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Abstract
Journalists have often been accused of over-simplifying complex scientific stories leading to less audience engagement and information at a time when U.S news media continue to experience declining audiences. U.S. media has also experienced a gradual decline in coverage of science stories for a variety of reasons. Through a partnership with the National Science Foundation, journalism students at a university in the Midwest sought to correct this problem using a service-learning approach that produced science-based video content distributed through NSF channels. Results show improved student comprehension of scientific content may increase the quality of science stories available on television news.