Develop a strategy. This will allow you to understand what you need to do, and what tools you will need to fulfill that strategy. This will minimize the time you spend learning tools, and maximize your effort and engagement.

The other major hurdle is the communication barrier. Everyone in the course acknowledges that communication is key, and that everyone could benefit from developing their communication skills. Why can’t all scientists think this way? What many of the discouragers fail to realize is that outreach is excellent for developing communication skills that are vital in scientific careers. Every scientist will give a talk about their research at some point in their career. That presentation could earn you a degree, a job, a collaboration, etc. So why not give the best possible presentation?

Are there any potential career conflicts with outreach?

I got into this a little above, as outreach can give you skills that can enhance your career. But this answer is kind of a response to the thinking that outreach is a waste of time. Many of the students in my hangouts discussed potential negative backlash from outreach, which was highlighted in this video:

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Despite the ultimate in outreach horror stories, Sarah manages to maintain a positive attitude. But how frequently do these horror stories occur? What if your message isn’t what the public wants to hear? Is there a stereotype for scientists who do outreach? (Ie, they can’t cut it in the research world.)

These are all very valid questions, and some are pretty scary to think about, especially when they affect your career. I don’t have any outreach horror story first hand, but I doubt they are frequent. If there was a common backlash from outreach, no one would do it.

But what about the misconception of scientists who do outreach? That is just a misconception. There are many scientists who survived the rigors of their PhD program, braved their post-docs, and walked through fire to get tenure, and do outreach. In some cases scientists may make a career change to do outreach full-time. In these situations many of the scientists involved were recruited to use their analytical skills to present the truth. After all, why not digest information directly from an expert in the field?

Outreach doesn’t necessarily need to be solely about communicating research to the public. It can also be a collaborative environment. In some hangouts, the discussion moved toward combining research and outreach. Citizen science projects are the best example of this. By communicating properly, web surfers are recruited to contribute to science directly through projects like the Galaxy Zoo. Even open notebooks (like this one here) provide some collaboration of science outreach and research. If communicated properly, you may even have some public engagement.

Conclusion

There is a lot to consider when starting an outreach campaign. Identifying the hurdles in your path can help you overcome those hurdles, which make it much easier to define your outreach plan and achieve it. The motor behind outreach is your ability to communicate, and the desire to improve your communication skills will help you develop your outreach plan. In fact many of the discussions gravitated toward developing your message for communication. In week 2, students will be using the “message box” approach to develop their message, and if you are following along you should too.

Outreach training class: week 2

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Welcome to week 2 of the SciFund Challenge outreach training class for scientists! How do we craft a clear and compelling message from our science? That’s what we’ll be focussing on this week.

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Outreach training class: week 1

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Welcome to Week One of the SciFund Challenge outreach training class!  With this class, we have two goals. One: to build outreach skill levels. Two: to build a sense of community among class participants. So let’s get started with both!

For this week, we’ll be diving into the opportunities and pitfalls that outreach presents for scientists. We’ll also get started with Twitter and video. [Read more...]

Scientists talk about their outreach experience

Note: this post is part of week 1 of the first SciFund Challenge outreach training class for scientists.

What does doing outreach mean for scientists? Who better to ask than the researchers who regularly connect to the public with science. Below you’ll find a series of videos from scientist communicators talking about their outreach experiences. The videos are short, each lasting from two to seven minutes.

Sarah Klain, University of British Columbia
Sarah has actually experienced the outreach horror story that every scientist fears. Namely, her outreach efforts unexpectedly boomeranged around in a way that directly threatened her research program. Sarah talks about this experience as well as why she still does outreach.
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Phil Plait, Bad Astronomy
Phil is one of the best-known science communicators around today, as evidenced by things like his extremely-highly-read Bad Astronomy blog and his quarter million Twitter followers. Here, he talks about his science outreach journey. Be warned! Phil is funny.
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Bert Gold, National Cancer Institute
Bert has been communicating science to the public for many years. In this video, he talks about his outreach journey and why he got started on it.
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Caitlin Kight, University of Exeter
Caitlin has a wide outreach presence, from radio to blogs to general science writing. She talks here about her outreach career and the challenges of combining that with her research career.
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Jai Ranganathan, SciFund Challenge
Jai is the author of this blog post and he enjoys writing about himself in the third person. Here he talks about why science outreach is critical to the future of science funding.
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Alex Warneke, San Diego State University
Alex is one of the science bloggers at Deep Sea News and is deeply passionate about science communication. Here she talks about how and why she makes time for science outreach.
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Siouxsie Wiles, University of Auckland
Siouxsie is a very visible presence in science outreach and not just because of her pink hair. Among the many science communication activities with which she is active, she blogs, podcasts, is involved with animation, and speaks on radio and television. In this video, Siouxsie describes how she started on her outreach path and her one negative outreach experience.
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Dr. David Sloan Wilson and Hadassah Head, Binghamton University, State University of New York
David and Hadassah engage in outreach on many levels, including writing an online science magazine (This View of Life), science podcasting, and outreach projects in their local community. Here they discuss the importance of science outreach.
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And in a second video, David and Hadassah talk about their local outreach projects (including the Binghamton Neighborhood Project).
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Kara Woo, National Center for Ecological Analysis and Synthesis
Kara blogs at Lake Baikal Dimensions of Biodiversity. Here she shares her enthusiasm for science outreach and how she has personally benefitted from it.
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Syllabus for outreach training class

The first SciFund Challenge class will be exactly like this.

The first SciFund Challenge class will be exactly like this.

The first SciFund Challenge outreach training class starts next week and we are excited! For those of you following along at home, here’s our syllabus.

SciFund Challenge Course One: Outreach 101

Course instructors: Jai Ranganathan (Co-founder, SciFund Challenge), Anthony Salvagno (University of New Mexico), Kelly Weinersmith (University of California, Davis), Siouxsie Wiles (University of Auckland)

Course dates: April 29-May 31, 2013 [Read more...]

Our inaugural outreach class

SciFund outreach class: go for launch!

SciFund outreach class: go for launch!

The first SciFund Challenge outreach training class for scientists launches in a week and we are very excited! Apparently, we aren’t the only ones. When we were planning this class, we were hoping that 50 scientists might be interested in participating. Well, were we wrong. When we opened registration for the class, 171 scientists signed up in less than six days and we had to close registration weeks early.

If you missed the registration window, not to worry! We’ll be running more of these internet-based outreach training classes in the months to come. Sign up for our mailing list to stay in the loop. And everyone is welcome to follow along on the blog, where most class materials will be posted. Consider this the first update on the class, with many more to come over the next month.

So, who are the 171 participants in our inaugural outreach class? Well, we know quite a few things about them from the application forms.

They hail from all over the world, as you can see on this handy map. The majority are in the United States, but 18 countries are represented.

scifund1country

The vast majority of the participants are in academia (no big surprise), with more than half being graduate students or postdocs.

scifund1position

Most of the folks involved in the class are biology types, with a strong emphasis on ecology/zoology/conservation kinds of things. This isn’t surprising, as we had only just begun with our promotion campaign about the class, when we got flooded with people and had to stop early. We had started getting the word out with primarily ecology-related circles of people, hence the disciplines represented.

Scientific discipline Number of participants
Ecology 38
Biology 12
Biomedical sciences 16
Evolutionary biology 11
Marine biology 11
Zoology/wildlife biology 11
Molecular and celular biology 10
Conservation biology 8
Chemistry 7
Environmental research 7
Neuroscience 5
Genetics 4
Physics 4
Botany/horticulture 3
Geography 3
Oceanography 3
Earth sciences 2
Economics 2
Engineering 2
Mathematics 2
Wetland Science 2
Archaeology 1
Astronomy 1
Computational Biology 1
Materials Science 1
Mycology 1
Palaeontology 1
Psychology 1
Synthetic biology 1

Call for short videos on outreach experiences!

Calling all scientists who engage in outreach!

The #SciFund Challenge is running a free outreaching training class for scientists, and we would like your help! We want to convey the diversity of approaches to outreach and experience with outreach, and so we are looking for ~5 minute videos from people engaged in science outreach. If you are interested in having your voice heard, we would love for you to record yourself answering one or more of the following prompts:

  • Why did you start doing outreach? Why do you continue to do outreach?

  • What has been your outreach journey?

  • Has doing outreach helped you/your scientific career? How so?

  • Has doing outreach hurt you/your scientific career? How so?

  • If there have been outreach obstacles, have you been able to overcome them?

  • How have you managed to keep doing outreach while continuing to do science?

  • How has your academic institution been supportive/not supportive of your outreach?

  • What if you research deals with “sensitive” issues?

  • What’s your outreach great story?

  • What’s your outreach horror story?

After you record your video, please e-mail us at SciFundChallenge@gmail.com. Please provide your name, institutional affiliation (if any), and information about the kind of outreach you do (e.g., link to your blog). We will give you access to a DropBox folder where you can place the video. After we receive the video we will place it on YouTube, and will make a public post on our blog to share the responses we received.

Because our outreach class is running in May, we are going to need your videos soon! April 27th would be the absolute deadline, but if you could send your video in the next week (by April 20th) that would be very much preferred.

By sending us a video you are giving us permission to edit the video, put it on YouTube and our blog, and share it with students taking the course. Editing will likely include adding a title slide (with your information and a note about the video being part of the SciFund online training course). We may also edit your video response into a longer video including the responses of others, but we will be sure to indicate who you are and your affiliation.

Thanks so much for your help!

<3, Weinersmith

Registration closed for outreach training class

closedWell, that was fast! 170 folks have signed up in less than a week for our SciFund Challenge outreach training class for May. We are a bit amazed and overwhelmed, considering that we were hoping for a total of 50-100 participants for the course. So  that we don’t get more course participants than we can handle, we are closing course registration early, effective immediately. If you didn’t manage to register, not to worry! We are planning all sorts of follow-up classes for the months to come. If you would like to keep informed about upcoming SciFund Challenge classes, as well as other SciFund news, sign up for our e-mail list.

Science Crowdfunders on Reddit

reddit

Check out this excellent AMA on Reddit by the good folk from Microryza as well as a number of the scientists engaging in crowdfunding over there. Bummed I wasn’t able to see it evolve in realtime (I missed it due to being on a plane from Lisbon!). There are some wonderful answers to questions we over here at #SciFund get a lot, as well as some insights into the process, and, some links to fantastic projects!

Is science crowdfunding really about hustling?

The Hustler

The Hustler is a great movie, but is it really the model for science crowdfunding?

A few days ago, Ethan Perlstein provided some guidance over at the Microryza blog about how to succeed at science crowdfunding. His bottom line? The secret is to hustle, hustle, hustle during a crowdfunding campaign to get the word out and to get media attention. With all respect to Ethan, if all researchers running campaigns follow his advice, then that’s the end for science crowdfunding. And that would be a tragedy because science crowdfunding has the potential to solve one of the key problems of our time: the giant gap between science and society. [Read more...]

New FREE outreach training class for scientists!

UPDATE (APRIL 9): Registration for our class has closed early. We have received 170 applications in less than a week (way more than we expected) and we want to make sure that we don’t have more course participants than we can handle. We have more outreach training classes coming over the next few months and you can sign up for our e-mail list to keep informed.


Our outreach training course will be even MORE exciting than a giant tiger jumping through fire.

Our outreach training course will be even MORE exciting than a giant tiger jumping through fire.

Hey Scientist!

Itching to tell the public about your science? At a time of slashing cuts to science funding, maybe you want to explain to the public why your field deserves public support. Maybe you want to set the record straight about misconceptions the public holds about your field (here’s looking at you, evolutionary biologists). Or maybe you just want to finally be able to explain to your friends and family what it is you actually do at work.

But how do you, dear scientist, get started with your outreach? After all, very few researchers have any experience or training in connecting the public with their science. That’s where SciFund Challenge comes in.

Join the SciFund Challenge community for our first online course aimed at helping scientists get started with outreach. Over 5 weeks, we’ll demystify the business of communicating science and equip you with the tools and confidence you need to get started.
[Read more...]

#SciFund Seeking Django Developer!

There are some enormous shifts, changes, tweaks, and otherwise happening over at the metaphysical #SciFund HQ these days. We’re going to start rolling out some announcements about all of this soon, but, before I can do that, #SciFund is sending out an call that we’d love you to spread through the vasty tubes of the interweb!

The #SciFund Mysterymobile.  Can you help us make it go?

The #SciFund Mystery Machine. Can you help us make it go?

#SciFund is looking for a Django developer. Jai and I – we’re scientists. We code. Heck, we even have some mild chops for web development. Emphasis on the word mild. But we’ve got something that is going to change the face of science crowdfunding forever (what, I had to make it big, right?) that is about to happen. And it required a Django developer.

To be up front, we don’t have cash in hand (yet!) (but, hey, aren’t we an organization that specializes in raising cash, or, helping others do that?), so, we need someone who is passionately devoted to furthering science outreach and engagement and can get on board the mission.

So, will you join us, and be the new engineer for the Mystery Machine of #SciFund’s future? If so, contact me!