Lecture 4: Research Communication and an Introduction to the Three Minute Thesis (3MT®)
Ms. Nancy Pham (UNU-IAS)
2019 ProSPER.Net Young Researchers' School
4 March 2019
4. “For researchers to be “good”
researchers, they need to be
“good” communicators.”
D É S I R É E G O U B E R T ,
C H I E F E X E C U T I V E D I R E C T O R O F M I N D M I N T
5. Presenting a message to the public or a non-
scientific audience differs to the structure
scientists have been trained to use e.g. for
scientific journals, proposals, and papers.
Startatthe
beginningend
Source: COMPASS Science Communication, Inc. 2017. The Message Box Workbook. https://www.COMPASSscicomm.org
7. What do you want to achieve?
EDUCATE
an audience
about a
particular topic.
INFORM
to raise
awareness on a
particular issue
to a community.
PERSUADE
policymakers on
a particular
stance.
CHANGE
attitudes,
perceptions, or
behaviours.
9. Source: Kahan, Dan M. 2015. What is the 'Science of Science Communication'?. Journal of Science Communication, 14(3), 1-10. Yale Law School, Public Law Research
Paper No. 539. Available at SSRN: https://ssrn.com/abstract=2562025 or http://dx.doi.org/10.2139/ssrn.2562025
"Neverhavehuman
societiesknownso
muchabout
mitigatingthe
dangerstheyfaced
butagreedsolittle
aboutwhatthey
collectivelyknow."
Beliefs, attitudes, opinions - these
can all be shaped by social groups
Cognitive dissonance
Confirmation bias
T H I N K I N G A B O U T H O W P E O P L E T H I N K
DAN M. KAHAN, YALE LAW SCHOOL
10. Source: Moskowitz, Clara. 2008. Mind's Limit Found: 4 Things at Once. Live Science.
https://www.livescience.com/2493-mind-limit-4.html
Simpleisbest.
Isitdigestible?
" . . . T H E A V E R A G E P E R S O N M A Y
O N L Y B E A B L E T O H O L D T H R E E O R
F O U R T H I N G S I N M I N D A T O N C E . . . "
11. AVOID USING JARGON
"Don’t write merely to be understood. Write so
that you cannot possibly be misunderstood."
Robert Louis Stevenson, Scottish writer
12. Source: Flusberg, Stephen J., Teenie Matlock & Paul H. Thibodeau. 2017. Metaphors for the War (or Race) against Climate Change. Environmental Communication, 11(6),
769-783. DOI: 10.1080/17524032.2017.1289111
Thelanguage
youuse
matters
METAPHOR FRAMING
A study by Flusberg, Matlock, and Thibodeau (2017), tested
how metaphors can shape attitudes towards climate change.
Participants were asked to read a fictional newspaper article
about US efforts to reduce carbon emissions then respond to
a series of questions. The aim was to understand how
metaphor framing affected:
How realistic and achievable the Government's goals were
The urgency and risks of the situation
How willing participants were to change their behaviour
13. The war against climate change
The race against climate change
The issue of climate change
Thelanguage
youuse
matters
METAPHOR FRAMING
Which do you think had the greatest
effect on people?
14. Usedatawhere
relevant
L I M I T T H E N U M B E R O F S T A T I S T I C S -
O N L Y U S E T H E M I F T H E Y H E L P T O
I L L U S T R A T E Y O U R P O I N T
Explainwhatthe
number/statistic
means
C O M P A R I N G A N D C O N T R A S T I N G
A L S O H E L P S T O E X P L A I N A P O I N T
15. Source: Baron, Nancy. 2010. Escape from the Ivory Tower: A Guide to Making Your Science Matter. Washington: Island Press.
16. Source: ElShafie, Sara. 2018. Science and Art Find Common Ground: The Importance of Storytelling.
PLOS Blogs Network. https://blogs.plos.org/blog/2018/05/16/science-and-art-find-common-
ground-the-importance-of-storytelling/
Useexamples,
especiallyonespeople
canrelateto.
" N O T H I N G I S I N T E R E S T I N G T O A N A U D I E N C E U N L E S S T H E Y
C A N R E C O G N I Z E S O M E T H I N G I N I T . W H E T H E R P R E S E N T I N G
S C I E N C E O R A R T , A N C H O R I N G N E W I N F O R M A T I O N T O T H I N G S
T H A T P E O P L E A L R E A D Y K N O W I S T H E B E S T W A Y T O G E T
P E O P L E T O R E L A T E T O I T A N D C A R E A B O U T I T . "
17. This tool will help you refine:
TheMessage
Box
Source: COMPASS Science Communication, Inc. 2017. The Message Box Workbook. https://www.COMPASSscicomm.org
What you know
Why it matters for your audience
What you should convey (what information to
prioritise, which areas matter to the audience)
18. Begin by defining your audience
Aim to have a few lines for each
section
Issue – should be a short, concise
phrase
Problem – What are you addressing
specifically using your knowledge and
expertise?
Source: COMPASS Science Communication, Inc. 2017. The Message Box Workbook.
https://www.COMPASSscicomm.org
19. So What? Put yourself in your
audience’s shoes. Why should they
care? Why talk about this to them?
Why is it important to them? What are
their primary concerns? Do they have
barriers or rules they must abide by,
that would limit their response?
Source: COMPASS Science Communication, Inc. 2017. The Message Box Workbook.
https://www.COMPASSscicomm.org
20. Source: COMPASS Science Communication, Inc. 2017. The Message Box Workbook. https://www.COMPASSscicomm.org
21. Solutions - Options available for
solving the problem. Are they realistic
and achievable (by this audience)?
Benefits - Benefits of addressing the
Problem and implementing the
Solutions proposed (related to the ‘So
What’ section but looking at positive
results if action is taken).
Source: COMPASS Science Communication, Inc. 2017. The Message Box Workbook.
https://www.COMPASSscicomm.org
22. Capture your main point in a succinct
line
‘Test’ the clarity of your message by
showing it to someone unfamiliar with
your work
Source: COMPASS Science Communication, Inc. 2017. The Message Box Workbook.
https://www.COMPASSscicomm.org
26. Useyourjudgement
whenstorytelling.
W H E N D O N E W E L L , S T O R Y T E L L I N G C A N B E A N
E F F E C T I V E M E D I U M F O R C O M M U N I C A T I N G
Y O U R R E S E A R C H A N D I N C R E A S I N G I T S I M P A C T .
27. Isyourmessage
gettingthrough? It is understood
The right people heard your message
It cuts through the clutter. Why is someone going to
stop and read/listen/watch/engage with your
content?
Your audience is engaged
Your audience can see the relevance, practicality,
or impact it has for them (What's in it for them? Why
should they care? What can they do with this
information? Can and will they take action? Why
does this matter and how can it affect their life?)
Y O U R M E S S A G E H A S B E E N
C O M M U N I C A T E D E F F E C T I V E L Y I F :
28. "Science is not finished until
it’s communicated."
S I R M A R K W A L P O R T ,
F O R M E R C H I E F S C I E N T I F I C A D V I S O R T O T H E U K G O V E R N M E N T
30. Three Minute Thesis (3MT®) is a research communication
competition developed by The University of Queensland (UQ)
in 2008.
PhD students have three minutes to present a compelling
oration on their thesis and its significance, using a single
presentation slide. 3MT® challenges students to consolidate
their ideas and research discoveries so they can be presented
concisely to a non-specialist audience.
Overview
AN 80, 000 WORD THESI S
WOULD TAKE 9 HOURS
TO PRESENT.
THE CHALLENGE: PRESENT I T
I N 3 MI NUTES.
31. Historyofthecompetition
2 0 1 0
A multi-national event was
developed, and the Inaugural
Trans-Tasman 3MT® competition
was held at UQ the same year.
2 0 1 6
The Trans-Tasman 3MT® competition expanded
to include universities from South-East & North
Asia. The competition has since then been
called the Asia-Pacific 3MT® Competition.
2 0 0 8
The first 3MT® competition was
held at UQ with 160 Higher
Degree by Research (HDR)
candidates competing.
2 0 0 9
The 3MT® competition was
promoted to other Australian and
New Zealand universities.
2 0 1 3
The first Universitas 21 (U21) 3MT® Competition
was held with several universities from around
the world competing in a virtual competition.
3MT® I S NOW HELD IN OVER 600 UNIVERSITIES ACROSS MORE THAN 65 COUNTRIES WORLDWIDE.
32. A single static PowerPoint slide is permitted. No slide transitions,
animations or 'movement' of any description are allowed. The slide
is to be presented from the beginning of the oration.
No additional electronic media (e.g. sound and video files) are
permitted.
No additional props (e.g. costumes, musical instruments, laboratory
equipment) are permitted.
Presentations are limited to three minutes maximum and
competitors exceeding three minutes are disqualified.
Presentations are to be spoken word (e.g. no poems, raps or songs).
Presentations are to commence from the stage.
Presentations are considered to have commenced when a presenter
starts their presentation through either movement or speech.
Rules
THREE MINUTE THESIS
33. Did the PowerPoint slide enhance the presentation - was it clear, legible,
and concise?
Judging
Criteria
THREE MINUTE THESIS
PRESENTATION (SLIDE)
COMPREHENSION & CONTENT
Did the presentation follow a clear and logical sequence?
Was the thesis topic, key results and research significance and outcomes
communicated in language appropriate to a non-specialist audience?
Did the speaker avoid scientific jargon, explain terminology and provide
adequate background information to illustrate points?
ENGAGEMENT & COMMUNICATION
Did the presenter capture and maintain their audience's attention?
Did the speaker have sufficient stage presence, eye contact and vocal
range; maintain a steady pace, and have a confident stance?
Did the oration make the audience want to know more?
35. Your3MT®
challenge
13:00 - 14:30, Monday 11 March, 2019
Please send your one slide by email to: ayako-shimura@unu.edu
and yrs@unu.edu by 12pm on Monday 11 March, 2019.
PRESENTATIONS:
For more information about the 3MT® and to watch examples, visit:
https://threeminutethesis.uq.edu.au/