This post is the last in a projected three-part series exploring innovative use of podcasting in the classroom by UChicago faculty and instructors. Be sure to read parts one and two as well.
Helping students engage with and present complex science to the public is a real challenge, particularly now with declining levels of public trust in science since the pandemic. Professor Jordan Bimm, Assistant Instructional Professor of Science Communication and Public Discourse, is training the next generation of scientists to explore their course material in new ways using podcasting. Over the quarter, Bimm recognized that podcasting could become a way for students to leverage their own style for science communication. In this interview, Bimm shares his experience, strategies, and advice gleaned from his podcasting course.
What course did you use podcasting in?
Jordan Bimm: I used podcasting in Science Communication: Producing a Science Podcast (SCPD 11400), which is part of the College’s minor program in Science Communication and Public Discourse. (This course will be offered next in the Winter Quarter 2026 Tuesday/ Thursday 12:30 pm to 1:50 pm).
How did you come up with the idea for podcasting as a creative assignment?
JB: This course focuses on audio science journalism and audio storytelling within science communication. It culminates in producing a full-length science podcast episode that is ready for distribution, so the idea for podcasting as a creative assignment is built into the rationale of the course itself.
What problem did this solve/ need did this fill?
JB: The COVID-19 pandemic, and all the misinformation that was shared on social media, resulted in a noticeable decline in the American public’s trust in scientists. At the same time, the number of people listening to podcasts has been increasing year over year. The cultural influence of this media format was front-and-center in the 2024 presidential election, which some called the podcast election. A key principle of science communication is to meet audiences where they are. So, if people are listening to podcasts, then students interested in restoring trust in science should be making science podcasts. This is the animating rationale of our course.
How do you design this? What are the most important elements?
JB: Our course introduces students to three main elements: theories of science communication, audio science journalism training, and podcast production techniques. On Tuesdays we read texts that cover these aspects, and then on Thursdays we closely analyze a single episode of a different popular science podcast series. Our three assignments are designed to scaffold directly to the final project, a polished science podcast episode ready for the world.
- Assignment 1 begins with the very basic task of getting comfortable recording and listening to your own voice. Students read a script as if a host and then answer 5 questions as if a guest. The questions are designed to surface their own relationship with, and interests in, science and science communication.
- Assignment 2 challenges students to find and record “the soundscapes of science” around campus. They must collect examples of three “active” science sounds (like the sound of a centrifuge whirring) and one example of an ambient science sound (like the din of laboratory work).
- Assignment 3 is where they produce a rough draft of their script, which I provide feedback on.
What skills or concepts does this develop for students?
JB: The course teaches important science communication skills like how to identify compelling human stories in scientific findings and culture, how to communicate clearly and accessibly about complex ideas and terms to different audiences, and how to prevent and counter misinformation. On the audio science journalism side, students learn how to structure a narrative for audio formats, how to write in short conversational sentences, and how to conduct an interview with a scientist. They also learn podcast production techniques like how to get good room tone, how to position a microphone, how to smooth out edits, and how to incorporate ambient and active sounds as well as archival science audio clips. An overarching concept students learn throughout the course is to connect the work of podcasting to the longer history and culture of radio broadcasting and listening.
How did you grade the students?
JB: Students are graded on scientific accuracy, comprehensibility for non-experts, episode structure, sound production quality, whether it will stand out among similar podcasts, and whether it is ready for publication.
Assignment Samples
Professor Bimm has graciously offered to share his assignment instructions with our readers: Bimm-Producing a Science Podcast-Syllabus-Winter 2025.
Further Information
Podcasting is one of a number of tools you as a faculty member or instructor can give your students to promote their creative engagement with your material. It can be adapted to almost any subject matter to help foster discussion and reflection. To learn more about podcasting and how this strategy might serve your course, check out our Enrich your Classroom Teaching with Podcasts blog post. To take a tour of our podcast studio or schedule a consultation, fill out the Podcast Request Form.
Subscribe to ATS’ blog and newsletter for updates on new resources to support you in using these tools. For individual assistance, you can visit our office hours, book a consultation with an instructional designer, or email academictech@uchicago.edu. For a list of our upcoming ATS workshops, please visit our workshop schedule for events that fit your schedule.
