Author Archives: scicommsuwe
Undergraduate student engineers at UWE Bristol will get the chance to learn about engineering citizenship from September.
The Science Communication Unit is launching a new module to highlight the importance of professional development, lifelong learning, and the competencies and social responsibilities required to be a professional engineer.
It follows a successful public engagement project led by Laura Fogg-Rogers in in 2014, called Children as Engineers. The new module is being funded by HEFCE to advance innovation in higher education curricula.
The 65 students, who are in the third year of their BEng or MEng degrees, will learn about the engineering recruitment shortfall and the need to widen the appeal of the profession to girls and boys. They will then develop their communication and public engagement skills in order to become STEM Ambassadors for the future.
The module is unique in that it pairs the student engineers with pre-service teachers taking BEd degrees on to be peer mentors to each other. The paired students will work together to deliver an engineering outreach activity in primary schools, as well as respectively mentoring each other in communication skills and STEM knowledge.
The children involved in the project will present their engineering designs back to the student engineers at a conference at UWE in 2018. Previous research shows that it positively changes children’s views about what engineering is and who can be an engineer .
Teacher Asima Qureshi of Meadowbrook Primary school in Bradley Stoke says;
“The Children as Engineers Project was a very successful project in our school. The highlight was the opportunity to showcase their designs at the university and be able to explain the science behind it. It has hopefully inspired children to become future engineers.”
The pilot project was also successful at improving teachers’ STEM subject knowledge confidence and self-efficacy to teach it. This is vitally important, as only 5% of primary school teachers have a higher qualification in STEM, and yet attitudes to science and engineering are formed before age 11.
Professional engineers in the Bristol region are invited to learn from the project and mentor the students as part of the new Curiosity Connections Bristol network . Delegates are welcome to attend the inaugural conference on November 23rd 2017 to share learning with other STEM Ambassadors and professional teachers in the region.
Laura Fogg-Rogers, University of the West of England (UWE) Bristol UK
Every two years, the Association of British Science Writers (ABSW) hosts its one-day Science Journalism Summer School. The 2017 event took place on 5 July at the Wellcome Trust in London, and I went along as a budding freelance science writer to learn a few tricks of the trade.
I was joined by 135 other delegates on the airy and light sixth floor of the Trust’s superb glass-fronted Euston Road building on one of the hottest days of the year. With me were undergraduates, PhD students, freelancers of many kinds, and established science journalists working for a range of organisations. Oh – and a colleague (Clare Gee) from my Masters course in Science Communication here at UWE! Billed as a 12-hour working day, I indeed arrived for coffee at 9am, and did not depart until 8.30pm after the superb networking session with commissioning editors from a number of science publications, such as New Scientist.
BBC Science Correspondent Pallab Ghosh opened the proceedings, and the format for the rest of the day followed short talks with panel discussion and audience Q&A. We learned about new media trends, particularly around digital news consumption, in the context of the question ‘Where have all the science correspondents/journalists gone?’. ITV’s Science Correspondent Alok Jha extolled the virtues of critical science journalism in the fake news world, asserting the need to communicate conflicts between scientific researchers and cast more light on the imperfections and uncertainties of the scientific endeavour. That doesn’t sit so easily with being a proponent of science, which most of us are.
A session on pitching skills was most revealing, with commissioning editors suggesting that they aren’t receiving enough news pitches (short 250-word pieces) alongside the veritable flood of feature pitches. They were keen to point out that background was largely irrelevant; if the story was good and the source reliable, they’ll take it. And one particularly good tip to remember is that editors often prefer to receive a ‘phonecall, with e-mail used as the follow-up.
The session on investigative reporting left a sense of how good for society the best journalism can be, despite the challenges around funding this type of work in today’s climate. Given the potential risks, freelancers were generally advised to steer clear of investigative reporting!
Perhaps the highlight for me was the final session on “successful freelancing”. There were personal testimonies of the struggle to get going, to find sources of work, to carve out a niche area of specialisation. Max Glaskin, the successful, award-winning author of the magazine Cycling Science, offered a tremendous insight laced with some dark humour along the way. His successful writing career has allowed him to diversify his sources of income through giving talks, chairing panel discussions and undertaking specialist scientific consultancy.
All-in-all, a long but rewarding day, worth every penny. If you want to meet several commissioning editors in one place at one time and establish relationships, then this biennial Summer School is a good investment of your time and money.
You can read my blog, Sykes on Science, at: www.sykesonscience.wordpress.com
Ben Sykes, MSc Science Communication student, UWE
After my PhD viva in 2004, I promised myself I’d never again study for a qualification. Having gone straight from A-levels through a degree to a doctorate, I felt as if I just couldn’t learn anything more. But a decade later, I found myself at a career crossroads trying to figure out what to do at the end of my maternity leave.
Inspired by my elder daughter’s curiosity, I set up a blog, Simple Scimum, to answer questions about science and nature. Slowly, as the blog gathered followers, my confidence grew; and when one of my daughter’s friends asked if I would answer her science questions too, I knew I had to turn science writing into something more than a hobby.
I began searching for jobs that involved writing about science and quickly realised that a qualification in science communication would be an advantage. So, I googled ‘sci comm Bristol’ and found UWE’s MSc in Science Communication, which sounded brilliant but was more than I could manage whilst working part-time and looking after two young children. However, the Postgraduate Certificate in Practical Science Communication was exactly what I was looking for: a one-year, part-time course with intensive teaching blocks, offering hands-on experience and links to industry. I applied for the September 2016 intake and won a bursary towards my tuition fees: I was going back to university!
I felt nervous about returning to study after such a long break but I knew that this was just the first step along a new career path.
The ‘Writing Science’ module was an obvious choice, with the opportunity to create a magazine and develop a portfolio just too good to miss. I learned the essential elements of journalistic practice and wrote a bylined article for UWE’s Science Matters magazine. But the real highlight was a three-hour workshop on ‘how to write a book’ – I’d love to write science storybooks for children, and came away bursting with ideas, enthusiasm and an action-plan to turn my dream into reality. (Roll on NaNoWriMo…!)
But it was through the ‘Science in Public Spaces’ module that I discovered just how strongly I want to inspire young children and engage them with research. I designed ‘Simon’s Box’ to talk about genetic disease and genome editing with GCSE pupils in local schools. And I had the best time in the Explorer Dome learning about science shows for young audiences. Seeing how to encourage children to learn through stories and play was a fantastic experience and a seminal moment in my desire to become a science communicator.
At times I found it hard to juggle study, work and childcare but the intensive teaching blocks made it easier for me to attend lectures and workshops. I paid for my younger daughter to go to nursery for an extra morning each week and used that time for reading and research. Still, I often found myself studying between 8pm and 10pm, when the kids were tucked up in bed, and I was grateful for 24-hour online access to UWE’s library facilities. But now the hard work is over and I’m just waiting for my final results.
Over the past year, I’ve been part of a supportive cohort of students who are committed to science communication. I’ve developed the confidence to pursue a new career path and given up my old job to become a Research Fellow in UWE’s Science Communication Unit. Before the PGCert, I dreamed of working in science communication but now I’m actually doing it.
Writing is easy until you learn how to do it.
I still remember my first weeks as a trainee journalist on a local newspaper in Weston-super-Mare. Filled with confidence, I’d sit there in my tartan trousers (I’d spent that last year studying in Glasgow) thinking I’d got it cracked. After all, I could write – I’d been on a journalism course after all.
The thing is, more often than not, my finely crafted prose came back covered in red pen from a sub editor who didn’t like what I’d written and wanted A LOT of changes. A little hurt, I would make the changes. Surely it was them who was wrong?
It took a while, but slowly I realised what they were doing. With their changes, my stories were livelier, clearer and more succinct. And just generally, well, better.
So, in that few months, I learned what was to become my most important lesson as a writer – to learn from others. As I got better I found that, paradoxically, writing had got more challenging – there was much more to think about if I was going to do it well. My stories were still edited and reworked by others as I learned. And it still hurt.
Now, 20 years into my writing career, up pops a book that crystallises what has been a lot of hard-won knowledge about writing, Steven Pinker’s The Sense of Style . Had Pinker written it 20 years ago, it might have saved me a lot of painful lessons. I can’t claim to have found it myself – I was introduced to it by Lisa Melton, Senior News Editor at Nature Biotechnology , who teaches on our MSc in Science Communication at UWE.
So, in the spirit of saving a few painful lessons, I have distilled a few – but by no means all – of some of the key points Pinker makes that are likely to help science writers.
- “Good writing is understood with the mind’s eye” is Pinker’s way of saying that when we write we need to create mental pictures in the minds of our readers. And to me, this not only applies to when we’re actively describing something or someone we’ve seen; it’s also when we get down to the nuts and bolts of science writing – explaining processes and mechanisms and systems. When someone can visualise a mechanism inside a cell organelle or how one subatomic particle interacts with another, they’re more likely to get it.
- Pinker says good writers “use concrete imagery over familiar verbiage and abstract summary”. In other words, describe what you’re describing vividly, with specific new, fresh words rather than abstractions.
- Cut out the “metadiscourse” – the use of descriptions of what you are going to describe; words such as subsection, review and discussion. Pinker puts it far better than I could. “Inexperienced writers often think they’re doing the reader a favour by guiding her through the rest of the text with a detailed preview. In reality, previews that read up link a scrunched-up table of contents are there to help the writer, not the reader.”
Pinker also describes what he calls the “Curse of Knowledge” – the inability for someone to understand what it’s like for someone else to not know what they know. I’ve found as a science writer, it’s not just scientists who can fall victim to this curse (and not all of them do). But writers can too. If you’ve spent days or weeks researching a topic, you become a ‘mini expert’ and may struggle to explain things in a way non-experts would understand. Pinker does come up with some useful tips – such as avoid jargon and technical language. Nothing earth shattering there. And adding brief explanations for technical terms. Again, not rocket science. The big challenge is recognising when to do it.
Watching scientists pitching their research projects felt like being in an episode of Dragons’ Den. I sat among a group of fledgling science communicators, tasked with choosing a project to develop into a school science activity. My first assignment as a new student, freshly enrolled on the UWE PGCert in Science Communication, was to create an activity suitable for UWE’s BoxED scheme!
I was paired with Gabrielle Wheway, who studies DNA to understand how mutations in genes alter their function and was awarded a prize for her research on retinitis pigmentosa, an inherited form of blindness. We met over coffee to discuss how I could design a hands-on activity that would communicate an aspect of Gabrielle’s research1 to a secondary school audience within a 45-60 minute session in a classroom environment.
Retinitis pigmentosa (RP) is caused by mutations in the genes that control vision. Most people with RP are born sighted but experience gradual, progressive deterioration of vision as they grow older. Symptoms can begin at any age and there is no way to predict how quickly the condition will progress. Early signs include difficulty seeing at night and tunnel vision, followed by loss of colour and central vision. Gabrielle mentioned the charity RP Fighting Blindness and I contacted their local support group to learn more about the disease and what it is like for people living with RP.
Over the next few weeks, I started to formulate an idea: my Box would draw on lived experiences of RP and build on four themes in the National Curriculum for Biology at Key Stage 4 (i.e. non-communicable diseases; gene inheritance; impact of genomics on medicine; and uses of modern biotechnology and associated ethical considerations). It would be targeted towards students in Year 10, who could bring in broader perspectives from other GCSE subjects, such as ethics, religious studies or philosophy.
The people from RP Fighting Blindness had shown me some glasses that simulate a type of visual deterioration common in RP. I decided that my activity would involve experiencing what it feels like to have an altered field of vision. I also wanted to establish a personal connection, and found a short film about being diagnosed with retinitis pigmentosa. Finally, I thought about genes as units of inheritance and how they are passed from one generation to the next. Under the working title “Simon’s Box”, my activity looks at genetics and inherited disease using RP as a case study.
Designing a BoxED activity has been an enjoyable experience. I’ve learnt about the National Curriculum for science, researched good practice in designing exhibitions at Science Museums, and delved into learning styles and education theory. I’ve rediscovered a personal interest in genetics and human biology, and developed something of an affection for RP. And I’m delighted that we are now getting ready to roll it out to local schools and festivals. So, if you’re planning to attend the Festival of Nature or Cheltenham Science Festival in June, come along to the UWE BoxED stand and try out some of our hands-on science activities!
Our Science Communication Masterclass has been running very successfully for quite a few years now and like my colleagues, I’ve had happy times running workshops, and met some really interesting participants. But we were never able to squeeze everyone in who wanted to come, while others were unable to travel to the UK.
We decided to meet this challenge by creating an online professional development course – Science communication: people, projects, events – targeted at people who wanted to develop their skills and knowledge of science communication. Participants have joined us from far and near: across the UK, from Uganda, Switzerland, Portugal, Australia, Brazil, Canada and more.
They’ve been a real mix: recent science graduates, museum professionals, communications people, people working in institutions, large corporations, small businesses and start-ups. Some have experience of public engagement but for some, the course opens a new horizon:
… in my heart I believe I found a new passion – science communication!
We ran the first course in 2015. Naturally, as good public engagement practitioners, we ask the participants to reflect on and evaluate the course each time it is presented and we have used their feedback to refine and develop the course.
In the first year, participants felt that the time demands were a little onerous for people working full-time, so in 2016 and 2017, we built in two study breaks to allow participants to draw breath and catch up on content they might have missed. Unfamiliar tools caused some puzzlement, so we created micro-videos to show participants how to use forums, wikis and other learning tools. We also created a special LinkedIn group for course ‘graduates’ because participants really wanted to maintain the relationships that develop:
It would be great to be able to keep in touch with fellow participants and tutors.
The course now runs in eight units over ten weeks, with one or two members of the SCU tutoring each unit. In 2016 and 2017, I led the course from my current base in Perth, Western Australia. One of the virtues of working online: on the Internet, no one knows you’re on the beach!
We present the course materials using a mixture of guided self-directed learning activities, reading, narrated presentations, forums, wikis, vlogs and online seminars. Other than the seminars, participants are able to fit their engagement around their work and other commitments. Participants like the variety of methods:
forums: an ‘excellent way to discuss ideas despite not meeting other coursemates in person’
webinars: an ‘opportunity to put voices to names’ and ‘a great experience’
wikis: ‘pushed [me] to develop an idea for a project’ and get ‘lots of feedback and input from other participants and the tutors’
The online environment offers us so many opportunities to reach out to scientists, science communicators and public engagement people around the world and welcome them to the SCU family. In 2016, we created a companion online course focussing on Online and Media Writing, which is currently in its second presentation.
Feedback from this year’s participants is still being reviewed but I’m sure it will give us food for thought and ways to improve. We hope we’ll be welcoming lots more participants in 2018!
Please visit our website for further details of our online courses.
This year, I have been lucky enough to receive a FET Award to promote STEM at a local primary school in south Bristol. Our key aims have been to use the expertise of UWE staff and students to deliver events which not only encourage children to pursue STEM careers, but also support teachers with some of the harder to achieve National Curriculum objectives.
Our first activity involved all students in Key Stage 2 – 120 in total. Inspired by the LED cards on Sparkfun, and ably assisted by fellow FARSCOPE students Hatem and Katie, we ran a lesson in which students used copper tape, LEDs and coin cell batteries to create a light-up Christmas tree or fire-side scene. Our aim was not only to show the students that electronics is fun and accessible, but to re-reinforce the KS2 National Curriculum objectives relating to electricity and conductivity.
Although a little hectic, the students really enjoyed the task and the teachers felt that the challenge of interacting with such basic components (as opposed to more “kid friendly” kits), really helped to drive home our lesson objectives.
To re-reinforce the Christmas card activity, we also ran a LED Creativity contest over the Christmas break. Students were given a pack containing some batteries, LEDs and copper tape and tasked with creating something cool.
Entries ranged from cameras with working flash to scale replicas of the school. The full range of entries and winners can be found here. Overall, we were blown away by the number and quality of the entries.
Our second focus was introducing students to programming. To this end, we have been running a regular code club every Monday, this time supported by volunteers from UWE alongside FARSCOPE student Jasper. In code club, we use a mix of materials to introduce students to the programming language scratch. We currently have 16 students attending each week and recently were lucky enough to receive a number of BBC Micro bits.
Alongside Code club, we also ran a workshop with the Year 5 class, to directly support the national curriculum objectives related to programming. Students were given Tortoise robots (Built by FARSCOPE PhD students, in honour of some of the very first autonomous robots, built in Bristol by Grey Walter). Children had to program and debug an algorithm capable of navigating a maze.
As the outreach award comes to an end, we are planning a final grand event. Each year the students at Luckwell School get to spend a week learning about real-life money matters in “Luckwell Town”. During this week, students do not attend lessons – instead, they can choose to work at a number of jobs to earn Luckwell Pounds. This year, we will be supporting Luckwell Town by helping to run a Games Development studio. Students will use Scratch to design and program simple games for other students to play in the Luckwell Arcade.
As with our prior events, the success will depend on volunteers from UWE donating their time and expertise to support us.
Luckwell Town will take place every morning of the week commencing June 12th. We are looking for volunteers to support us, so please respond to the Doodle poll if you are interested.
Martin Garrad, PhD student in robotics