From jargon to impact: Teaching undergraduates the art of public communication

This article explores the value of using short, open-access articles like those from The Conversation in university classrooms. The authors, experienced geographers and writers for The Conversation, argue that these pieces offer authentic learning opportunities that engage students in real-world contexts. They introduce how they incorporate The Conversation articles into their pedagogy, providing students with challenges such as writing concise, engaging pieces for general audiences.

Students draft pitches and revise their work, learning to adapt their communication style while retaining academic rigor. Though The Conversation does not allow undergraduates to submit pitches for publication, the authors' former students have successfully produced high-quality articles that demonstrate their applied understanding of course concepts.

The authors, like many others, are drawn to writing for The Conversation for several reasons: translating complex academic concepts into accessible language, tracking readership, easy sharing via social media or DOI links, and using the articles as assigned readings in their courses. As the world increasingly scrutinizes academic truth-telling and demands broader relevance, integrating public communication into education becomes essential.

This approach not only prepares students for civic engagement but also allows scholars to share their work widely and effectively.