Description: Society is dependent upon informed decision-making about geoscience topics such as climate change, energy, and freshwater resources, all of which are intertwined with social justice. The essential role of science communication and education is clear, yet research indicates that scientific data and facts do not intrinsically reach individuals and inspire action on important societal issues. Even within the classroom, the prevailing approaches to science education do not necessarily impact the “use and interpretation of science in daily life” (Feinstein, 2010), and traditionally taught science classes are recognized to be biased against large segments of the population, especially non-traditional students and historically underrepresented groups (Nelson, 1996). Together, these issues are major impediments to our collective well-being, pose major challenges to our society, and are a barrier to a fair and equitable world.

This seminar introduces an integrated teaching-outreach approach that explores science communication and inclusive teaching at the intersection of the sciences, arts & humanities, as implemented in an introductory geology course at the University of Wisconsin-Madison. The 'tadada Scientific Lab' explores new approaches for science communication and education, emphasizing our shared humanity, and the building of meaningful collaborations within and outside of academia between students, professors from different disciplines, artists, and musicians, revealing our personal connections to science and to each other. The ambition is to provide a transformational experience that nurtures a scientific identity within each individual, fueling a life-long journey of scientific empowerment and engagement.

Reading: If you want to read up on Dr. Meyers' work, check out: https://theconversation.com/the-profound-perspective-of-geoscience-can-unite-students-110956