In the Spring of 2016, a course was taught at the University of Wisconsin-Madison titled “Broader Impacts: Public Outreach, Engagement, and Education about Animal Research”. This course was developed by Audrey Buelo, the 2015/2016 awarded by Americans for Medical Progress—with the advice and help of Professor Allyson J. Bennett, a faculty member in the UW-Madison Psychology Department (and SR member). In this course, students learned about animal research and how to conduct outreach with the public. Three different perspectives of the course outcomes are described below–the course organizer, a teaching assistant and the last by a student in the course.
Course organizer perspective: Audrey
The Broader Impacts course was taught for a wide variety of PhD students at UW-Madison (most of whom were working in animal research) and came from fields including neuroscience, veterinary, psychobiology, and biomedical fields.
The class was organized into two phases and provided a solid foundation for both academic and layperson dialogue surrounding animal research. Phase 1 aimed to educate the students on wide variety of fields relating to animal research: philosophy and ethics of animal research, policy, regulation, principles of science, public opinion surrounding animal research, and the wide range of views shared by individuals and organizations. Phase 2 focused primarily on creating an outreach program, including choosing and understanding your audience, using social media to share information and encourage dialogue, and implementing outreach effectively.
Multiple guest-lecturers volunteered their time to speak with the students–including several previous Hayre fellows and Speaking of Research members–each providing expertise in their fields. This included: a director of research ethics in a scientific society, a science communication specialist, an animal welfare scientist, IACUC members, and a professor in social marketing and outreach.
By the end of the course, each of the students created a proposal for an outreach program to the wider public. The proposals included educating middle school students about the scientific method and the importance of animal research; social media campaigns to stimulate discussion about the use of animals in research; and a day-long symposium to inform and engage medical doctors about the role of animal research in medical progress, in addition to many other innovative and interesting outreach proposals. These broad-reaching programs, along with the breadth of knowledge the students gained throughout the semester, have the potential to change the attitudes of many and create a ripple effect of animal research dialogue and openness that reaches far beyond the scope of this course.
The feedback from the students in the Broader Impacts course was overwhelmingly positive, nonetheless this Hayre fellowship has more to come. The materials will be revised based on the feedback received by the students and then will be freely available on the Americans for Medical Progress website in November. Every university that values animal research as an important tool of science is encouraged to use the materials to implement their own Broader Impacts course. Preparing future scientists is key to changing the current dialogue on animal research, and a significant component of the course emphasized students developing their own personal dialogue surrounding animal research, as the most compelling outreach is the one that is personable and honest.
To sign off, I’d like to thank for their support in creating this project and providing their expertise for each step. Also, I extend my gratitude to each student who took the course and worked hard each week, as well as the seminar leaders, guest lecturers, and course organizer who volunteered their time to ensure it went smoothly. Without all of you, this would not have been possible.
Teaching Assistant Perspective: Marissa
While Audrey designed and oversaw the course from afar, on a weekly basis, a team of three self-motivated, volunteer graduate students ran the actual course in Madison, Wisconsin. All three graduate student seminar leaders had unique, first-hand experience in animal research and felt strongly about the importance scientists and researcher’s contribution to animal research advocacy. I am one of those seminar leaders and a fifth year Ph. D. student in the Endocrinology and Reproductive Physiology program. My research focus utilizes the use of a non-human primate model, the marmoset monkey, to study molecular and physiological mechanisms of hormones on female reproductive behavior. Throughout my graduate career, aside from direct involvement in animal research, I have also been involved in outreach efforts at the , WNPRC, which was the major motivator for getting involved with leading the course. I found the experience of leading this course to be very rewarding because I not only got the chance to share with fellow graduate students the passion and excitement that I have regarding the outcomes of animal research and in communicating with the public how important animal research is for society, I was also thoroughly impressed by the ideas my fellow graduate students in the course developed in their outreach proposals by the end of the course.
The role of ‘seminar leader’ entailed distributing materials, clarifying assignments, introducing speakers, and most importantly (from my perspective) leading discussions on the material and individual projects. The guest speakers throughout the semester provided a lot of expert information for the students and it was astounding to watch each of the student’s individual projects evolve over the semester; incorporating the different concepts and discussion provided through the guest lectures. The variety of different proposals and angles for animal research proposed by the students in the course was also incredible to observe. The students chose very different target audiences and also incorporated an array of techniques for outreach, including clever uses for technology in getting the message across to their target audiences to affect behavior and opinion change of the general public.
The outcome of this course left me with a very positive outlook on the future of animal research outreach. It has also really highlighted how essential it is that academics and scientists get exposed to different techniques and concepts that make outreach programs successful. One of the key takeaway messages I as a seminar leader can take away from this experience is that, with the right knowledge and tools for outreach design and execution, all researchers and scientists can contribute to outreach efforts in order to sustain animal research in science, and also to gain public support and understanding for our research.
Student perspective: Caleigh
As a student in the Broader Impacts seminar, I was exposed to many different resources for animal research advocacy. I learned a lot about the history of animal research, the differences between protection for research animals and other animals, and also how activists or those in industry may perceive animal research. Expanding my knowledge on animal research advocacy gave me tools to better communicate with both my peers and the public.
In addition to the course materials, it was really inspiring to talk with students from all over campus about animal research advocacy. Having a structured place to talk with my peers about animal research was really rewarding. I felt like there was a lot of support on campus—from medical and veterinary students to PhD researchers. One of the coolest parts of the class was creating an outreach project that would bring correct information about animal research to the public. The outreach project discussions really brought out the passion and creativity in a lot of students, and sparked many great conversations. I would recommend this course to anyone that does animal research or is interested in learning more about it.