The Stony Brook Simons STEM Scholars program recently partnered with the Alan Alda Center for Communicating Science to help students improve their science communication skills. The initiative took the form of a two-session workshop, aimed at teaching scholars how to effectively share complex research findings with a broader audience.
According to Alix Dehayem, assistant director overseeing research and advising in the Simons STEM Scholars program, “The goal here was to help students communicate their science. As a program who wants our students to be leaders in research, we wanted to give them these skills early on.” Dehayem explained that while students often excel academically and in laboratory settings, communicating their work clearly is a common challenge. She added, “We’re not saying dumb it down, but we’re saying adapt the language so that your audience can get your message.”
Support from the Andrew and Ann Tisch Foundation made this workshop possible by funding efforts at the Alan Alda Center for Communicating Science.
Ronicio Cervantes, a marine vertebrate biology major participating in the workshop, reflected on his initial misconceptions: “I had always assumed that talking about research would be simple, and through the workshop I was proven wrong.” The structure included developing short talks similar to TED Talks and exercises focusing on analogies and information ordering.
Laura Lindenfeld, executive director of the Alan Alda Center for Communicating Science, described the long-term impact: “When students learn these communication skills during their undergraduate years, they’re building a foundation that will serve them throughout their careers. 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.”
Gabriel Lembert, a civil engineering major who attended the sessions, noted: “I was most excited to learn how to articulate my research in a way that is understandable to a general audience.” He appreciated strategies such as using analogies and organizing information effectively.
Isabella Benedetto, majoring in computer science and astronomy, said of her experience: “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.” She applied these new skills at her first poster presentation symposium following the training.
Jaylynn Elias studies chemical and molecular engineering. She remarked on connecting with audiences beyond her field: “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.”
Walter Benitez, an economics major participating in the workshop series, commented on making economic concepts relatable: 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.
Tatiana Romero majors in both psychology and biology. She credited improvisation techniques learned during sessions for improving real-time audience engagement: “The Alda Center’s emphasis on audience awareness and storytelling changed my perspective on what strong science communication is.” She observed that improvisation helped create mutual understanding between speaker and listener.
Cervantes highlighted how integrating personal passion improves scientific presentations: The workshop “fortified my belief that I could do my best science as myself integrating my personality and passion into my explanations.”
Matthew Garzon studies mechanical engineering and applied mathematics. He compared lessons from filmmaking with those from the workshop: “For a great film to be made an actor must make the viewer care evoke emotions they portray and convey the film’s theme. This is exactly what the workshop taught me about science communication.”
Garzon also stressed communicating results within one’s discipline or across fields as essential: “The Alan Alda Center taught me that…the time resources and sacrifices you commit…lose their importance when they are not adequately communicated.”
Elias now places greater value on explaining her work’s significance beyond technical achievement alone: The workshop has shifted her mindset toward prioritizing why she does her work rather than only how she does it.
Romero summarized her evolving outlook by saying she now sees communication as central rather than supplementary—“an essential skill that shapes how research is perceived and valued rather than just an accessory.”
Lembert emphasized broader societal benefits from clear communication: “Effectively communicating science is important…because it allows me to share my passion with a broader audience foster collaboration and build trust in science…”
Lindenfeld stated this shift represents an overarching aim of such workshops. “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 people who can benefit from them.”
