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The process of communicating science between the general public and scientific community has been marked by several challenges in the modern setting. Namely, scientists’ trepidation toward misinterpretation, jeopardization of professional reputability, and perception of two distinct arenas of communication has led to the perpetuation of the deficit model of communication. This model is exceptionally limiting as it effectively removes the scientists from the public sphere and can have devastating societal repercussions. The dialogue model of communication is a much more effective communicative model for the modern setting but has been met with resistance in its adoption. As communication as a whole is grounded in multiple foundational disciplines of psychology, philosophy, linguistics, and other fields, it would be apparent that the adoption of the principles of polymathy would serve to better prepare scientists to engage in mass communication with the public. As polymathy is a lifelong pursuit, the implementation of narrative training into collegiate undergraduate science curriculum would serve as a particularly potent beginning. That is, narrative's ability to reach near-universal audiences, enhance the recall and comprehension of complex subject matter, and forge an empathetic connection essential to effective communication is uniquely suited in ensuring a more effective communicative dynamic between the scientific community and the general public. As such, this thesis serves to advocate the adoption of narrative-based communicative training into undergraduate science curriculum not as separate courses, but rather as direct incorporation. This would serve to both revitalize polymathy in the modern age and prepare the next generation of scientists to be better equipped for the public dialogue.
ContributorsCoker, Keaton M (Author) / Ramsey, Ramsey E. (Thesis director) / Wentzel, Bonnie (Committee member) / School of Social and Behavioral Sciences (Contributor) / School of Mathematical and Natural Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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This Barrett, the Honors College senior thesis connects the experiences of cosplay with public speaking confidence. “Cosplay, abbreviated from the word ‘costume play,’ is a performance art in which the participant masquerades as a character from a selected film, television, video game, or comic book” (Gn, 2011, p. 583). The ability to “cosplay” in front of other relies on performing in front of an audience much like public speaking. When students speak with confidence, students will know their ideas are being expressed with conviction and assurance. Having the ability to speak professionally and publicly, is a highly valued skill in the workforce and key to success in all types of employment. Communication skills are frequently a top factor in determining whether a college student will obtain employment (Beebe & Beebe, 2006, p. 275-276). Despite their different definitions, there are multiple connections between cosplay and public speaking. This thesis explores the connection between peer support and belief in one’s self in both cosplay and public speaking. Now those who have direct support become self-reliant and confident as a result of these connections. This projects highlights Goffman’s identity theory, the Pygmalion effect, theories of fashion and identity, role-play, narrative paradigm, dramatism, and non-verbal communication, and explores how cosplay can contribute to the formation of one’s public speaking persona. The issue of anxiety is also included in the conversation as it is central to both cosplay and public speaking. Ultimately, this thesis explores the questions: Can cosplay help students become empowered public speakers?
ContributorsGallardo Rojas, Lizette (Author) / Ramsey, Ramsey Eric (Thesis director) / Wentzel, Bonnie (Committee member) / School of Social and Behavioral Sciences (Contributor) / School of Criminology and Criminal Justice (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05