The relationship that exists between the scientific community and the public is weak and in need of improvement. Professionally, scientists have developed relationships with peers, administrators, and students, all of which are important to career development. We have also learned to communicate our knowledge and discoveries, but this is usually to a professional audience. Communicating to other sectors has not been a priority. However, reduced funding from the public purse, greater demands of accountability, and a distinct fear of science which continues to pervade society adds the responsibility of communicating with the public onto the scientist's plate. The paradigm shift will need to be supported at all levels. It should be initiated by the scientists themselves, and recognized by the administrators as being part of the mandate of scientific career development.

Several areas must be addressed to put the relationship between scientists and the community into perspective and to develop this relationship effectively. The first is to address the definition of a  scientist'. To the public, the stereotypical scientist is someone who conducts research at a university, government agency, or in the chemical or pharmaceutical industry. Unfortunately, we have not done enough to dispel this misconception, partly because we have done a good job in maintaining possession of our realm by 1) being too busy pursuing our careers, that we do not take the time to share our time and efforts with the community, 2) using a language that is basically foreign to the public, ie. scientific jargon, 3) not connecting our  science' to the daily life of the public, and 4) not realizing or accepting that science is a broad field and encompasses many types of practitioners.

One of the first steps in increasing science awareness is to be more inclusive. Basically, a scientist is someone who applies scientific principles to solve problems. Scientific professionals therefore would include mechanics, farmers, fishermen, chefs, and many others. A mechanic is an expert in the science and technology of engines. Farmers have expertise in soil and crop science, animal husbandry, environmental sciences, meteorology, and need to be good predictors of the economy as well. A farmer, whether agrarian or aquatic, must also have a basic understanding of physiology and pharmacology, for the purpose of maintaining the health of the animals on the operation. Fishermen understand the behaviour of their  prey' and are knowledgeable and concerned about environmental ecology. Navigational systems, sonar, and mechanics, are all part of a fisherman's expertise. As this profession moves from hunting/gathering to farming/harvesting, the scientific aspects increase proportionally. Finally, when the ingredients reach the kitchen, the chef, or any reasonable cook, requires a knowledge of the chemical interactions involved in food preparation.

It is important to include these professionals as scientists to help the public acknowledge that science is part of their daily lives and includes members of their community and that it is not something esoteric or foreign. When something is strange or unfamiliar, fear of the unknown develops. Indeed, there has been a modest increase in the sense of distrust in science and technology by Canadians between 1989 (41%) and 1995 (46%) (National Science Literacy Survey, 1995). This may be partially due to ignorance, since the same survey indicated that in 1995, 65% of those questioned could not name any Canadian scientist, living or dead. 50% of Canadians agree that science makes life change too fast and 46% feel that, because of their knowledge, researchers have power that makes them dangerous. Thus there is an urgency to excite and educate Canadians about science and technology, and particularly to make science a  real' part of their lives.

The community to whom scientists are responsible is a conglomerate, a heterogeneous mixture of individuals some of whom are very knowledgeable of what we do, some who think they know what we do and love to tell us how to do our job, and others who are probably quite oblivious to what we do, and may not overtly care.What is common to this entire group is tax dollars and concern as to how public funds are being spent. As government reduces spending, the community becomes more defensive, attempting to protect programs that affect them directly. The Canadian Federation of Biological Societies and the Coalition for Biomedical and Health Research, on behalf of biomedical and biological researchers at Canadian universities, colleges, and nstitutions, have been lobbying government to maintain and protect MRC and NSERC funding pools. The research arms of voluntary agencies, such as the Heart and Stroke Foundation of Canada, The Lung Association, and the Canadian Cancer Society, have also had to justify their research budgets to their boards since greater (and immediate) returns are more often seen with educational and service programs than with research.

However, our target should be not only government and boards, but the public as well. Richard Wiggins, Professor of Anatomy at the West Virginia University School of Medicine, stated this succinctly in an article first published in The Scientist, February 3, 1997: "The public has something to say about how its funds are spent. Furthermore, if research is going to thrive, researchers must move beyond defensive strategies as blitzing Congress (ed. or Parliament ) with letters and enlist every citizen as an active constituent of learning and discovery. The key is that research funding by the public needs to serve the public, and Congress (ed. or Parliament) would probably be delighted to support the growth of discovery in research if the public were excited by it and demanded more of it. 

What part of our academic culture is it that makes us refuse to take charge of exciting the public about what we do? Whatever it is, we need to reinvent it. The current call for university  outreach' gives us carte blanche to make ourselves visible, relevant, and indispensable to the public. Either individually or collectively through our learned societies, we must take charge of developing our patrons by making them excited about our work." The other, and probably most important, segment of the community to target is the children. If scientists are going to convince any group that science is an important part of their lives, the greatest chance of success is with children. Children are curious, still have an imagination, and have not yet developed scepticism. They are our future students and colleagues. Those with specific talents to carry out scientific research should be encouraged to do so. However, the aim of outreach programs should not be solely to develop  scientists'. Science literacy should be the ultimate goal and used as an end point in assessing success of science awareness programs. It must be recognized that scientific information and knowledge pervade society. Those who choose to ignore or do not appreciate science are disempowered in today's increasingly technological world. Thus, children should be encouraged to perceive science as part of daily life, integrated into their day-to-day activities. Then science will be seen as the  norm' and not as something esoteric or to be feared.

The media in Canada has been instrumental in initiating science awareness to the public audience. David Suzuki, Jay Ingram, and Bob MacDonald have all been models for us in how to explain science to the public. Quirks & Quarks, the Owl series of media, and the Discovery Channel have been deserving recipients of Michael Smith Awards for Science Promotion. Our children also pick up science information from some unlikely places. They were mesmerized by the O.J. Simpson trial and could tell you all about  DNA evidence', even describing how it is obtained. The media has been good at  science reporting'. In contrast, the scientific community has been hesitant in telling the public of their achievements. The time has come that we too should actively increase the public's awareness of our scientific achievements.

From society the scientific community expects: 

1. support (ie. grant funding) 
2. intellectual curiosity (ie. knowledge and interest in what we do) 
3. constructive criticism (but we will not always get the response we want or expect!) and 
4. adequately trained students to develop future scientists and a scientifically literate society.

Other than stimulation and development of knowledge through teaching and research, the public expects the scientific community to be accountable.Scientists should explain in clear, concise terms what they do and how it impacts the lives of the communities. NSERC is encouraging Canadian scientists to use jargon-free language so that the public can understand and appreciate accomplishments in the laboratory and field. Grant applicants are now required to submit a summary "which would explain and justify their research in language that their teenage children or parents would understand" (Brzustowski, 1996). Carl Sagan (1934-1996) once stated "Here's science dependent as never before on public funds, and so continuing science depends on public support. How's the public going to support it if they don't understand it?" (Globe & Mail, Dec. 21, 1996). And concurrent to this, it is also necessary to explain the applicability of our research and how it impacts or enhances the lives of the community.

Scientists should be more effective in announcing their successes to the community. Public relation officers in academic and research institutions should be used more effectively to disseminate 'good news', ie. awards, receipts of grants, and research discoveries, not only to the university community, but also to the local news media. Efforts should be made by scientists to inform the media in their home communities, especially if they come from small towns or rural situations where science literacy is at its lowest (National Science Literacy Survey, 1995). Relatives and friends are proud of  'their own' and will help spread the message. The scientific community has opportunities to participate in events that celebrate their accomplishments, such as National Science and Technology Week, which celebrates Canadian achievements in science and technology. Organize tours of your facility to show off how science and technology are both used and developed. Give talks on your research. Set up interactive mall displays. Be active in your community!

Sharing of Expertise and Experience 

Working with children is a prime opportunity to shape our children's future and contribute to their education. The Canadian public educational system has tended to 'mainstream' students, and teachers' time and resources are often so drawn that the extra time and energy of challenging children at the top is not given. This is where the scientific community can enter and challenge those students. Henri Poincaré (1854-1912), the French mathematician and philosopher, stated that "Science is built of facts the way a house is built of bricks; but an accumulation of facts is no more science than a pile of bricks is a house". The Royal Society of Canada, industries, such as Merck-Frosst Canada Inc., and Industry Canada have made a concerted effort to encourage scientists in academia, government, and the private sector to become actively involved with programs to enhance science and technology in the schools (Partners in Innovation Culture Conference, Nov. 5 & 6, 1995) and national societies have been challenged to switch public education and communication from a secondary to a primary goal status (Neale, 1992).

Since we do not all have the same talents and abilities for communication and interaction, we should do what we do best. Some individuals are excellent speakers and get students enthused by giving talks or leading activities. Others can be facilitators, encouraging colleagues, graduate students, and others to become involved in science awareness activities. One project that has given me great satisfaction has been the Prince Edward Island Science Fair. Many of my colleagues and students judge, mentor, and talk to teachers, parents, and students, providing advice on how to carry out science projects. My emphasis has been not just to encourage students to do science projects, but rather to develop both critical thinking and communication skills. Students are judged on their scientific thought, creative ability, skill, and communication. They are encouraged to seek out  experts' in the field they are investigating so that they can realize the practical applications of science in their own communities. Participation in a science fair has given many students opportunities to excel, develop self esteem, and envision opportunities for careers. Invariably feedback from students who have participated in science fairs confirms improved research, writing, and thinking skills and increased scientific knowledge. The P.E.I. Science Fair provides excellent public relations for our university - a simple form of outreach to the community with positive returns. The administration of the University of Prince Edward Island has been supportive of our efforts in science awareness and offers the top prizes in the Junior and Senior High Divisions of the P.E.I. Science Fair.

There are many opportunities to get involved with or create science awareness programs in your community. Some excellent ones include: 

1. Science Fairs: The Youth Science Foundation (YSF Canada) coordinates approximately 109 regional science fairs each year across Canada. Many school fairs precede the regional fair. Local science fairs are always looking for knowledgeable volunteers as organizers, mentors, and judges.

    

2. Let's Talk Science is a program that was initiated by Dr. Bonnie Schmidt when she was a graduate student at the University of Western Ontario. Each graduate student is put in contact with a high school and a program is developed between the student and a high school teacher. Graduate students visit classes and talk on topics that complement or add to the curriculum, including scientific research, scientific life, use of animals in research, and reasons to study science. They help teachers develop course materials, arrange campus tours of research and undergraduate laboratories, university animal care facilities, museums, and libraries, and invite interested science students to shadow a graduate student for a day. This program has now been expanded to the Queen's University, Memorial University of Newfoundland, and the Universities of Calgary, Ottawa, and Toronto and is being tested in other locations. This is an excellent opportunity for graduate students to become involved in science awareness.

    

3. Science - A Family Affair is a program, developed by Surjit Verma in Halifax, N.S., to make science come alive for parents and their children. Families meet for an evening of  science fun and discovery' and then take home a kit with instructions. The activities are simple, do not require sophisticated equipment, and are fun. Families are given 3-4 weeks to complete the activities and then regroup to discuss their discoveries and have another  fun' day. The program brings science learning into the home so that both children and parents can see science is all around them.

    

4. Discoveries/Découvertes is a program initiated by Merck Frosst Canada Inc. to involve company employees to talk about and create science activities for their own children and in the community. This program started as a hands-on science day for children of employees. The interest level was so high that Merck-Frosst developed an in-house science education resource centre to support a host of activities including classroom visits and teacher in-service workshops. Other programs now include mentoring for high school students and co-op programs for university students. Merck-Frosst has realized that "as employers of skilled and knowledgeable people, we are end consumers of the educational product. We must understand the educational marketplace and the impact it has, and will have, on our society. And we must actively support it" (Paul Howes, President, Merck Frosst Canada Inc., address to the Partners in Innovation Culture Conference, Nov. 4, 1995). This message applies to all of us, whether we are in universities or in private industry, graduate students or faculty.

I have chosen one generic program, one university-based, one school/parent-based, and one industry-based. There are many other examples of science awareness outreach programs at each of these levels, but I have focused on these since they are exemplary and have won Michael Smith Awards for Excellence in Science Promotion. I would encourage graduate students to join, or organize, a chapter of  Let's Talk Science' at their university. Involvement with science awareness programs in the early stages of career development encourages continued participation throughout one's career path. Faculty, staff, and students can all enter their names in the Innovators in the Schools database which is maintained in each province and territory and volunteer to work with schools and community groups in encouraging children in science-related activities and events. Organizers of regional science fairs would also welcome additional volunteers, especially people with expertise who can act as judges. Faculty should encourage graduate students and technical staff to become involved in these efforts.

Teachers in the schools are often unaware of what scientists have to offer. Participation in  in- service' workshops for teachers and communicating with faculty and students in the Faculties of Education (ie. target the next generation of teachers) would be an important strategy. Educating teachers that the  scientific community', in its broadest sense, is a valuable resource for school curricula will create improved links between scientists and the K-12 school system. It would also inform the public, through their teachers and children, of scientific resources that exist within their own community.

And last, but not least, faculty at universities should encourage their administrations to recognize the importance of science awareness activities, particularly in the granting of tenure and promotion and in other forms of recognition. Communicating to the public should be regarded as equally important as communicating in the scientific media. High quality presentations and interactions are essential for accountability and credibility of both the institution and its scientists. Faculty, staff, and students should be properly recognized for excellent efforts in science awareness programs.

In conclusion, be passionate about your science! Enjoy what you do and be willing to pass it on to others. Get involved in science awareness activities because you care about your community and those who will follow us. G.K. Chesterton (1874-1936) once said,"Education is simply the soul of society as it passes from one generation to another" (The Observer, July 6, 1924). It is up to us to pass the torch. We have something to celebrate in our discoveries, studies, and innovations. If we share these with our children and communities we will get many more rewards than we can ever imagine!

Establishment of a PEI Science and Technology Awareness Site has been funded by a grant from the Knowledge Economy Partnership. I am grateful to Monique Saleh for critiquing this manuscript and offering useful suggestions and to the various organizations which provided material on their activities. These organizations have useful brochures and handbooks on how to organize science awareness activities and interact with students. Contact names and addresses are as follows:

• Let's Talk Science,
  Health Science Addition,
  The University of Western Ontario,
  London, ON N6A 5C1
  Phone: (519) 661-4029
  FAX: (519) 661-3827
  E mail: bschmidt@lrc.med.uwo.ca

   

• Science - A Family Affair Program,
  Surjit Verma, Coordinator,
  P.O. Box 22126,
  Bayers Road Post Office,
  Halifax, NS B3L 4T7
  Phone: (902) 421-8740
  FAX: (902) 421-3028

   

• Discovery - Découvertes
  Naomi Yergey, Manager, Educational Affairs,
  Merck Frosst Canada Inc.,
  P.O. Box 1005,
  Pointe Claire - Dorval, Quebec H9R 4P8
  Phone: (514) 428-3030
  FAX: (514) 428-8670
  E-mail: naomi_yergey@merck.com 

   

• Innovators in the Schools Program
  -located in each province and territory
  -handbook: "Selling Science to Students - A Guide for Frontrunners and Innovators in the Schools"
  -phone National Science and Technology Hotline ( 1-800-465-7766) or link to SchoolNet (http://www.schoolnet.ca) for information

• BRZUSTOWSKI, T. 1996. What's in a title? NSERC Contact 21: 1-2. 
• HOWES, P.G. 1995. Science, youth and Canada's future: one company's view. Speech presented at Partners in Innovation Culture Conference, Ottawa. 
• NATIONAL SCIENCE LITERACY SURVEY. 1995. ComQUEST Research, Toronto. 
• NEALE, E.R.W. 1992. Communicating science: the role of national societies. Can. Chem. News 44: 11-12. 
• WIGGINS, R.C. 1997. Scientists must clarify the societal relevance of research. The Scientist 11: 10.

Dr. Burka is a professor of Pharmacology at the Atlantic Veterinary College. This article, reprinted with permission, appeared in its entirety in the Canadian Journal of Physiology and Pharmacology (V75-9, pp. 1039-1043.