Panelist Stephanie Anglin is an assistant professor of psychology at Hobart and William Smith Colleges. She received her B.A. from Hamilton College, Ph.D. from Rutgers University, and was previously a post doc at Carnegie Mellon University.
In her research, she seeks to understand how people reason about and communicate science. She is particularly interested in how beliefs and motives influence scientific reasoning—among both laypeople and scientists. She studies when people are receptive to evidence (Anglin, 2019), attitudes toward research on politicized topics (Anglin & Jussim, 2017), and how people seek out, evaluate, and communicate evidence (on polarized and non-polarized issues).
Through her work, she aims to identify barriers to understanding and communicating science, along with avenues for improvement. For example, although researchers’ beliefs and motives can compromise the way they conduct, interpret, and report their research (Jussim, Crawford, Anglin, Stevens, & Duarte, 2016), scientists are developing a variety of reforms to improve research practice (Jussim, Krosnick, Stevens, & Anglin, 2019). Stephanie has been involved in these efforts, including co-authoring a memo to the White House advocating for federal support to improve research practice (Jussim, Krosnick, Vazire, Stevens, & Anglin, 2015).
Despite many new reforms underway, little has been done to revise course curriculum in light of these issues (Anglin & Edlund, 2020). To begin to fill this gap, Stephanie designed a course on Scientific Integrity and Communication devoted to addressing problems in science. She is passionate about teaching students to critically evaluate research, and to discuss and implement best research practices. Together, through her research and teaching, she aims to improve the conduct, communication, and understanding of science.