The Art of the Elevator Pitch


Giving a talk? Presenting a poster? Networking with potential collaborators or future employers? Communication will be everywhere at EB2016. That means it is vitally important to be prepared to talk, at any moment, about who you are and what you do. And with so much happening at the meeting, you have to be engaging before whoever you are talking to runs off to the next event.

But how can you do all that while still being accurate about your science? This is a challenge for any scientist who wants to communicate, especially in situations when time is limited. So to help prepare EB attendees, the ASBMB Public Outreach Committee has put together an in-depth training workshop that focuses on a specific type of communication interaction: the elevator pitch.

An elevator pitch is exactly what it says: introduce yourself and describe your work in the time it takes to ride an elevator down from your hotel room. This type of pressure-cooker situation forces you to focus on what is really important in terms of content and delivery, and realize what can be discarded. Importantly, these lessons can then be applied to any type of communication venue, whether it be a professional presentation or a casual conversation with friends.

For our highly interactive training session on Saturday April 2, we will give you everything you need to pull off a successful elevator pitch by providing insight into all of the key elements, including:

  • What makes a good elevator pitch
  • Things you should NOT do
  • How to know if you made a good impression
  • Ways to follow up

Leading the workshop will be several expert communicators, including members of the ASBMB Public Outreach Committee, so you know you’ll be getting quality advice. The best part of the workshop is that you will get a chance to try these techniques out for yourself before you set off for the meeting proper.

This workshop is a spin-off from our online course, “The Art of Science Communication,” which provides in-depth training on presenting scientific topics to non-expert audiences. If you like what you see during the workshop, we hope that you’ll consider signing up for the full “Art of Science Communication” course to learn how to apply these (and additional) lessons to a whole variety of situations. The next version of “The Art of Science Communication” will run this summer and there are a limited number of slots available, so as an added bonus, attendees of this workshop will get priority when applying!

See you in San Diego!


Date and time: Saturday April 2 from 12:30 – 4:30 PM

Location: San Diego Ballroom C of the San Diego Marriott Marquis & Marina.

Registration: Sign-up is required for this workshop. Click here to register.

Join the ASBMB Wikipedia edit-a-thon at EB2016


Finding information on Wikipedia is similar to paying for a car wash: the service is only worth as much as the detailing. With new discoveries in science happening daily, it’s important to not only have a Wikipedia page about a subject, but also to make sure it’s as thorough as possible. Unfortunately, not all pages are created equal. While pages on subjects like DNA or photosynthesis are well fleshed out, many topics are merely given a brief overview and a picture, a few citations, and then published and left to become outdated. For example, the page on the lipid transporter protein Flippase was created in November 2006 and is still only 8 sentences long.

Enter Edit-A-Thons: ambitious gatherings of amateurs and experts with the singular goal of improving the quality of topic-specific articles. These events are not limited to science: the 2012 World War I Edit-a-thon in London created 7 new articles and improved 25 more, while the 2015 Art+Feminism Edit-a-Thon in New York saw approximately 1500 participants in 75 locations (spread across 17 countries on four continents) generate nearly 400 new articles and significantly improve 500 more.

ASBMB will host our own Wikipedia Edit-a-Thon at the 2016 Annual Meeting in San Diego, sponsored by the Simons Foundation as part of the Wiki Education Foundation‘s Year of Science 2016. This session will take aim at improving biochemistry and molecular biology articles on Wikipedia. We invite all attendees of Experimental Biology to join us as we tackle a range of topics, including (potentially) cytoplasmic streaming, immunocytochemistry, and of course, flippase. Or submit your own below!

Edit-a-thons are not meant only for experienced Wikipedia editors; at most edit-a-thons, experts are merely on hand to teach novice participants everything they need to know about editing Wikipedia. In fact, Wikipedia has even developed resources on how to best edit specific subjects for beginners. At the ASBMB edit-a-thon, we will have table leaders who are experienced in Wikipedia editing and experts in various fields of biochemistry and molecular biology to guide participants through the event. We are still looking for participants to join us! To learn more and to sign up to participate visit our website.

Post by former ASBMB Outreach Intern Travis Radford

K-12 STEM Outreach: A New HOPE(S)


Developing instructional STEM curricula for deaf students. Using sports to teach STEM concepts to high schoolers. Organizing a C.S.I.-themed research project for 5th graders. The eclectic range of projects being undertaken by this year’s batch of awardees from the ASBMB Hands-on Opportunities to Promote Engagement with Science (HOPES) seed grant program showcases the myriad creative approaches to improve STEM education for K-12 students across the country. In 2015, the seed grant program received 27 applications, of which a total of nine were ultimately funded. To read more about this year’s HOPES recipients, click here.

Now in its fifth year, the goal of the HOPES program, which offers grants of up to $2000 for STEM partnerships between academic researchers and K-12 teachers, is to foster the development of sustained, mutually beneficial outreach partnerships that will enable educators and community leaders to leverage the resources and expertise of scientists from local colleges, universities, and industry as a means for engaging students and members of the public in active, stimulating, and informative STEM experiential learning activities, regardless of their background or level of experience.

This year saw the introduction of two new twists to the HOPES program. Awardees are now able to apply for a second year of funding from ASBMB, in order to help ensure the sustainability of their project. One of the main drawbacks pointed out by previous recipients was that, while the funds provided by HOPES were great for setting up a pilot project, ensuring that this project continued on in subsequent years was difficult without guaranteed funding support. Tacking on a second year to the award will help alleviate this issue by providing a short yet significant level of sustainability, thus allowing for buy-in from other potential stakeholders such as local companies and private foundations, or even school systems.

A second twist was holding the annual HOPES workshop outside of the confines of its traditional home within the Experimental Biology (EB) meeting, in order to increase the geographic diversity of HOPES participants beyond San Diego and Boston, which have between them hosted the past four EB meetings. This year, HOPES PI Regina Stevens-Truss led the interactive workshop, in which attendees hear from previous HOPES grant recipients and get a chance to network with potential partners, during the ASBMB Transforming Undergraduate Education in Molecular Life Sciences special symposium, held at Missouri Western University in St. Joseph, MO.

Moving forward, the HOPES committee (Dr. Stevens-Truss, Dr. Peter Kennelly [Virginia Tech] and Dr. Ray Sweet [Janssen Pharmaceuticals, retired]) aims to expand the reach of the HOPES program by presenting the workshop in a diverse set of geographic locations and venues, including  meetings such as those for the National Science Teachers Association and National Association of Biology Teachers. The committee is also collaborating with a professional evaluator to assess the efficacy of the programs supported by the seeds grants, as well as the HOPES program overall. Moreover, the committee is constructing a public interactive network of former recipients, current awardees and potential applicants that will provide a platform for sharing of information, ideas, resources and opportunities. Currently included on this website are project descriptions and activity manuals that can be used by anyone to help enhance the STEM experience for their students.

As a model for improving the K-12 STEM educational experience, five years of the HOPES program has proven an unqualified success. The next five years promise even more.

Click here to see data from the past five years of the HOPES program


SciTrek- Helping students learn “How Science Works”


Mealworms are ~1 inch long larva with a slightly hardened exterior to help them burrow underneath rocks, logs, or in stored grains, but how do mealworms find food and a comfortable environment? To find the answer, 3rd graders at numerous elementary schools in the Santa Barbara, California area worked with staff and volunteers from the UCSB SciTrek program, a K-12 science outreach venture created by Dr. Norbert Reich to improve science education in 2nd-8th grade classrooms by bringing the resources, people, and modules in order to help teachers.

SciTrek_1 The members of SciTrek have created modules that combine a fun activity and test subject (in this case worms!) with learning how to be a scientist.  Each module balances the need for efficient classroom management and meeting specific Next Generation Science Standards with the freedom for students to reason and think critically about each aspect of doing science.

For the mealworm module, SciTrek members worked with a number of local area teachers to develop an interactive, 6 lesson module to test what factors affect the direction a mealworm travels, in order to explore the role of food, moisture, light, and surface texture on mealworm habitat and health.

After learning about and making observations on the mealworms, students were guided through developing testable hypotheses with controllable variables. Many hypothSciTrek_2eses were different from each other, with no “plug and chug” protocol stifling scientific inquiry. For example, “If there are more than 6 mealworms in one pill container slot at time point 0, then the mealworms will travel away from each other until there are 3 mealworms per container slot at time point 5 minutes.” Students formulated an experimental plan and ran the experiment, making sure they conducted each trial multiple times so that they could calculate elementary statistics and gauge confidence in their results. Finally, students analyzed their data and presented their findings at a classroom poster session. Students were encouraged to make statements on what makes a mealworm travel based upon their data, with the understanding that there wasn’t necessarily one correct answer.

This type of module is typical of the SciTrek approach. Besides providing equipment and materials, SciTrek’s roll during the actual module is to create an environment that encourages students to think like scientists, meaning students learn to make observations and then try to objectively figure out why those observations are true and what they mean. This process requires patience, and breaking bad habits that limit exploration by discouraging experiments that don’t always work or by following experimental plans instead of creating them.

SciTrek offers a comprehensive online resource containing numerous modules (including mealworms), along with teacher instructions and student lab notebooks for nonlocal educators teaching 2nd-8th graders. To learn more about SciTrek, read our interview with Dr. Reich to learn about aspects of SciTrek’s creation, maintenance, and future plans, or visit SciTrek’s website.

Science for the Public


Education or entertainment? That was the major question facing attendees at the fourth annual International Public Science Events Conference (IPSEC), held June 1-2 on campus at the Massachusetts Institute of Technology. Frustratingly, two days of discussion and debate failed to deliver a clear answer.

For years, those involved with organizing public outreach activities like science festivals and science cafes have fretted about what the goal of such efforts is (or should be). Certainly all event organizers and participants intend to provide content and information during their programs that educates audience participants. However, organizers are increasingly turning to unique cultural approaches that entertain first, and educate second, hoping to draw in bigger, more diverse audiences. Successful examples include You’re the Expert, a science-themed comedy show, and improvscience, a theater-based approach to public science engagement.

The issue for organizers then becomes how to reconcile such seemingly conflicting approaches, a theme that influenced all of the various sessions at IPSEC, from those on how to organize and execute an event, to how to recruit volunteers and market to target audiences, to evaluation and reporting.

In an attempt to directly tackle the tug of war between education and entertainment, one of the IPSEC sessions featured a mock debate between Darcy Gentleman (thirstDC) and Kishore Hari (Bay Area Science Festival), with each arguing in support of one side. Unfortunately, their facetious attempt to convince the audience as to the absolute benefits of entertainment or education was in vain, as the consensus was that the best approach was to aim for a balance between the two. However, no one seemed able to agree on what that balance actually should be, though there was agreement on the need for clearly defined goals for public science events in order to help reduce such conflict.

Attendees also sought to wrestle with this issue by considering the bigger question of the role science is trying to play in society, a point brought up by Story Collider founder Ben Lille. For some, public events are an attempt to integrate science within societal culture, much like the arts or sports. Such events therefore lean more towards entertainment, providing audience members the opportunity to interact with a scientist and thereby develop an interest in, or at least an appreciation of, science. A different viewpoint, espoused in particular by Meri Jenkins, Program Manager for the Massachusetts Cultural Council’s Adams Arts Program, holds that science is a necessary component of policy making, providing a pathway to robust economic benefits. Science events, therefore, should be seen as critical educational outlets that amplify formal efforts and provide a far-reaching societal impact.

Finding a middle ground between such extremes will undoubtedly be a challenge for those in this burgeoning field. Yet even though attendees left the conference with this debate unresolved, almost everyone was confident in the overall appropriateness and worthiness of their different approaches to putting on events. Moving forward, some organizers will continue to just try different ideas, figuring out what works and what doesn’t as they go. Others will rely on research and data to carefully construct the most impactful, efficient activities. Regardless of the methodology, any and all public events will definitely achieve the goal of bringing science to the public. And maybe that’s good enough.

The Center for Translational Science Education – Outreach through the Prism of Research


No matter the subject, students find it hard to focus on material that is abstract and can’t be applied to their daily lives. The Center for Translational Science Education (CTSE) at Tufts University has designed the Great Diseases program to make the link between health and basic science very clear to high school students. In addition to explaining the science behind these diseases, the material in the Great Diseases program emphasizes ways that science can inform our choices so we can live healthier lives. This program is divided into four Great Disease modules; infectious diseases, neurological disorders, metabolic diseases, and cancer. These four groups cover most illnesses imaginable, and cover the diseases any given person is most likely to suffer from during her/his lifetime. Each module includes at least one in-class demonstration led by a volunteer scientist, and the material from all four modules can cover a full academic year. Teachers can use as many or as few of the modules as they’d like for free, and they work with scientists on CTSE staff to better understanding the material.

Teachers learning about brain anatomy.

Teachers learning about brain anatomy.

You would think that an institute focused on creating engaging high school curricula would be staffed by people with formal education backgrounds. This is an area where the CTSE differs from other outreach groups. Dr. Berri Jacque, Research Assistant Professor and the Co-Director of the CTSE, says what distinguishes their program is that the CTSE does “outreach through the prism of research.” The CTSE is staffed by scientists and postdoctoral fellows who use their research skills to evaluate their programs, publish their work, and then use their findings to improve their programs.

The CTSE developed the Great Diseases program with teachers from the Boston Public School system, and it has been used by teachers in Boston and beyond. One teacher, when asked about the program, said “I was originally skeptical, but I was so impressed with how effective it was that I am very eager to use this approach in my biology class.” The CTSE showed in their Academic Medicine paper that thousands of students have demonstrably improved understanding of the Great Diseases material, and that most teachers find this program very valuable. The CTSE is currently working on ways to assess if students make healthier choices after taking Great Disease classes.

Now that the material for the Great Diseases program is complete, the CTSE is focused on expanding their program around the country, keeping their material up to date with the newest scientific discoveries, and supporting teachers using the Great Diseases modules. These are all areas where scientists can volunteer. Why should you get involved?

A teacher learning about brain anatomy

A teacher learning about brain anatomy

“I think it’s so important for scientists, and particularly younger scientists, to get broader training in what they’re doing,” says Dr. Jacque. He tells scientists generally interested in volunteering to “think really critically about the ways you can make a real impact. Teachers are really great, as far as thinking about targeting who you’re going to spend your time with, because they interact with so many students in their career. Anything they can learn from you impacts far more people than you could ever impact with a couple classroom visits.” The CTSE will coordinate one-on-one video chats between teachers and scientist volunteers who can support them while they cover the Great Diseases material. The material from this program is not usually taught at a high school level, and most teachers are “really hungry to have that interaction with a scientist and to learn more about the science world.” Scientists from all over the country can help this way after a short training period with Dr. Jacque, giving you a great way to have a huge impact while only investing a few hours of your time.

To learn more about the CTSE and how you can get involved, read our article and contact Dr. Berri Jacque [].

Fresh Brewed Science – Science by the Cup

Mr. Waldman leading a tour through his coffee roastery.

Mr. Waldman leading a tour through his coffee roastery.

When you say “science outreach,” most people think of working with K-12 students. Reaching adults is just as important, since adults decide how much our society values science, but this can be much more difficult. Even adults who bring their children to science fairs and care about STEM engagement can find it hard to relate to demonstrations and lessons designed for kids. Science by the Cup, an outreach initiative run by the Princeton Graduate Molecular Biology Outreach Program and supported by an ASBMB Outreach Seed Grant, is targeted specifically for adults to address this outreach gap.

One way that Science by the Cup differs from a science cafe, another event class typically aimed at adults, is that Science by the Cup events are not led by scientists. Rather, they are led by an expert with a specialized skill that requires knowledge of the underlying science. The first Science by the Cup event was a tour of Rojo’s Roastery, a small batch coffee maker in Princeton, NJ, that was led by its founder J. David Waldman. Mr. Waldman discussed the chemicals behind coffee’s flavor and aroma, as well as how coffee beans are harvested and processed. Graduate student volunteers complemented the tour by discussing how taste receptors function, the genetic basis of flavor, and subjectivity and bias.

A 1956 gas-fired Probat roaster producing fresh roasted coffee beans.

A 1956 gas-fired Probat roaster producing fresh roasted coffee beans.

The second Science by the Cup event was a tour of a brewery and a discussion of the biology of fermentation, leading to a discussion of the technology behind genetically modified yeast and other organisms and the ethics behind this work. Science by the Cup has been very successful and plans to continue holding events to showcase local experts and the science behind their skills.

Mr. Garner Soltes, a Ph.D. candidate at Princeton and organizer of Science by the Cup, wrote about this program for ASBMB Today. To read his article and learn more about this program, click here.

Freedom to fail: Mastering Scientific Experimentation at the Academy of Science


Imagine yourself as a high school student. Would you trust yourself with a delicate piece of laboratory equipment worth thousands of dollars? Or with coming up with your own independent research project? As scary as these ideas may sound, they are part of the innovative model for high school education that is the basis of the Academy of Science (AOS), a public school in Loudoun County, Virginia.

These two students are in the first year of a study that is investigating the creation and use of zinc-coated quantum dots as biomarkers, in a project titled "Shining a Light on Cancer."

These two students are in the first year of a study that is investigating the creation and use of zinc-coated quantum dots as biomarkers, in a project titled “Shining a Light on Cancer.”

“As anyone with or working towards a Ph.D. knows, the only way to really master something is by attempting experimentation and failing,” says Mr. George Wolfe, director of the AOS. “We call inquiry the freedom to fail, and that’s what we give our kids. We give them the freedom to fail through the research process, and you’ll be astounded when you talk to these kids and see the level of their work. They are smart, but it’s because of what we do and the way we do it that they are a cut above.”

At the AOS, every student conducts a two-year research project of their own design. All experiments are performed at the AOS under the mentorship of a teacher, and the array of instruments available to AOS students could make many college departments jealous. The AOS is supported as part of a partnership between Loudoun County Public Schools and the Howard Hughes Medical Institute (HHMI), and has used this support to acquire laboratory equipment “not typically available to high school students,” says Wolfe.

These two students have spent two years investigating the development of a blood test for Parkinsons using exosome contents of affected neurons, with aims to produce a diagnostic blood test.

These two students have spent two years investigating the development of a blood test for Parkinsons using exosome contents of affected neurons, with aims to produce a diagnostic blood test.

Students prepare for their projects by taking inquiry-driven integrated physical science and math courses that are unlike any other high school curriculum. They then begin to develop their research focus and submit their final project proposals, complete with reports demonstrating that their project is feasible, at the end of sophomore year. The students then conduct experiments junior and senior year, and some even collaborate internationally.

ASBMB members can benefit from taking on AOS students as interns, and can help budding scientists when they are inevitably stuck during the research process. Dr. Nanette Chadwick, a professor at Auburn University, helped one AOS student who ended up coming to Auburn to work in her lab. She says that “it has been a wonderful collaboration, and stemmed from her outreach to me, due to her project at AOS. It was her excellent research project at AOS that led her to my lab. I would be happy to have AOS or other high school students intern with me.” Wolfe says this is not uncommon for scientists who help AOS students, saying they “are usually overwhelmed by the quickness with which these kids learn and the techniques they’ve mastered at sixteen-years old, and they require only a minimum of training.” Sounds like a win-win.

To learn more about this program, read our profile on the ASBMB Public Outreach website, or contact Mr. Wolfe [] to start working with the AOS.

Community Resources for Science (CRS) – Supporting our Smallest Scientists and Their Teachers


How can scientists foster critical thinking and problem solving skills in young children? Research shows that kids as young as eight months generate and test hypotheses about how things work as they play. Unfortunately, these early tendencies are suppressed and impeded when children are restricted to learning in traditional academic environments filled with strictly structured lectures.

In order to nurture and sustain these scientific tendencies, Community Resources for Science (CRS), a science outreach group based in the Bay Area, helps elementary and middle school science teachers incorporate more active-learning into their lessons by facilitating partnerships with local scientists. This scientist volunteer program, called BASIS (Bay Area Scientists in Schools), has more than 550 participants who write lessons and lead demonstrations in elementary and middle school classrooms. In the 2014 – 2015 academic year, BASIS volunteers went to 450 classrooms and reached nearly 10,000 K-6 students.

A BASIS volunteer working in a classroom

A BASIS volunteer working in a classroom

Teresa Barnett, executive director of CRS, says that the scientist volunteers are a huge part of this program’s success. “If the Next Generation Science Standards are to succeed in really changing the way science and engineering are taught, providing students with real-world connections and experience with the practices of science and engineering, it will take the support of STEM professionals,” she says. Most BASIS volunteers are graduate students and postdoctoral fellows from the University of California, Berkeley, and they work in self-formed teams to design lesson plans for the K – 6 age group. CRS guides them through the design process to ensure the classes are engaging and appropriate for this young audience.

Both students and teachers benefit from this approach. “Students thrive and delight in the inspiration of diverse, enthusiastic role models,” says Barnett. She goes on to say that “the vast majority of teachers we work with indicate that having BASIS volunteers in their classrooms helps them to see their students engaged in learning in new ways, motivates them to increase the amount of science they teach, increases their content knowledge, and increases their confidence and motivation.” BASIS has been very successful in this regard, as evidenced by internal and external program evaluations which show that participating students are actively engaged, and demonstrate skills such as critical thinking and problem solving.

A BASIS volunteer leading a lesson in a classroom

A BASIS volunteer leading a lesson in a classroom

A unique facet of the CRS volunteer base is that, while most volunteers are scientists, a scientific background is not actually necessary. Ms. Barnett says that “volunteer teams from industry can include people from across the company, such as in public relations and human resources, who work together with scientists on teams to present lessons. They can share with students about using their own skills (such as communication or graphic design) within a company that is a science-based business, and the importance of being STEM literate even if they are not themselves bench scientists or engineers.”

Unfortunately, CRS does not have enough volunteers to connect scientists with every teacher who needs them, so Barnett is always looking for more help.  “[Volunteers] are needed and appreciated!”  she says. “Explaining your research to eight-year olds is a significant challenge, but it helps to make STEM professionals better at sharing their research with a broader audience.” More importantly, designing and implementing active learning activities “is an important way to help prepare the future generation of problem-solvers, researchers, leaders, and inventors.”

To learn more about Community Resources for Science, visit the ASBMB Public Outreach website or contact Ms. Barnett [] to see how you can get involved.

Come Together


For those involved with public outreach, a major challenge is often just finding other people like you, even if they are at the very same institution. Last week in Arlington, VA, the Center for the Advancement of Informal Science Education (CAISE) hosted a convening to bring these individuals together. The goal of the two day conference, born out of the last summer’s NSF Advancing Informal STEM Learning PI meeting, was to facilitate collaborations both national and regional, and allow for the sharing of ideas and best practices. A majority of attendees were education and outreach directors from NSF-funded centers and facilities, including several from NSF-supported Materials Research Science and Engineering Centers (MRSECs) and Centers for Chemical Innovation (CCIs), while others in attendance came from professional societies, national networks, and even the NSF itself.

Meeting facilitators began the convening by identifying a set of “knowns” and “unknowns” in the field of informal science education (ISE), as a way to nudge attendees towards developing action items that could be used to strengthen the “knowns” and turn the “unknowns” into “knowns.” Using this framework, participants then spent the rest of the meeting engaged in loosely-structured interactive discussions, focused on four primary topics:

  1. Designing and Evaluating Education and Outreach Programs at Centers and Large Facilities
  2. Working with ISE Institutions and Networks
  3. Current and Past Productive Areas of ISE Research
  4. Implications for ISE from Recent Science of Science Communication Findings

From these discussions, a prioritized list of needs was generated in order to determine actionable next steps. A lot of interest focused on the NSF’s Broader Impacts requirement for grant applications, something that will likely be a hot topic at the upcoming Broader Impacts Summit. Participants felt that it would be extremely beneficial for the community to develop resources, standardized guidelines and event trainings for Broader Impacts statements, which would not only help applicants but also reviewers and program officers.

Attendees additionally pushed for the development of a centralized repository that would allow for aggregation of all things outreach. This would include successful public engagement models and examples, resources such as evaluation tools, and potentially a map of existing networks and programs involved in any type of outreach, science communication, public engagement or informal science education. Several existing websites, including the website, the AAAS Trellis website and the ASBMB outreach website, are attempting to do just that.

Another area of need identified by meeting participants was the continued development of common spaces and venues that would allow for informal science professionals, STEM researchers, science communication experts and social scientists and evaluators to connect and develop activities and programs jointly. Similarly, there was much discussion of finding a way to lessen the divide between informal and formal STEM education, perhaps by working in conjunction with groups such as the National Science Teachers Association. Professional society meetings would seem to be obvious locations for such interactions, while CAISE is also looking at ways to host additional convenings.

Two of the major needs identified by participants that unfortunately lacked specific actionable items were increasing both funding resources and programmatic sustainability, common themes for those involved in the field.  However, attendees felt that building of networks and personal and institutional connections could at least help the field start coming up with solutions to these issues.

ASBMB will continue to work with groups like CAISE to help improve the practice of informal science education and expand the field of those involved with the public outreach. If you have questions about how to get involved, get in touch with us at