Scientists have a duty to communicate their science with other scientists and non-scientists alike but evidence and recent events suggest this is not done effectively. This poor communication can lead to an increased distrust and lack of confidence in the scientific community in addition to a decrease in funding awarded to critical research programs. This workshop aims to provide an in-person opportunity for scientists to gain and practice skills to improve their scientific communication to diverse audiences through improvisational theater activities empirically supported by the Alan Alda Center for Communicating Science.
Hybrid learning presents mental health challenges for students in both online and in-person environments. The online component increases anxiety due to inconsistent schedules, limited face-to-face interaction, and self-directed learning demands, leading to isolation and decreased motivation. In-person settings introduce social anxiety, peer pressure, and academic stress as students adjust to fluctuating environments. Transitioning between virtual and physical classrooms can cause cognitive overload, hindering time management and retention. Sensory overload from crowded classrooms and long commutes contributes to fatigue and emotional exhaustion. Despite these challenges, hybrid learning fosters independence, self-discipline, and adaptability. Supporting student well-being through structured routines, mental health resources, and social-emotional learning is essential for fostering both academic success and personal growth. Holistic support from educators is critical for student success.
