The Stony Brook Simons STEM Scholars recently participated in a two-session science communication workshop led by the Alan Alda Center for Communicating Science. The initiative aimed to help high-achieving students improve their ability to explain complex scientific ideas to broader audiences.
Alix Dehayem, assistant director of the program, explained the motivation behind the workshop. “The goal here was to help students communicate their science,” she said. “As a program who wants our students to be leaders in research, we wanted to give them these skills early on.” She added that the focus was not on oversimplifying content but rather adapting language so audiences can understand: “We’re not saying dumb it down, but we’re saying adapt the language so that your audience can get your message.”
The workshop, supported by funding from the Andrew and Ann Tisch Foundation, Inc., is part of ongoing efforts to prepare scholars—many bound for PhD or MD/PhD programs—to share their work beyond academic circles.
Students reflected on how the training changed their perspectives. Ronicio Cervantes, a marine vertebrate biology major, admitted he initially underestimated the challenge. “I had always assumed that talking about research would be simple, and through the workshop I was proven wrong,” he said.
During the sessions, participants practiced delivering short talks and learned techniques such as using analogies and structuring information for clarity. Laura Lindenfeld, executive director of the Alan Alda Center for Communicating Science, highlighted the long-term value: “When students learn these communication skills during their undergraduate years, they’re building a foundation that will serve them throughout their careers. They’re not just learning to translate their research — they’re learning to think more deeply about why their work matters and how it connects to broader human concerns.”
Gabriel Lembert, a civil engineering major, noted his interest in making technical material accessible: “I was most excited to learn how to articulate my research in a way that is understandable to a general audience.” He valued strategies like analogies and explaining topics in reverse chronological order.
Isabella Benedetto, studying computer science and astronomy, described her experience as transformative. “The workshop has shifted my mindset in my academic career because it showed me that science communication doesn’t have to be difficult to understand nor full of confusing jargon all of the time.” She applied these skills at her first poster presentation symposium soon after.
Other students echoed similar shifts in perspective. Jaylynn Elias appreciated connecting with those outside her field: “What piqued my excitement most about science communications practices was the opportunity to connect with people who have no background in my field, or rather, any background in STEM whatsoever.” Walter Benitez found new ways to make economics relatable: The ability to “translate my research into language that feels tangible and relatable, even for those with no background in economics, is crucial for having a broader impact,” he said.
Tatiana Romero credited improvisation exercises for helping build real-time connections with audiences: “The Alda Center’s emphasis on audience awareness and storytelling changed my perspective on what strong science communication is.” She observed that communication is about mutual understanding between speaker and audience.
For some scholars like Cervantes, integrating personal style into presentations became important: The workshop “fortified my belief that I could do my best science as myself, integrating my personality and passion into my explanations.” Matthew Garzon related lessons from filmmaking—engaging an audience emotionally—to effective scientific talks.
Students also recognized that good communication shapes future success as researchers. Garzon stated: “The Alan Alda Center taught me that the time, resources, and sacrifices you commit to your research lose their importance when they are not adequately communicated to those in your field or other fields.”
Elias said she now focuses more on conveying her work’s broader significance: The workshop “has shifted my mindset to prioritizing the ‘why’ in my work, and that connecting and collaborating with others is the best way to grow as a researcher.”
Romero concluded that communication has become central rather than secondary: She now views it as “an essential skill that shapes how research is perceived and valued, rather than just an accessory to scientific work.”
Lembert summarized why this matters: “Effectively communicating science is important to me because it allows me to share my passion with a broader audience, foster collaboration, and build trust in science and research — which is all around us.”
Lindenfeld emphasized this outcome as well. “We’re not just teaching presentation skills,” she said. “We’re helping future scientists understand that communication is integral to the scientific process itself — it’s how discoveries reach the people who can benefit from them.”