Science communication is more than just translating technical language — it’s about building connections between scientific knowledge and the people it affects. In a science communication class, students should develop the skills to explain science clearly and explore why and how communication shapes public understanding, trust, and action.

Hands-on learning is the best way for students to learn science filmmaking. Students create real-world content: from short videos and social media explainers to op-eds, podcasts, and public talks. They learn to adapt their content for different audiences, platforms, and media, preparing them for the real world.

Hands-on work, however, can come with logistical challenges. For example, in a stop-motion animation lesson, students were asked to bring articulated dolls to class for filming. Anticipating that some might forget or lack access to suitable materials, simple backup supplies (such as pre-cut dolls for them to assemble and fasteners) were provided so students could quickly build their characters and participate fully. 

Similarly, I have taught classes where students arrived unprepared with their photos for in-class hyperlapse editing. I kept things going by offering my footage for use. These adjustments keep projects on track and model the flexibility and resourcefulness that science communicators often need in the field.

Science communication is collaborative and lends itself naturally to group work in class. Peer feedback, group projects, and brainstorming sessions mirror the teamwork required in professional science communication settings, whether in journalism, outreach, nonprofit work, or policy. Students challenge one another’s assumptions, refine their messaging, and begin to develop a sense of authorship and audience awareness.

Storytelling plays a central role in science communication. Students examine how narratives can humanize science, elevate marginalized voices, and make complex topics relatable. Assignments are designed to develop technical accuracy and foster empathy, curiosity, and ethical responsibility in communicating science. They learn that anyone can learn storytelling by breaking down their ideas into Hollywood-style scripts complete with characters, acts, turning points, and a climax. This keeps the audience’s attention and gets their message across.

Learning doesn’t stop at the classroom door. I am a perpetual student and like to bring what I learn into the classroom, be it current films to take inspiration from or lighting techniques I learned in figure drawing classes. Lately, this has included exploring artificial intelligence as a tool for more efficient filmmaking: finding ways to streamline tasks like transcription or rough cuts while maintaining authenticity and creative ownership. The class stays current by experimenting with new techniques and technologies, and students gain exposure to tools they are likely to encounter in real-world settings.

Representation is woven into both the content and the classroom environment. Examples of effective science communication include voices from across racial, gender, and cultural identities, helping students see that there is no single way to be a science communicator. Space is intentionally made for LGBTQ+ students, students of color, and others from underrepresented groups to see their perspectives as assets in shaping more inclusive science narratives.

By the end of the course, students should have content for their portfolios, the tools to create more, and the confidence to use them. Whether pursuing careers in science, media, policy, or education, students will leave with the ability to speak about science in clear, creative, and impactful ways and ready to connect knowledge with the audiences that need it most.