Published in Probe Volume 5(2): April-June 1995
Ray Dobert, Coordinator
Biotechnology Information Center
National Agricultural Library, ARS, USDA
Tom Zinnen, Biotechnology Extension Specialist
University of Wisconsin Biotechnology Center
Should researchers take an active role in helping to educate and inform the public about the use of advanced biotechnologies to improve food and fiber production systems? Given the gap between public understanding and public perception of biotechnology, genetic engineering or gene mapping, it's a question that more plant biologists, geneticists and even breeders might consider asking themselves.
Biotechnology, "frankenfood," genetic engineering, killer tomatoes, Jurassic Park. The public at large is presented with conflicting images of what scientists are doing, or will soon be doing, in labs across the country. Yet, for most Americans, the promise or threat of biotechnology remains in the realm of science fiction. Actual knowledge of what biotechnology or genetic engineering is remains extremely low (1).
As biofoods begin entering the marketplace in large numbers, the questions about biotechnology will move out of the labs and meeting rooms into the produce aisle, giving consumers the power to make choices about biotechnology-derived foods. With real productsappearing on supermarket shelves, consumers will need objective information and educational opportunities to help them form individual opinions.
Why should researchers take an active role in educating and informing the public about the use of biotechnology to improve food and fiber production systems? Public surveys (1,2) tend to indicate that university researchers are a highly trusted source of information related to biotechnology and genetic engineering. A 1992 survey (1) indicated that university professors, as a group were one of the top three most credible sources of information about biotechnology, falling just behind dietitians/nutritionists and farmers/farm groups and just ahead of environmental groups.
If credibility with the public is not a problem, then why aren't more biotechnologists expounding on the potential of their research field? One problem often heard is that as a research scientist has too little time for such extracurricular activity. And if the time is available, how does one go about communicating to an audience where it is estimated that, on average, only 7 percent of the people will be scientifically literate?(3) Our advice to would- be communicators: go in well armed and with open eyes and an open mind.
Whose language are we speaking anyway?
Researchers often wonder why the public understands so little about biotechnology and the molecular basis of life. Complicated phrases and complex subject matter, combined with a relatively low scientific literacy in this country, leaves a wide chasm between the researchcommunity and a technology-wary public. If the public at large and scientists could agree to bridge that chasm, perhaps it would be appropriate to ask, "Why do we, as scientists and technology experts, understand so little about communicating with the public about biotechnology?"
To be effective educators and communicators, researchers must learn what it takes to translate their so-called Fudspeak - the language of Ph.D. biologists - into concepts and analogies that can be easily understood. Be willing to do as much listening as talking. Start with the familiar, and use what the audience knows to bring them to topics they want to learn more about. It often helps to start out by using a concept of biotechnology that is inclusive. If it is initially defined as applied recombinant DNA technology, most people will immediately feel disconnected from the subject matter.
To help define biotechnology on a scale that is familiar to everyone, it is often helpful to get an audience or class to come up with five things that begin with "F" that are from plants, animals or microbes. With a bit of prompting, most crowds will likely be able to relate to FOOD, FIBER, FUEL, FEEDSTOCKS and "F"ARMACEUTICALS. This opens up the discussion of how living organisms are used in our everyday lives. From this point it is often much easier to begin a discussion of how the modern tools of biotechnology (genome mapping, recombinant DNA) are being used in labs to improve and enhance the plants, animals, and microbes that we now depend on.
For example, when describing "genetic engineering" you can either launch into description ofrestriction endonucleases and thermal cyclers (people in long johns on bicycles?), or you can compare DNA to a videotape. Both DNA and videotape are linear information tapes that carry encoded information that can be decoded, expressed, copied, spliced, and edited, and you can make copies of the edited versions.
Most people know what a radar detector is. Wouldn't it be nice to have a biotechnology detector to help raise awareness? A little box that could fit on the dashboard, it would go off when the car goes by a place where biotechnology is used. Like a radar detector, the biotechdetector could be adjusted for sensitivity. At the classical setting, any place that uses fermentations would set it off: a bakery, brewery, or a cheese plant. Adjust the sensitivity to recombinant DNA and you might have to drive past a university or company doing molecular biology research to set it off.
Where do I go now? Assistance for scientists.
Not all scientists are in the teaching profession, but all scientists can teach by sharing their knowledge and expertise with others. Whether it's giving a presentation to students in your child's class on Career Day, serving as a mentor for an aspiring biologist, or talking to a local civic organization, being able to communicate effectively about your research and your scientific discipline is essential. Knowing where to find supporting education and communication materials on biotechnology can make the task that much easier
Resource guides to get you started and other good stuff
Resource guides are a quick way to track down supporting materials, people, and organizations that can provide assistance and know-how about biotechnology education and communication.
The Biotechnology Education Resource Guide from the University of Wisconsin is intended for teachers, 4-H leaders, extension agents, and anyone interested in obtaining materials or assistance in teaching biotechnology. It is updated regularly and is available from the University of Wisconsin Biotechnology Center, 1710 University Avenue, Madison, WI 53705. The guide is also available at the UWBC gopher site at calvin.wisc.edu
The Biotechnology Industry Organization (BIO) has produced a resource guide for educators entitled Tools for Teaching Biotechnology: A Bibliography of Resources (1994). Prepared by the BIO Education Committee, the guide provides pointers on appropriate books, compilations of lab exercises, videos, and other educational materials. Single copies of the guide are available from BIO, 1625 K Street, NW, Suite 1100, Washington, DC 20006-1604, Tel. (202) 857-0244.
Science-by-Mail Program
If you would like to help students in the fourth through ninth grades understand more about
your particular scientific niche, or help redefine the scientist stereotype, the Science-by-Mail
program may be of interest. This national pen-pal program has been pairing scientists withkids around the country for the past 8 years. Science activity packets are provided to children
twice a year and encourage them to solve the science challenge with the advice and
encouragement of their scientist pen-pals. Previous experience indicates the program benefits
both student and scientist. Many of the local programs are run by non-profit Science-by-Mail
chapters housed at 12 regional science museums. There is no cost to scientist to participate
and only a minumal fee for classroom use. For more information about becoming a scientist-by-mail, contact the Science-by-Mail National Office, Museum of Science, Science Park,
Boston, MA 02114-1099, or call (800) 729-3300 or (617) 589-0437.
Help from professional education associations - and even your own scientific society!
Just as plant molecular biologists and plant pathologists are brought together through their
published journals and annual meetings, so too are biology educators represented by
professional associations. The two largest such organizations are the National Science
Teachers Association (NSTA) and the National Association of Biology Teachers (NABT).
Biotechnology is often a focus of these associations' meetings and journal articles, as
evidenced by the theme of NABT's 1994 annual meeting - "Biotechnology - A Gateway to
the Future." The resources and materials provided by these organizations can often provide
guidance for bench scientists when talking to younger or less science-savvy audiences. In
addition, many of the professional scientific societies (American Society of Plant
Physiologists, American Society of Microbiology, etc.) have education committees or offices
that will assist scientists in locating, developing, or preparing appropriate material for
communicating. Contact your professional society and see what they have - you might besurprised.
On the net - education resources via the Internet
GENTALK
This listserv was launched in August, 1994 by Doug Lundberg at the Air Academy High
School in Colorado Springs, CO. Gentalk was created to serve as a forum for teachers,
students and other interested individuals concerned with genetic engineering and education.
The discussions here tend to be aimed at students and teachers at the secondary school level.
With a substantial amount of traffic, it's a good place to get a sense of the kinds of subjects
that are being taught to students around the country. It provides a good opportunity to interact
directly with students and teachers interested in genetic engineering from the comfort of your
own office. To participate in discussions, send an e-mail message to: GENTALK@usa.net.
PLANT-ED
The PLANT-EDUCATION newsgroup was created as a means for communication among
instructors, lab preparators, and graduate assistants who teach courses in any aspect of plant
biology including introductory botany, plant physiology, plant tissue culture, plant molecular
biology, etc., at both the undergraduate and graduate levels.
This newsgroup serves as:
* A resource for the exchange of laboratory methods and classroom activities.
* A source of quick help for last-minute troubleshooting, conditions for plant growth,
materials, and practical advice.
* A forum for discussing open-ended investigative laboratory projects.
* A forum for discussing textbooks.
* An archive of searchable information for future use by instructors of plant courses.
To subscribe, send an e-mail message to: biosci-server@net.bio.net Leave the "Subject:" line
of the message blank and enter the following line into the body of the message: "subscribe
plant-ed"
BCEPP: The Biotechnology Education and Public Policy listserv (bcepp@relay.adp.wisc.edu)
BCEPP (pronounced 'bicep') is an Internet listserv used to post messages and exchange
documents between education and public policy contacts at biotechnology centers,
universities, governments, businesses, and other organizations. While the focus is not on
teacher or student discussions, it provides an immediate, inexpensive, and infectious means of
sharing information. Launched in December, 1993, BCEPP has served as an excellent source
of brief fact sheets, press releases, contact information, and resource pointers on topics as they
are unfolding. To subscribe, send a message to listserver@relay.adp.wisc.edu. In the body of
the message, include the command "subscribe bcepp," followed by your name.
Access Excellence
Funded by a $10 million grant from the biotechnology company Genetech, Access Excellence
(AE) was launched in the summer of 1994 with 100 high school biology teachers across the
country. According to Geoff Teeter of Genetech, "the goal of Access Excellence is to break
down barriers so teachers can communicate with researchers and with other teachers."
The AE project is designed to improve high school biology education by:
* Linking teachers and scientists through an interactive computer network that provides
peer support, as well as providing access to critical sources of new information about
leading-edge research and developments in the biological sciences. The program currently
operates on the commercial network America Online (see keyword Excellence), and has
recently been made available via the World Wide Web (WWW). Point your WWW browser
to http://www.gene.com/ae/
* Supporting teachers and scientists in the development of strategies and resources to
communicate this knowledge to students, educators, policymakers, and the public
* Creating partnerships between teachers and scientists in implementing the national
science education reform agendas locally and regionally.
Access Excellence also functions as a news service and as a library. "Teachers can keep up to
date on the latest news in biotechnology research and education," notes Teeter. The AE
project also facilitates access to teaching materials and databases.
Literature Cited
1. Hoban, T.J. and P.A. Kendall. 1992. Consumer Attitudes about the Use of Biotechnology
in Agriculture and Food Production. (Project report #91-EXCA-3-0155) North Carolina State
University, Raleigh, NC .
2. Rothenberg, L. 1994. Biotechnology's issue of public credibility. Trends in Biotechology.
12:435-438.
3. Hassler, S. 1994. Biotech's role in science education. Bio/Technology 12:647