Category Archives: MSc Science Communication

Science Journalism Summer School 2017

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.absw-logo

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!

Cycling science logoPerhaps 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

Never say never again…

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.

Kate Turton

New and notable – selected publications from the Science Communication Unit

The last 6 months have been a busy time for the Unit, we are now fully in the swing of the 2016/17 teaching programme for our MSc Science Communication and PgCert Practical Science Communication students, we’ve been working on a number of exciting research projects and if that wasn’t enough to keep us busy, we’ve also produced a number of exciting publications.

We wanted to share some of these recent publications to provide an insight into the work that we are involved in as the Science Communication Unit.

Science for Environment Policy

Science for Environment Policy

Science for Environment Policy is a free news and information service published by Directorate-General Environment, European Commission. It is designed to help the busy policymaker keep up-to-date with the latest environmental research findings needed to design, implement and regulate effective policies. In addition to a weekly news alert we publish a number of longer reports on specific topics of interest to the environmental policy sector.

Recent reports focus on:

Ship recycling: The ship-recycling industry — which dismantles old and decommissioned ships, enabling the re-use of valuable materials — is a major supplier of steel and an important part of the economy in many countries, such as Bangladesh, India, Pakistan and Turkey. However, mounting evidence of negative impacts undermines the industry’s contribution to sustainable development. This Thematic Issue presents a selection of recent research on the environmental and human impacts of shipbreaking.

Environmental compliance assurance and combatting environmental crime: How does the law protect the environment? The responsibility for the legal protection of the environment rests largely with public authorities such as the police, local authorities or specialised regulatory agencies. However, more recently, attention has been focused on the enforcement of environmental law — how it should most effectively be implemented, how best to ensure compliance, and how best to deal with breaches of environmental law where they occur. This Thematic Issue presents recent research into the value of emerging networks of enforcement bodies, the need to exploit new technologies and strategies, the use of appropriate sanctions and the added value of a compliance assurance conceptual framework.

Synthetic biology and biodiversity: Synthetic biology is an emerging field and industry, with a growing number of applications in the pharmaceutical, chemical, agricultural and energy sectors. While it may propose solutions to some of the greatest challenges facing the environment, such as climate change and scarcity of clean water, the introduction of novel, synthetic organisms may also pose a high risk for natural ecosystems. This future brief outlines the benefits, risks and techniques of these new technologies, and examines some of the ethical and safety issues.

Socioeconomic status and noise and air pollution: Lower socioeconomic status is generally associated with poorer health, and both air and noise pollution contribute to a wide range of other factors influencing human health. But do these health inequalities arise because of increased exposure to pollution, increased sensitivity to exposure, increased vulnerabilities, or some combination? This In-depth Report presents evidence on whether people in deprived areas are more affected by air and noise pollution — and suffer greater consequences — than wealthier populations.

Educational outreach

We’ve published several research papers exploring the role and impact of science outreach. Education outreach usually aims to work with children to influence their attitudes or knowledge about STEM – but there are only so many scientists and engineers to go around. So what if instead we influenced the influencers? In this publication, Laura Fogg-Rogers describes her ‘Children as Engineers’ project, which paired student engineers with pre-service (student) teachers.

Fogg-Rogers, L. A., Edmonds, J. and Lewis, F. (2016) Paired peer learning through engineering education outreach. European Journal of Engineering Education. ISSN 0304-3797 Available from: http://eprints.uwe.ac.uk/29111

Teachers have been shown in numerous research studies to be critical for shaping children’s attitudes to STEM subjects, and yet only 5% of primary school teachers have a STEM higher qualification. So improving teacher’s science teaching self-efficacy, or the perception of their ability to do this job, is therefore critical if we want to influence young minds in science.

The student engineers and teachers worked together to perform outreach projects in primary schools and the project proved very successful. The engineers improved their public engagement skills, and the teachers showed significant improvements to their science teaching self-efficacy and subject knowledge confidence. The project has now been extended with a £50,000 funding grant from HEFCE and will be run again in 2017.

And finally, Dr Emma Weitkamp considers how university outreach activities can be designed to encourage young people to think about the relationships between science and society. In this example, Emma worked with Professor Dawn Arnold to devise an outreach project on plant genetics and consider how this type of project could meet the needs of both teachers, researchers and science communicators all seeking (slightly) different aims.emma-book

A Cross Disciplinary Embodiment: Exploring the Impacts of Embedding Science Communication Principles in a Collaborative Learning Space. Emma Weitkamp and Dawn Arnold in Science and Technology Education and Communication, Seeking Synergy. Maarten C. A. van der Sanden, Delft University of Technology, The Netherlands and Marc J. de Vries (Eds.) Delft University of Technology, The Netherlands. 

We hope that you find our work interesting and insightful, keep an eye on this blog – next week we will highlight our publications around robots, robot ethics, ‘fun’ in science communication and theatre.

Details of all our publications to date can be found on the Science Communication Unit webpages.

 

Postgraduate Science Communication students get stuck in on ‘Science in Public Spaces’

Emma Weitkamp & Erik Stengler

September saw the lecturing staff at the Science Communication Unit welcoming our new MSc Science Communication and PgCert Practical Science Communication students to UWE and Bristol. It also sees the start of our refreshed programme offering, which includes significant changes and updates to two of our optional modules: Science in Public Spaces and Science on Air and On Screen.

The first three-day block of Science in Public Spaces (SiPS) marks the start of a diverse syllabus that seeks to draw together themes around face-to-face communication, whether that takes place in a what we might think of as traditional science communication spaces: museums, science centres and festivals or less conventional spaces, such as science comedy, theatre or guided trails. Teaching is pretty intense, so from Thursday, 29th September to Saturday, 1st October, students got stuck into topics ranging from the role of experiments and gadgets to inclusion and diversity.

Practical science fair

Thursday, 29th September saw the 13 SiPS students matched with researchers from the Faculty of Health and Applied Sciences. Students were introduced to cutting edge research and have been challenged to think about how this could be communicated to the public in a science fair setting. Each student will work with their researcher to create a hands-on activity which they will have the opportunity to deliver to the public at a science fair to be held during a University Open Day in the spring.

Towards the end of the three days a session on creativity generated intense discussion about how we might judge what creativity is through to practical techniques and tips we might use to stimulate creative thinking. The session included a word diamond (McFadzean, 2000), where groups considered how you might foster engagement and enjoyment amongst blind visitors to the Grand Canyon, how blind visitors could be involved in creating a sensory trail (for sighted people) at an arboretum or how to enable a local community to be involved in decision making around land use that involved ecosystem services trade-offs. Challenging topics that draw on learning from earlier in the week.

sips1

After a final session on connecting with audiences, students (and staff) were looking a little tired; three days of lectures, seminars and workshops is exhausting. We hope students left feeling challenged, excited and ready to start exploring this new world of science communication and public engagement and that they find ways to connect their studies with events and activities they enjoy in their leisure time – though that might not apply to the seminar reading!

Science in Public Spaces got off to an excellent start, thanks to the students for their engaged and thoughtful contributions in class. Up next is the Writing Science module, where Andy Ridgway, Emma Weitkamp and a host of visiting specialists will be introducing students to a wide range of journalistic techniques and theories. Then it will be the turn of the new Science on Air and on Screen where Malcolm Love will introduce students to techniques for broadcasting science whether on radio, TV or through the range of digital platforms now open to science communicators. Looks to be an exciting year!

McFadzean, E. (2000) Techniques to enhance creativity. Team Performance Management: An International Journal, 6 (3/4) pp. 62 – 72

 

Baby-led, puree, Annabel Karmel and me? When science impacts on the choices we make in parenting

How we make choices as consumers, patients, parents and members of the public has, of course, long been of interest to science communicators, and topics like immunisation can continue to raise differences in perspectives, as well as media interest. A few years ago we started to think about the sometimes challenging process of weaning a baby. Ruth had recently had two young children herself, whilst completing her MSc Science Communication with us, and I’d been doing some research with parents and caregivers in community groups, so we knew weaning was a topic that was being discussed. But what about the parents who might not be out there in these social spaces, what was happening online? We asked the question ‘how do people on Mumsnet frame media coverage of weaning?’

As our starting point we considered a review of scientific evidence published in the British Medical Journal in 2011. This work, by Fewtrell and colleagues, suggested the period of exclusive breastfeeding recommended by the World Health Organisation be reduced from six months to four. Unsurprisingly the study attracted media attention, particularly in ‘quality’ newspapers like The Times, The Guardian, and especially, The Telegraph, and was frequently reported on by specialist health and science correspondents. They tended to talk about ‘risk’ but rarely contextualised that with further information on the study itself.

On Mumsnet it was clear that a vibrant community was keen to discuss the issue of weaning, and we located 112 comments that directly referred to the Fewtrell example and its media coverage. What were people most wanting to talk about? The inaccuracy of media coverage really stood out in their comments, as well as frustration that it was returning to the breast vs. bottle aspects of the debate. And the forum discussions often presented more context, nuances around the question of ‘risk’ and the details of the study itself. Of course, they had more room to do so, but it was interesting to see these types of details being discussed.

What does this tell us about science, the media and how it’s discussed online? Well it suggests that at least amongst this very small sample of Mumsnet users there is some awareness of the weaknesses that can be present in science and health reporting, but also that people often use scientific and personal information in transitionary means, embellishing some of the deficiencies of media coverage in interesting and new ways. As people become more and more reliant on social media sources for information, further work is needed on how this is supplementing and challenging our relationships with scientific and medical expertise but also how we use our social networks to support decision making. You can find out more about this work in a recent Journalism article or at:

http://eprints.uwe.ac.uk/27843/3/The_Worries_of_Weaning_paper_10_10_15%20-%20Copy.pdf

Clare Wilkinson and Ruth Knowles

Tackling the challenge of engaging with drought and frogs

SCU was well represented at the Bristol Festival of Nature (BFON) in June, with Associate Professor Emma Weitkamp manning the Drought Risk and You (DRY) stand on Saturday and MSc student Hannah Conduit showcasing her research with the Durrell Trust as part of UWE’s festival tent.

Drought FactEmma is exploring communication and engagement barriers and enablers related to drought and water scarcity within the DRY project. At BFON, Emma was interested to hear what visitors think about a set of cartoons produced as part of the project and whether these might be a tool to open conversations about water scarcity; climate change models suggest the UK will have wetter winters and drier summers, increasing the risk that we will have serious droughts. . In the southern UK, the most severe in living memory is the drought of ’76.

Initial work within the DRY project highlights the challenges of engaging people with Drought. Unlike flooding which has immediate effects, drought has a slow onset and many not have immediate relevance to many people.  Rain during BFON highlights the challenge – how do you engage people with drought when it’s raining?

Emma and Lindsey
Emma Weitkamp and DRY Project leader Lindsey McEwen at the DRY stand, Bristol Festival of Nature

 

 

Emma presented initial work on citizen science aspects of the DRY project at the Society for Risk Analysis meeting in Bath, 20th June, while Adam Corner, of Climate Outreach presented the project’s initial work on communication barriers.

 

 

 

Jeff Dawson

Jeff Dawson with the project research tools

Frogs are not the cuddliest of species, so Hannah is tackling similar challenges through her research with the Durrell Trust. Amphibians have suffered a dramatic decline in numbers, and around 40% of all amphibian species are now considered to be under threat. But in a world of glamorous tigers and cuddly lemurs, it is sometimes hard for frogs to get a look in.

Hannah’s research focuses on one particular species of frog; second largest in the world and perhaps one of the most endangered. The ‘Mountain Chicken’ is aptly named for its meat; prised locally as a delicacy with taste and consistency similar to that of its feathery cousin.

With less than 100 individuals remaining in the wild and continued threat from disease, the Durrell Trust and UWE are working together to find more effective ways of communicating the plight of amphibians like the Mountain Chicken.

At BFON, Hannah and her Durrell supervisor, Jeff, along with a small group of volunteers talked with the public about the Mountain Chicken’s story, as well as showing them some of the methods used by scientists and researchers to monitor the remaining wild frogs. Scanning the stall’s microchipped frog plushies and swabbing them for a fungal disease called Chytrid proved to be the weekend’s most popular activities.

Erik Stengler Hannah Conduit and Jeff Dawson

Erik Stengler, Hannah Conduit and Jeff Dawson, at the Saving the Mountain Chicken Frog stand, Bristol Festival of Nature

Research is currently ongoing for Hannah’s project, and will culminate in a handbook for use by the Mountain Chicken Recovery Programme in raising awareness and gathering interest amongst the public for the species.

 

Blog post written by Emma Weitkamp & Hannah Conduit

 

 

MSc Broadcasting Science students in action!

As part of our MSc in Science Communication students have the option to choose a Broadcasting Science module (‘Science on Air and On Screen’ for 2016/17 onwards). The module enables students to build their radio, TV and digital media skills by critically exploring the role of broadcast media in the communication of science. Students make an ‘as live’ radio magazine programme about science, and a short film. On many occasions these films were selected to be shown on the Big Screen on Millennium Square, Bristol, during the Festival of Nature.

The module is taught by Erik Stengler , Senior Lecturer in Science Communication and Malcolm Love , Associate Lecturer in Science Communication, and includes the use of facilities at the BBC Bristol and the production company Films@59.

You can watch the impressive short films made by our recent MSc students below.

2013

https://youtu.be/uoUoRtUcONE

https://youtu.be/bLYdhR036Aw

2014

https://youtu.be/p109XC_AIq4

https://youtu.be/OwAmq_0iDE8

2015

https://youtu.be/iUS57LWjuJU

2016

https://youtu.be/1tm6WSqJdKs

 

The Science Communication Unit at UWE Bristol is renowned for its innovative and diverse range of national and international activities designed to engage the public with science. Our MSc Science Communication course is an excellent opportunity to benefit from the Unit’s expertise, resources and contacts.

As well as drawing on the academic and practical experience of staff within the Science Communication Unit, our programme gives students an opportunity to meet a range of visiting lecturers and benefit from their practical experience. This also provides an excellent networking opportunity for students interested in developing contacts among science communication practitioners. The course combines a solid theoretical background with practical skill development, and has excellent links with the sectors and industries it informs.

 

 If you are interested in finding out more about our Science Communication Masters or Postgraduate Certificate, please visit our website.