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Interdisciplinary research is paramount to addressing ocean sustainability challenges in the 21st century. However, women leaders have been underrepresented in interdisciplinary marine research, and there is little guidance on how to achieve the conditions that will lead to an increased proportion of women scientists in positions of leadership. Here, we conduct in-depth qualitative research to explore the main barriers and enablers to women’s leadership in an academic interdisciplinary marine research context. We found that interdisciplinarity can present unique and additional barriers to women leaders (e.g., complexity and lack of value attributed to interdisciplinary research) and are exacerbated by existing gender-specific issues that women experience (e.g., isolation and underrepresentation and stereotyping). Together these barriers overlap forming the “glass obstacle course”—which is particularly challenging for women in minoritized groups. Here, we provide a list of concrete, ambitious, and actionable enablers that can promote and support women’s leadership in academic interdisciplinary marine research.

Gender equity in academia is a long-standing struggle. Although common to all disciplines, the impacts of bias and stereotypes are particularly pronounced in science, technology, engineering and mathematics (STEM) disciplines. This paper explores what barriers exist for the career progression of women in academia in STEM disciplines in order to identify key issues and potential solutions. In particular, we were interested in how women perceive the barriers affecting their careers in comparison to their male colleagues. Fourteen focus groups with female-identifying academics showed that there were core barriers to career progression, which spanned countries, disciplines and career stages. Entrenched biases, stereotypes, double standards, bullying and harassment all nega-tively impact women’s confidence and sense of belonging. Women also face an additional biological burden, often being pushed to choose between having children or a career. Participants felt that their experiences as STEM academics were noticeably different to those of their male colleagues, where many of the commonly occurring barriers for women were simply non-issues for men. The results of this study indicate that some of these barriers can be overcome through networks, mentoring and allies. Addressing these barriers requires a reshaping of the gendered norms that currently limit progress to equity and inclusion.

As science communication programs grow worldwide, effective evaluation and assessment metrics lag. While there is no consensus on evaluation protocols specifically for science communication training, there is agreement on elements of effective training: listening, empathy, and knowing your audience - core tenets of improvisation. We designed an evaluation protocol, tested over three years, based on validated and newly developed scales for an improvisation-based communication training at the Alan Alda Center for Communicating Science. Initial results suggest that 'knowing your audience' should apply to training providers as they design and evaluate their curriculum, and gender may be a key influence on outcomes.

This paper explores the range of initiatives offered across Australia to support the attraction, retention and progression of girls and women to science, technology, engineering and mathematics (STEM) studies and careers. A mapping exercise, conducted by the author as part of the development of the Decadal Plan for Women in STEM for the Australian Academy of Science, provided an overview of 337 programmes and initiatives offered nationally, the majority of which were university scholarships. Academia, industry and government are the main providers of these initiatives, with collaborations common between all the different stakeholder groups identified. Of all the initiatives mapped, only seven had publicly facing evaluation data, of which one went beyond self-reports of satisfaction and enjoyment. The myriad initiatives show a concerted effort to engage girls and women in STEM, but the absence of any meaningful evidence of impact means we simply do not know whether these initiatives are benefiting girls and women and achieving the desired policy outcomes or not.

Engaging public audiences with population health science necessarily requires a society level perspective; however, many existing communication strategies and programs tend to focus at the individual level. This paper describes a novel approach to engaging community members with the social determinants of health outcomes using an interactive exhibit within a science centre. The exhibit was capable of supporting understanding about social determinants of health in adults and children under the age of 15 within an average three-minute interaction. The presence of a facilitator who guided and supported discussions about the exhibit and its concepts with the visitors was also key to sustaining visitor engagement. These exploratory findings suggest the use of informal learning settings, such as science centres and museums, may provide a means to communicate population health and improve discourse about public health policy.

This study explores the relationships between scientists, science communicators and science journalists in Australia. Building upon a smaller previous study, this article provides an overview of the science media landscape across a nation through the use of semi-structured interviews with members of stakeholder groups. Although relationships between each of the groups are generally positive, a lack of clear understanding of the professional practice and cultures of the different groups sometimes appear to hinder positive interactions. Many scientists continue to lament the need for journalists to understand more science, yet very few make similar comments about the need for scientists to know more about media. Refocusing on sharing the responsibility for science reporting may be a means of bridging the identified cultural divide.

Scientists, science communicators and science journalists interact to deliver science news to the public. Yet the value of interactions between the groups in delivering high-quality science stories is poorly understood within Australia. A recent study in New Zealand on the perspectives of the three groups on the challenges facing science journalism is replicated here in the context of New South Wales and the Australian Capital Territory. While all three groups perceived the quality of science journalism as generally high, the limitations of non-specialists and public relation materials were causes for concern. The results indicate that science communicators are considered to play a valuable role as facilitators of information flow to journalists and support for scientists. Future studies on the influence and implications of interactions between these three groups are required.

Background: The rate of notifications of sexually transmissible infections (STIs) in Australians has increased dramatically, especially in those aged 16–30 years. This age bracket, typical of university students, is the most likely to report multiple sexual partners in the previous year. Individuals who have sex with multiple partners in a year have a significantly increased chance of contracting an STI, making them an important audience for sexual health promotion. This study aimed to determine how university sexual health promotion events can better reach this higher-risk subset of the population. Methods: Two anonymous cross-sectional surveys were used to understand current and ideal sexual health promotion events through the perspectives of student leaders (n = 62) and general university students (n = 502). Results: Students who had more than one sexual partner in the previous year (the higher-risk group) made up 22.7% of the students sampled. Higher-risk students differed substantially from lower-risk students in terms of preferred event types, incentives and topics to be covered, often prioritising those rarely used in current university sexual health events. Conclusion: While current university sexual health events include some features that align with student priorities, elements beyond sexual health information, such as social activity, alcohol incentives and on-site sexual health testing, can be helpful tools to attract students with higher numbers of sexual partners.

Do you have something important to say, but find it hard to get people's attention? Or have you tried to listen to someone who claims to have something interesting to impart, but they can't explain it and the idea gets lost? (Or worse, you get bored and lose interest, even if they're trying to describe their revolutionary new laser shark). Some people are natural communicators; others aren't. It's a problem many academics face, particularly with the push we're all getting to explain our work to the public. But there are a few tricks you can use that can help you to better communicate your ideas.

Citizen science engages members of the public in research design, data collection, and analysis – in asking and answering questions about the world around them. The United States, European Union, and Australia have placed citizen science at the forefront of national science policy. Journals such as Science, Nature and Bioscience regularly feature projects conducted by citizens. Citizen science engages millions of people worldwide. However, to date, population health science has not relied heavily on citizen contributions. Although community-based participatory action research remains a strong foundational method to engage those affected by public health problems, there is additional potential to mainstream population health through wider, less intensive opportunities to be involved in our science. If we are to tackle the complex challenges that face population health then new avenues are needed to capture the energy and attention of citizens who may not feel affected by public health problems, i.e. to engage the ‘by-standers’ in population health science. Particular types of citizen science methods have the potential to do this. But simply increasing the breadth and volume of scientific evidence will not be enough. Complex, intractable, macro-level problems in population health require change in how our journals and funding bodies respond to data generated by the public. Of course, democratisation of science and the potential decentralisation of scientific authority will bring deep challenges. But potentially it brings a future where population health science is better known, understood and respected, with benefits for the types of public policies that derive from this science.

Culling kangaroos, Australia’s most abundant marsupial, is a controversial practice in the Australian Capital Territory (ACT). The ACT government introduced a kangaroo management plan in response to the growing kangaroo population causing damage in grassland ecosystems. Although some groups (e.g., local government, some researchers) support implementation of this plan, critics claim it is inhumane and lacks concrete evidence. To examine media portrayal of this debate, this study conducted a content analysis of newspaper coverage between 2006 and 2016. Although ACT newspapers were impartial in their presentation of the debate, sources that previous studies found were typically considered trustworthy to speak on the scientific validity of the program were found to have conflicting messages and be less represented in the media. Thus, future research should explore if the messenger is more important than the message in determining influences on public perceptions about the use of lethal control.

Social media is increasingly being used by science communicators, journalists and government agencies to engage in discourse with a range of publics. Despite a growing body of literature on Twitter use, the communication of science via Twitter is comparatively under explored. This paper examines the prominence of scientific issues in political debate occurring on Twitter during the 2013 and 2016 Australian federal election campaigns. Hashtracking of the umbrella political hashtag auspol was used to capture tweets during the two campaign periods. The 2013 campaign was particularly relevant as a major issue for both parties was climate change mitigation, a controversial and partisan issue. Therefore, climate change discussion on Twitter during the 2013 election was used as a focal case study in this research. Subsamples of the 2013 data were used to identify public sentiment and major contributors to the online conversation, specifically seeking to see if scientific, governmental, media or ‘public’ sources were the more dominant instigators. We compare the prominence of issues on Twitter to mainstream media polls over the two campaign periods and argue that the potential of Twitter as an effective public engagement tool for science, and for politicised scientific issues in particular, is not being realised.

Anyone with a message they wish to convey to others has a desire to engage their audience. The means and ways by which we can engage our audiences are many and varied; indeed they vary for each identified audience, creating a highly diverse landscape of communication activities and realms (Bucchi & Trench, 2008).

Social media is increasingly being used by science communicators, journalists and government agencies to engage in discourse with a range of publics. Despite a growing body of literature on Twitter use, the communication of science via Twitter is comparatively under explored. This paper examines the prominence of scientific issues in political debate occurring on Twitter during the 2013 and 2016 Australian federal election campaigns. Hashtracking of the umbrella political hashtag auspol was used to capture tweets during the two campaign periods. The 2013 campaign was particularly relevant as a major issue for both parties was climate change mitigation, a controversial and partisan issue. Therefore, climate change discussion on Twitter during the 2013 election was used as a focal case study in this research. Subsamples of the 2013 data were used to identify public sentiment and major contributors to the online conversation, specifically seeking to see if scientific, governmental, media or ‘public’ sources were the more dominant instigators. We compare the prominence of issues on Twitter to mainstream media polls over the two campaign periods and argue that the potential of Twitter as an effective public engagement tool for science, and for politicised scientific issues in particular, is not being realised

This study adapted the Draw-A-Science-Teacher Test to compare 22 pre-service teachers' perceptions of their own strengths as science teachers against their perceived strengths of expert science teachers. The drawings identified a disconnection between theory and practice that we revisit in the literature. Our findings from this pilot study are intended to explore the possibility of using drawings to evaluate how effectively educational theory is transferred by pre-service teachers into their subsequent professional practice in classrooms

This article examines the trial of participatory theater for disseminating new agricultural knowledge among subsistence farmers in Timor Leste, a small underdeveloped country in the Asia-Pacific region. The aim of the trial was to provide information on improved seed varieties and appropriate agronomic practices to maximize their yield among rural communities where rates of adult illiteracy are high and the reach of mass media forms of communication is low. The findings highlight the potential for entertainment-education forms to provide effective science communication tools in contexts where approaches more typical in developed countries are severely constrained.

This paper discusses Australia's oldest and largest undergraduate science communication program: that offered at the Centre for the Public Awareness of Science at the Australian National University. We outline the history of the program, and explain the pedagogy that drove its development. In particular, we address the assessment of student learning, which focuses on 'real-world' tasks. The four main assessment approaches discussed are 1) online blogs and opinion pieces; 2) a student conference, 3) research publication, and 4) work-integrated learning. These assessment approaches specifically target skills required by graduates to achieve both within the university and professionally. The different approaches require students to employ diverse communication techniques and strategies appropriate to their chosen audience. Students also gain practical experience outside of the university context, allowing them to recognise the relevance of their studies within an industry, private or government environment. Although these assessment practices are embedded in a specific science communication curriculum, we suggest that they can be incorporated within any science discipline major.

The research presented describes an exploratory study examining the science teaching efficacy beliefs of culturally foreign teachers in Abu Dhabi's primary schools, private and public. A standardized teacher self-efficacy instrument (STEBI A) specific to

Academic dishonesty is a major challenge facing educational institutions worldwide. Within the context of undergraduate education in the Arabian Gulf, oral assessment can help validate the originality of student work, whilst simultaneously facilitating assessment in a mode highly resonant with the region's own educational traditions and collectivist cultural norms. The present study aims to examine student perceptions of a group-based oral examination. This was introduced as an alternative to written examinations, and as an adjunctive assessment of a course essay. Three undergraduate sections (N = 75) of an introductory psychology course at Zayed University in the United Arab Emirates sat the oral examination. Participants were later surveyed about their experience immediately after the exam (prior to knowing their grade). The dominant themes to emerge from the analysis were relief, satisfaction with the process and ecological relevance. Another theme was a perception of fairness and promotion of academic integrity. The group oral exam appears to provide a well-tolerated, culturally resonant means of assessment, which also promotes academic integrity within the present Arabian Gulf context.

This study compares public and private science education in sixteen Abu Dhabi primary schools. A survey including open-ended questions was used to assess teachers' perceived strengths and challenges in teaching science. Perceptions of primary school princ