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In a program with Northglenn High School students, Institute for Behavioral Genetics researchers ask for creative and innovative ideas on how to talk about science

With all due respect to the dedicated and passionate scientists at the �鶹��Ѱ�����, but Northglenn High School students Joseph Zuniga and Alecsander Morain’s main goal was to “convert this study into a manageable format for normal people,” Morain explains.

The study in question was a recently published paper finding that children’s early interactions with music shape—but don’t determine—their musical lives decades later. The research, based on 40 years of data from surveys of 1,900 people in The Colorado Adoption/Twin Study of Lifespan Behavioral Development and Cognitive Aging��(CATSLife), also considered shifting genetic and environmental influences.

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Northglenn High School senior Carla Camacho holds the graphic novel that she and her fellow students created from an Institute for Behavioral Genetics study.

“It took quite a few readings to understand what the study was saying,” Zuniga says, and Morain adds, “and even then, we get to the results and there’s this graph that makes zero sense.”

Daniel Gustavson, first author of the study and a �鶹��Ѱ�����Boulder assistant research professor in the Institute for Behavioral Genetics (IBG), was standing fairly near as Zuniga and Morain expressed their honest opinions, but no hard feelings. That insight was why the two young men, along with more than 100 of their fellow Northglenn High School students, were gathered at the Sustainability, Energy and Environment Complex (SEEC) Thursday morning.

They were participating in a program envisioned and led by Analicia Howard, a psychology and neuroscience PhD student and Gustavson’s research colleague at the IBG. The program, which is funded by a Public and Community-Engaged Scholarship grant, is part of a broader research study called Comunidad, which is centered at IBG but has collaborators across campus and at Washington University.

“We were designing this study so that the community we’re most interested in, which is here in Colorado, is more involved in that development part of the study—that they are engaged in every aspect of research,” Howard explains, adding that a lot of effort in the first several years of community-based research like theirs should be focused on building partnerships.

“An issue with academia in general is there’s such a tough history with a lot of scientific research, especially if it includes human subjects in marginalized communities. So, we’re wanting to connect with the community in a way that’s mutually beneficial and leverage community partnerships in the future with established, trusted organizations. Schools felt like a natural segue to reaching broader audiences and meeting our goal of communicating science better. We were asking, ‘How do we communicate in a way that’s engaging, in a way that reaches the communities we’re interested in reaching?’”

They thought: Let’s ask the students.

Explaining science better

The idea is straightforward: select a handful of IBG research papers and ask students, working in groups, to choose one and create a project focused on how to better communicate the science to their broader community.

Howard and Gustavson approached Northglenn High School because �鶹��Ѱ�����Science Discovery and the Institute of Arctic and Alpine Research had previously worked with students and faculty there, “so there was already an established relationship and trust,” Howard says.

As a STEM high school, Northglenn requires every class to have an aspect of STEM, “but we were still thinking in terms of the accessibility of the science when we were choosing the papers, because the theme of genetics can be difficult to parse if you’re fairly new to it,” Gustavson says.

The IBG scientists selected six of their papers that centered on topics that might be interesting to teenagers—video games, music, mental health—and presented them to Amy Murillo’s and Cheyenne Rost’s multicultural literature classes.

“Every year we incorporate a practice-based learning project into the curriculum, and we thought this was a real-world opportunity that the kids could grab onto,” Murillo says. “It’s been part of our research and analysis unit, so for the first few weeks we were talking about things like misinformation and fake news and why it’s important to read these studies.”

Then Murillo and Rost and about 120 students—all seniors except for one junior graduating early—arrayed across four classes spent a week reading a practice study.

“We were going through it step by step, learning how to read a scientific paper and trying to give them the autonomy to make mistakes and learn from them,” Rost says. “We were talking about things like how to understand results and how a layman would understand the jargon.”

Howard and Gustavson also visited the classes to answer questions once students had chosen the papers on which they’d focus their projects.

Thinking creatively about science

As for the projects, “we knew we had��to make the paper simpler,” says Joselyn Ramirez, who along with classmate Genessis Garcia chose an finding that playing video games didn’t show consistent associations with impulsivity, but rather screentime in general is associated with impulsive tendencies in adulthood.

“There was a lot of stuff where I had to go back and go back and go back because I didn’t understand it,” Ramirez says, and Garcia adds that if they, as students at a STEM high school, had such difficulty understanding the study, what would it be like for a non-scientist community member to try reading it?

So they created interactive videos, which they showed on a screen they set up on their display table Thursday morning.

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Joselyn Ramirez (left) and Genessis Garcia (right) with an interactive display board based on Institute for Behavioral Genetics research finding that playing video games doesn't show consistent associations with impulsivity.

Zuniga and Morain also thought to adapt the music research to a format Murillo and Rost teach their students—a recipe, with ingredients, steps and finished product.��Students also were encouraged to think creatively and in multimedia terms as they designed their projects, so Zuniga and Morain created a survey on a poster board on which event attendees could mark the kind of instrument they’d like to play.

For Carla Camacho, Jane Heslop, Kimberly Olivas and Aylin Ramirez, thinking creatively about communicating the science meant writing, designing and drawing a graphic novel. They also chose the video games and impulsivity research and created a story about two twins, Samantha and Sammy, and how each is affected by screen time.

“The study is based on twin research, so we thought that’s where we should start,” says Camacho, who drew the final graphic novel.

“There was a lot of rewriting and rewording, because we were summarizing and trying to use simpler words,” says Heslop, who drew the original storyboards for the novel. “But I think I have better time management and better communication skills now, because we had to think about what we really needed to say and how we should say it in a way that people would understand.”

The students’ projects were judged Thursday by volunteer IBG faculty members and graduate students, and part of the judges’ assessment was how clearly students expressed their ideas on how to communicate science better.

“Definitely more visual appeal,” says Chloe Ibarra, who with classmate Alejandra Franco also chose the video games and impulsivity study. “If you look at the study, there’s nothing that really catches your eye, but if you look at ours,” and she indicates a poster on an easel behind them that takes a vision board approach to communicating the science, “there’s color everywhere and it’s interesting to look at.”

For Isaac Aranda and his project partners Josue Sanchez and Leo Lin, who also chose the video games and impulsivity study, a key to communicating science is using language that people will understand: “We had to look a lot of stuff up,” Aranda says, “and I don’t know if everyone would have the patience to do that.”

But it’s important to find the right words and the right way to talk about the science, Sanchez says, because “this study isn’t saying video games are bad, it’s really saying we shouldn’t be on our phones all the time.”

Alejandra Franco (left) and Chloe Ibarra (right) with their project that emphasizes the need for visual interest when communicating science.

Institute for Behavioral Genetics scientist Daniel Gustavson (right) talks with Northglenn High School students about their science communication project.

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IBG research associate Jeff Lessem (left) talks with Kimberly Olivas (center) and Carla Camacho (right) about their science communication project, which won the award for most accessible presentation.

Alecsander Morain (left) and Joseph Zuniga (right) with their project communicating research finding that children’s early interactions with music shape—but don’t determine—their musical lives decades later.��

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