SciComm Exchange is a two-day hands-on training program dedicated to science communication and outreach.
\r\nJointly organized by the University of Lausanne (Unil) and the Université Libre de Bruxelles (ULB), it offers early career researchers the opportunity to reflect on their communication and outreach practice, explore a wide variety of formats, engage with experts in the field, and develop their skills in knowledge dissemination.
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\r\nOne research. Dozens of ways to tell its story.
\r\nIt’s up to you to choose which ones you’d like to explore.
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\r\nOn 7 and 8 October 2026, SciComm Exchange invites PhD and postdoctoral researchers from all facultiesto explore new ways of communicating research through hands-on workshops, round-table discussions and meetings with specialists in the field.
\r\nNew for this edition: the Video Hackathon.
\r\nOver two days, a group of participants will be guided by audiovisual professionals to create short videos centered on a key question: why do we communicatescience, and to whom?
\r\nParticipants from previous editions sum up their experience as follows: \r\n
This paper studies optimal financial flexibility in debt issuance. A borrower raises funds for an initial investment and may need financing after observing a private liquidity shock. Under non exclusive lending, new lenders price only their claims, so additional borrowing dilutes existing debt and leads to excessive leverage. The optimal simple debt contract is an endogenous debt limit. It captures the intertemporal commitment–flexibility tradeoff: more borrowing today fi nances investment but increases dilution incentives, requiring tighter limits on future borrowing. Richer clauses, including performance-sensitive debt and contingent prepayment provisions, re store the exclusive-lending benchmark by compensating existing lenders when new financing is raised.
","image_description":"","creation_date":"2026-06-03T15:01:15","last_modification_date":"2026-09-30T13:50:47","link_label":"Paper","link_url":"https://yunzhihu.web.unc.edu/wp-content/uploads/sites/14825/2026/08/draft-v4.pdf","canceled":"False","cancel_reason":"","place_and_room":"UNIL, Extranef, room 126","url_place_and_room":"","url_online_room":"","spoken_languages":["https://memento.epfl.ch/api/v1/spoken_languages/2/?format=json"],"speaker":"Yunzhi Hu - The University of North Carolina","organizer":"","contact":"sophie.cadenakauz@epfl.ch","is_internal":"False","theme":"","vulgarization":{"id":2,"fr_label":"Public averti","en_label":"Informed public"},"registration":{"id":3,"fr_label":"Entrée libre","en_label":"Free"},"keywords":"","file":null,"icalendar_url":"https://memento.epfl.ch/event/export/120962/","category":{"id":1,"code":"CONF","fr_label":"Conférences - Séminaires","en_label":"Conferences - Seminars","activated":true},"academic_calendar_category":null,"domains":[],"mementos":["https://memento.epfl.ch/api/v1/mementos/112/?format=json","https://memento.epfl.ch/api/v1/mementos/3/?format=json","https://memento.epfl.ch/api/v1/mementos/116/?format=json","https://memento.epfl.ch/api/v1/mementos/105/?format=json"]},{"id":72394,"title":"Training \"Intro to Overleaf Beginner & Intermediate Features\"","slug":"training-intro-to-overleaf-beginner-intermediate-3","event_url":"https://memento.epfl.ch/event/training-intro-to-overleaf-beginner-intermediate-3","visual_url":"https://memento.epfl.ch/image/33645/200x112.jpg","visual_large_url":"https://memento.epfl.ch/image/33645/720x405.jpg","visual_maxsize_url":"https://memento.epfl.ch/image/33645/max-size.jpg","lang":"en","start_date":"2026-10-09","end_date":"2026-10-09","start_time":"16:00:00","end_time":"17:00:00","description":"Generative AI has become a part of students' everyday working life. If used without guidance, GenAI can cause over-reliance and leave students with a distorted sense of what they have actually learned. Most research and practice have focused on how we can scaffold students' GenAI use, for example through prompts, guardrails, or redesigned tasks. This talk asks a simpler question that has received far less attention. When should students be allowed to use AI so that it helps their learning?
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\r\nIn this lunch&LEARN session, Janne Rotter turns to a question that's been largely overlooked: not how, but when should students be allowed to use AI for it to actually support learning? Janne will present findings from a study of 105 university students comparing three conditions: unrestricted AI access, no access at all, and a \"timed\" condition where students could only turn to AI after first attempting the task on their own.
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\r\nDrawing on multiple pedagogical theories to build a decision rule for when access should open up, the results show that students in the timed condition outperformed those with unrestricted access on an objective post-test, and had a more accurate sense of their own understanding, without an explicit metacognitive prompting. Compared to withholding AI entirely, timed access also seemed to reduce task errors and time spent on task.
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\r\nJoin us to learn more about the topic and engage in further discussion.
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