Stony Brook Simons STEM Scholars Learn Science Communication with the Alda Center

With complex sciences, clear communication of breakthroughs is crucial.

For the Stony Brook Simons STEM Scholars, this skill received a boost through a two-session workshop facilitated by the Alan Alda Center for Communicating Science. The workshop provided strategies to connect with any audience and changed how these future researchers approach sharing their work.

The Simons STEM Scholars program attracts high-achieving students committed to research, many on pathways to PhD and MD/PhD programs. These honors students excel in laboratories and classrooms, but like many researchers, they face a common challenge: translating complex scientific concepts for broader audiences.

"The goal here was to help students communicate their science," said Alix Dehayem, assistant director of the program overseeing research and advising. "As a program who wants our students to be leaders in research, we wanted to give them these skills early on."

The scholars program provides students with skills that they rarely get through their regular curriculum, Dehayem explained - in this case alongside the Alda Center, teaching them how to "talk about their science." The approach focuses on adaptation rather than oversimplification. "We're not saying dumb it down, but we're saying adapt the language so that your audience can get your message," she added.

This workshop is made possible through a generous contribution from the Andrew and Ann Tisch Foundation, Inc., supporting the cultivation, advancement, and continued excellence of the Alan Alda Center for Communicating Science.

From Assumptions to Authentic Communication

Many scholars entered the workshop with misconceptions about science communication. "I had always assumed that talking about research would be simple, and through the workshop I was proven wrong," said Ronicio Cervantes, a marine vertebrate biology major.

The workshop's structure helped students overcome this learning curve. In the first session, scholars developed short talks for a TED Talk-type audience, practicing verbal skills and receiving partner feedback. Two weeks later, the second session guided students through exercises focusing on staying present and using tactics like analogy and information ordering for their research talks. The Alda Method®at the workshop's core offered an approach blending audience-centered choices with acting techniques. Participants developed messages that are engaging, memorable, creative, specific, and original.

"When students learn these communication skills during their undergraduate years, they're building a foundation that will serve them throughout their careers," said Laura Lindenfeld, executive director of the Alan Alda Center for Communicating Science. "They're not just learning to translate their research-they're learning to think more deeply about why their work matters and how it connects to broader human concerns."

For many participants, the workshop addressed a fundamental challenge in their fields: dense technical language that alienates general audiences. Civil engineering major Gabriel Lembert recognized this obstacle in his discipline. "I was most excited to learn how to articulate my research in a way that is understandable to a general audience," he said. He valued learning "communication strategies like using analogies, and explaining in reverse chronological order to keep an audience engaged."

Computer science and astronomy major Isabella Benedetto found the experience transformative. "The workshop has shifted my mindset in my academic career because it showed me that science communication doesn't have to be difficult to understand nor full of confusing jargon all of the time."

Beyond the classroom, Benedetto said she applied her new skills at her first poster presentation symposium after the workshop, using techniques she learned to make her research engaging and clear to my audience.

The workshop revealed to students how effective communication transcends individual disciplines, creating bridges between research fields and the public. Chemical and molecular engineering major Jaylynn Elias said, "What piqued my excitement most about science communications practices was the opportunity to connect with people who have no background in my field, or rather, any background in STEM whatsoever."

Economics major Walter Benitez learned that his field's impact on daily life requires accessible explanation. The ability to "translate my research into language that feels tangible and relatable, even for those with no background in economics, is crucial for having a broader impact," he said.

Psychology and biology double major Tatiana Romero found that "the Alda Center's emphasis on audience awareness and storytelling changed my perspective on what strong science communication is." She discovered that improvisation techniques "foster real-time audience connection and responsiveness" and demonstrated that "communication isn't just about delivering a message, but about creating a mutual understanding between the speaker and audience."

Perhaps the most significant transformation involved scholars learning to bring themselves into their scientific presentations. The workshop "fortified my belief that I could do my best science as myself, integrating my personality and passion into my explanations," Cervantes said. This personal approach helped him communicate with family members not involved in science.

Mechanical engineering and applied mathematics double major Matthew Garzon connected the workshop's lessons to filmmaking. "For a great film to be made, an actor must make the viewer care, evoke the emotions they portray, and convey the film's theme. This is exactly what the workshop taught me about science communication."

Shaping Future Research Careers

The workshop's influence extends beyond immediate presentation skills, shaping how students view their future careers as researchers.

Garzon learned that research accomplishments mean little without effective communication. "The Alan Alda Center taught me that the time, resources, and sacrifices you commit to your research lose their importance when they are not adequately communicated to those in your field or other fields."

Elias now prioritizes understanding the broader significance of her work. "Without the ability to zoom out on what you do, you are depriving yourself of the opportunity to reflect on how your work is contributing to advancing science and making this world a better place." The workshop "has shifted my mindset to prioritizing the 'why' in my work, and that connecting and collaborating with others is the best way to grow as a researcher."

For Romero, communication has evolved from an afterthought to a central skill. She now views it as "an essential skill that shapes how research is perceived and valued, rather than just an accessory to scientific work."

"Effectively communicating science is important to me because it allows me to share my passion with a broader audience, foster collaboration, and build trust in science and research - which is all around us," Lembert added.

Lindenfeld notes that this shift represents the workshop's broader goal. By learning to articulate their research with clarity and personality, the hope is that these scholars are better prepared to share their passions and ensure their work impacts the world.

"We're not just teaching presentation skills," she said. "We're helping future scientists understand that communication is integral to the scientific process itself-it's how discoveries reach the people who can benefit from them."