ABSTRACT
Mogull uses qualitative methods to look at the pedagogical approaches of eight experienced scientific communication instructors. He places this study in the context of the urgent need in the United States to enhance the capacity of the scientific community to communicate with the public. Though his methods and findings are presented in admirable detail, what is especially notable about Mogull’s article is his clear intent to formulate recommendations for improving the curricula used for teaching scientific communication in universities. Moreover, he advocates for a mentoring role for technical communicators in both academic and industrial settings, and suggests that technical communication programs could be leveraged to provide communication education for scientists.
