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March Mammal Madness and the Power of Narrative in Science Outreach

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March Mammal Madness and the Power of Narrative in Science Outreach FEATURE ARTICLE EDUCATION AND OUTREACH March Mammal Madness and the power of narrative in science outreach Abstract March Mammal Madness is a science outreach project that, over the course of several weeks in March, reaches hundreds of thousands of people in the United States every year. We combine four approaches to science outreach – gamification, social media platforms, community event(s), and creative products – to run a simulated tournament in which 64 animals compete to become the tournament champion. While the encounters between the animals are hypothetical, the outcomes rely on empirical evidence from the scientific literature. Players select their favored combatants beforehand, and during the tournament scientists translate the academic literature into gripping “play-by-play” narration on social media. To date ~1100 scholarly works, covering almost 400 taxa, have been transformed into science stories. March Mammal Madness is most typically used by high-school educators teaching life sciences, and we estimate that our materials reached ~1% of high-school students in the United States in 2019. Here we document the intentional design, public engagement, and magnitude of reach of the project. We further explain how human psychological and cognitive adaptations for shared experiences, social learning, narrative, and imagery contribute to the widespread use of March Mammal Madness. KATIE HINDE*, CARLOS EDUARDO G AMORIM, ALYSON F BROKAW, NICOLE BURT, MARY C CASILLAS, ALBERT CHEN, TARA CHESTNUT, PATRICE K CONNORS, MAUNA DASARI, CONNOR FOX DITELBERG, JEANNE DIETRICK, JOSH DREW, LARA DURGAVICH, BRIAN EASTERLING, CHARON HENNING, ANNE HILBORN, ELINOR K KARLSSON, MARC KISSEL, JENNIFER KOBYLECKY, JASON KRELL, DANIELLE N LEE, KATE M LESCIOTTO, KRISTI L LEWTON, JESSICA E LIGHT, JESSICA MARTIN, ASIA MURPHY, WILLIAM NICKLEY, ALEJANDRA NU´ N˜ EZ-DE LA MORA, OLIVIA PELLICER, VALERIA PELLICER, ANALI MAUGHAN PERRY, STEPHANIE G SCHUTTLER, *For correspondence: ANNE C STONE, BRIAN TANIS, JESSE WEBER, MELISSA WILSON, [email protected] EMMA WILLCOCKS AND CHRISTOPHER N ANDERSON Competing interest: See page 29 Funding: See page 30 Introduction (Schroeder et al., 1989; Gibbons, 1999; Het- Reviewing editor: George H Public education and outreach are an essential land, 2017; Krishna, 2020; for important excep- Perry, Pennsylvania State pillar of 21st century scholarship. A substantial tions, see Fox, 2020). Advocacy for Open University, United States portion of empirical research and research infra- Science has grown in recent decades (Sa´ and Copyright Hinde et al. This structure, especially in higher education, is sup- Grieco, 2016; Cribb and Sari, 2010; article is distributed under the ported through public funds. Research output is Piwowar et al., 2018; NASEM, 2018) but even terms of the Creative Commons therefore not only expected to serve the public when scholarly publications are open access, Attribution License, which good (Hazelkorn and Gibson, 2019), but a empirical findings too often remain behind a permits unrestricted use and broad view of the social contract conceptually paywall of jargon. As such, institutions, funding redistribution provided that the original author and source are situates scientific knowledge generated with agencies, professional societies, and individual credited. public funds within the public trust scholars increasingly recognize the importance Hinde et al. eLife 2021;10:e65066. DOI: https://doi.org/10.7554/eLife.65066 1 of 37 Feature Article Education and Outreach March Mammal Madness and the power of narrative in science outreach of science communication (hereafter SciComm) behavior (Bush et al., 2018) across urban, and informal STEM education to reach learners, suburban, and rural landscapes in which spe- clinicians, policy-makers, and other members of cies diversity and visibility varies the general public (Beaulieu et al., 2018; (Schuttler et al., 2019). At very young ages, Jessani et al., 2018; Bell, 2016; children are attracted to neotenous and famil- National Science Board, 2011; Yuan et al., iar animal phenotypes (Borgi et al., 2014; 2019). Moreover, increased visibility of science Borgi and Cirulli, 2015). Children and young and scientists can counter stereotypes about adults also express greater affinity for mam- who does science and inspire the next genera- mals and birds than reptiles, insects, and tion of scientists (Woods-Townsend et al., amphibians (Schlegel and Rupf, 2010). 2016; Jarreau et al., 2019). Leveraging the dynamic game elements of a Across the life, biomedical, physical, and single elimination tournament combined with social sciences, scholars participate in SciComm story-telling scientists, March Mammal Mad- and educational outreach (Yuan et al., 2019; ness makes accessible reports from the scien- Cooke et al., 2017), and increasingly leverage tific literature including elegant behavioral social media platforms to achieve these broader ecology experiments (Morand-Ferron et al., impacts (Bik et al., 2015; Collins et al., 2016; 2016; Campbell et al., 2009), meticulous nat- McClain and Neeley, 2014; Mehlen- ural history descriptions (Able, 2016; bacher, 2019; Jarreau et al., 2019). SciComm Tewksbury et al., 2014), and gripping narra- and educational outreach campaigns, however, tively-constructed accounts of observed animal can be variably successful in their content, reach, behavior (Ramsay and Teichroeb, 2019). propagation, and sustainability and “impact” is The tournament also provides lesson plans as often opaquely operationalized, measured, or an Open Educational Resource (Miao et al., assessed (Saunders et al., 2017; Davies, 2019). 2016) to educators who systematically integrate Web traffic, social media engagement, and March Mammal Madness into their curriculum. long-term use of resources are most often used March Mammal Madness achieves key SciComm as indicators of SciComm impact goals by reaching many audiences (Var- (Saunders et al., 2017; Ferna´ndez-Bellon and ner, 2014), facilitating interactions between sci- Kane, 2020). Comprehensive roadmaps of suc- entists and students (Boyette and Ramsey, cessful SciComm initiatives, campaigns, and pro- 2019), and effecting propagation and sustained grams have been infrequently described in the adoption of the tournament (Stanford et al., scholarly literature. Early and recent reports, 2017). Across 11 evenings, beginning with a however, have demonstrated that memes, Wild Card through early rounds into the Sweet images, activities, and dynamic content from sci- Sixteen, the Elite Trait, the Final Roar, and finally entists are associated with increased learner and the Championship “battle”, March Mammal public interest, competencies, donations, and Madness is a SciComm extravaganza. enthusiasm for nature (Moskal et al., 2007; Here we systematically document our inten- Hone et al., 2011; McClure et al., 2020; tional design, magnitude of reach, and com- McClain, 2019; Lenda et al., 2020). pounding impact of March Mammal Madness. Our SciComm program March Mammal We further contextualize how human psycho- Madness (MMM) engages hundreds of thou- logical and cognitive adaptations for games, sands of members of the general public in a shared experiences, co-constructed narratives, celebration of animal behavior, and the and artistic illustration likely underlie the sus- broader natural world, for several weeks each tained success of this science communication year. Notably, March Mammal Madness blends approach. We posit that March Mammal Mad- together four approaches to science outreach ness models generalizable and scalable tactics – gamification, social media platforms, commu- for other scientists seeking to develop or nity event(s), and creative products expand their own science communication. (Subhash and Cudney, 2018; Varner, 2014; Alternatively, and with much less effort, scien- Bush et al., 2018) – with salient animal-based tists can incorporate March Mammal Madness content. Science communicators have previ- into their own outreach portfolio by introduc- ously recognized that students in the United ing the tournament into their labs, classrooms, States are particularly interested in animal and communities. Hinde et al. eLife 2021;10:e65066. DOI: https://doi.org/10.7554/eLife.65066 2 of 37 Feature Article Education and Outreach March Mammal Madness and the power of narrative in science outreach “This was no ordinary death, invoked in battle narrations, often with specific though forty million years citations linked. Additional facts and images are lay between us and that most gaping snarl. tweeted by geneticists and partner organiza- Deep-driven to the root a fractured scapula tions such as the American Society of Mammalo- hung on the mighty saber undetached; two beasts gists, Cleveland Museum of Natural History, and had died in mortal combat, for the bone the Aldo Leopold Foundation. Immediately after had never been released” the evening’s battles conclude, written “sports Excerpt from poem “The Innocent Assassins” summaries” of the battles (see (Eiseley, 1973). Loren Eiseley wrote this poem Supplementary file 3) and underlying science about an inferred battle between two Nimravids and full transcripts of the play-by-play are that ended in mutual destruction, a fossil discov- posted on multiple online platforms including ery that was first described by Toohey, 1959. Facebook, Wakelet, Blogspot, and LibGuide so the science behind the outcomes is widely avail- able. These materials are additionally distributed March Mammal Madness
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