Scientific Uncertainty in Media Content: Some Reflections on This Special Issue

It was an honor to be called upon to be the anchor reviewer for this special issue of Public Understanding of Science devoted to new perspectives on media presentations of scientific uncertainty. But more than that, it was for me a pleasure and an education. It is always rewarding when, as one of the reviewers of submitted manuscripts, you get so engaged by the content and quality of the research in the articles before you that you have to remind yourself that your task is that of the critic. That happened repeatedly with all of the research articles in this issue. Rather than summarize each of the articles, which Peters and Dunwoody (2016) have done so well in their introduction, and rather than repeat all the valuable roadmaps for further research already contained in the articles, please allow me to share a handful of sometimes oblique observations inspired, directly or indirectly, by all of the articles in this special issue. The following reflections may refer to some articles more than others, but that should not signal any differences in the high-quality and valuable contributions of each

Promises and Challenges of Teaching Statistical Reasoning to Journalism Undergraduates: Twin Surveys of Department Heads, 1997 and 2008

This research is dedicated to the memory of Victor Cohn, former science reporter for the Washington Post and often considered the dean of science writers, who collaborated on the first wave of the survey. The 1997 survey was supported by a grant from the American Statistical Association and the 2008 survey by a grant from the Communication graduate program at Marquette University. Special thanks to research assistants Kathryn Zabriskie and Gongke Li for their valuable help in the survey. The analyses and conclusions are solely those of the authors

Ecology and Environment: They\u27ve Been Integrated into J-Education Thinking

The article focuses on the impact of ecology and the environment on journalism education. Environmental concerns have measurably affected curricula, internships, public service programs and professional liaisons in journalism education. Environmentally-related breadth courses are required or primarily, optional in 28 percent of the programs, with about 68 percent of those programs requiring or recommending traditional, natural science-oriented environmental courses, and 45 percent including those with social science orientation, perhaps reflecting the social overtones of environmental problems made salient by the environmental era

Chair Support, Faculty Entrepreneurship, and the Teaching of Statistical Reasoning to Journalism Undergraduates in the United States

Statistical reasoning is not the same as doing calculations. Instead, it involves cognitive skills such as the ability to think critically and systematically with data, skills important for everyday news work and essential for the era of data journalism. Twin surveys of the chairs of undergraduate journalism programs in the United States, conducted 11 years apart, revealed that those who perceived benefits from statistical reasoning instruction were more likely to reward entrepreneurship (faculty attempts to integrate this instruction into their classes), but with slow gains over time in the fairly small number of such faculty. Being consistent with university goals in statistical reasoning instruction appeared to motivate chairs’ reward decisions in both waves. Increasingly, they took into account what they saw as the general value of statistical reasoning for their students and the competitive edge it could give them in the journalism job market. Perceived constraints to teaching this content had no apparent overall impact on reward decisions