I don’t believe it: Contention, cognitive bias and scientific certainty in Higher Ed

Science communication in Higher Ed often involves diverse audiences and requires a discussion of more than just facts. It’s hard to know what may become contentious in an undergraduate, non-majors science class. What if we start by establishing an understanding of the way we process information and assess risk, and how this impacts our ability to receive information openly? This talk highlights how we can use science of scicomm and cognitive bias research to actively work through preconceived ideas and implicit biases before presenting facts.