Category Archives: Students at SCU
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.
Last week we posted details of our work on environmental policy publications as well as our research on outreach and informal learning. This week’s blog highlights our work in public engagement with robotics and robot ethics, as well as our work on science communication in wider cultural areas, including film, theatre and festivals. We also revisit the controversial issue of ‘fun’ in science communication.
Winfield, A. F. (2016) Written evidence submitted to the UK Parliamentary Select Committee on Science and Technology Inquiry on Robotics and Artificial Intelligence. Discussion Paper. Science and Technology Committee (Commons), Website. Available from: http://eprints.uwe.ac.uk/29428
This is a slightly unusual publication; here Professor Alan Winfield tells the story behind it. In March 2016 the UK Parliamentary Select Committee on Science and Technology opened an inquiry on Robotics and Autonomous Systems they posed four questions; the fourth of which held the greatest interest for me: The social, legal and ethical issues raised by developments in robotics and artificial intelligence technologies, and how they should be addressed? Then, in April, I was contacted by the EPSRC RAS UK network and asked if I could draft a response to this question to then form part of their response to the inquiry. This I did, but of course because of the word limit on overall responses, my contribution to the RAS UK submission was, inevitably, very abbreviated. I was also asked by Phil Nelson, CEO of EPSRC, to brief him prior to his oral evidence to the inquiry, which I was happy to do. Following the first oral evidence session I then wrote to the Nicola Blackwood MP, (then) chair of the Select Committee. In response the committee asked if they could publish my full evidence, which of course I was very happy for them to do. My full evidence was published on the committee web pages on 7 June. To compete the story the inquiry published its full report on 13 September 2016, and I was very pleased to find myself quoted in that report. I was equally pleased to see one of my recommendations – that a commission be set up – appear in the recommendations of the final report; of course other evidence made the same recommendation, but I hope my evidence helped!
Our public engagement projects also influence research as this paper by the Eurathlon consortium shows. The paper reports on the advancement of the field of robotics achieved through the Eurathlon competition:
Winfield, A. F., Franco, M. P., Brueggemann, B., Castro, A., Limon, M. C., Ferri, G., Ferreira, F., Liu, X., Petillot, Y., Roning, J., Schneider, F., Stengler, E., Sosa, D. and Viguria, A. (2016) euRathlon 2015: A multi-domain multi-robot grand challenge for search and rescue robots. In: Alboul, L., Damian, D. and Aitken, J. M., eds. (2016) Towards Autonomous Robotic Systems. (9716) Springer, pp. 351-363. Available from: http://eprints.uwe.ac.uk/29283
“Fun” in science communication
The following two publications are the same text published in two different books (with permission). The chapters summarise the views of the authors, including our own Dr Erik Stengler, about the use of fun in science communication, and specifically in science centres.
Viladot, P., Stengler, E. and Fernández, G. (2016) From fun science to seductive science. In: Kiraly, A. and Tel, T., eds. (2016) Teaching Physics Innovatively 2015. ELTE University. ISBN 9789632848150 Available from: http://eprints.uwe.ac.uk/27793
Viladot, P., Stengler, E. and Fernández, G. (2016) From “fun science” to seductive science. In: Franche, C., ed. (2016) Spokes Panorama 2015. ECSITE, pp. 53-65. Available from: http://eprints.uwe.ac.uk/29105
Both of these are related to a rather controversial blogpost hosted on the SCU blog. That post was selected for publication in a book that captures a collection of thought-provoking blog posts from the Museum field all over the world. In it Erik expressed in a more informal and provocative manner the ideas in the above papers.
Stengler, E. (2016) Science communicators need to get it: Science isn’t fun. In: Farnell, G., ed. (2016) The Museums Blog Book. MuseumsEtc. [In Press] Available from: http://eprints.uwe.ac.uk/30360
Science communication through wider cultural activities
A recent commentary explores the factors that contribute to festival goers’ choice to attend science-based events at a summer cultural festival. Presented with a huge variety of interesting cultural events, attendances at science-based events were strong, with high levels of enjoyment and engagement with scientists and other speakers. Our research found out that audiences saw science not as something distinct from “cultural” events but as just another option: Science was culture.
Sardo, A.M. and Grand, A., 2016. “Science in culture: audiences’ perspective on engaging with science at a summer festival”. Science Communication Vol. 38(2) 251–260.
This is a paper on science communication through online videos, long awaited by the small community of researchers working on this specific field who met at the conference above. It reports research conducted by interviewing the people behind the most viewed and relevant UK-based science channels in YouTube. One clear conclusion is that whilst all are aware of the great potential of online video with respect to TV broadcasting, only a few, mainly the BBC, has the insight and the means to realise it in full:
Erviti, M. d. C. and Stengler, E. (2016) Online science videos: An exploratory study with major professional content providers in the United Kingdom. Journal of Science Communication. [In Press] Available from: http://eprints.uwe.ac.uk/30236
One area we are interested in is the impact of cultural events on the audience. In this recent paper, we explore the impact of a performance about haematological stem cell transplant on two key audiences: haematology nursing staff and transplant patients. The article suggests that this type of performance is beneficial to both groups, encouraging nursing staff to think differently about their patients and allowing patients to reflect on their past experience in new ways.
Weitkamp, E and Mermikides, A. (2016). Medical Performance and the ‘Inaccessible’ experience of illness: an Exploratory Study, Medical Humanities, 42:186- 193. http://mh.bmj.com/content/42/3/186 (open access)
We’re also very pleased to highlight a publication arising from a student final year project. This was first presented at an international conference in Budapest. It presents the results of a study of the Physics and Astronomy content of At-Bristol in relation to the national curriculum:
Stengler, E. and Tee, J. (2016) Inspiring pupils to study Physics and Astronomy at the science centre at-Bristol, UK. In: Kiraly, A. and Tel, T., eds. (2016) Teaching Physics Innovatively 2015. ELTE University. ISBN 9789632848150 Available from: http://eprints.uwe.ac.uk/28122
As we are keen to share our learning more widely, we also occasionally report from conferences. This report, published in JCOM, summarizes highlights of the sessions Erik attended at the 15th Annual STS conference in Graz. It focuses on sessions relevant to robotics and on science communication through online videos, the latter being the session where Erik presented a paper (see next item below):
Stengler, E. (2016) 15th annual STS Conference Graz 2016. Journal of Science Communication. ISSN 1824-2049 Available from: http://eprints.uwe.ac.uk/29106
We hope that you find our work interesting and insightful – details of all our publications to date can be found on the Science Communication Unit webpages.
Through funding from the Higher Education Funding Council for England and internal backing, the Science Communication Unit has been involved in developing an ambitious new UWE Bristol outreach programme for secondary schools in the region. We’ve worked with over 4,000 school pupils in the last 18 months, finding tardigrades, hacking robots and solving murder mysteries with science, technology, engineering and maths.
The idea behind the project is not only to engage local communities and raise pupil aspirations. Our plan is to refocus outreach within the university so that it no longer competes with student learning or research time, but instead functions to develop undergraduate skills and to showcase UWE Bristol’s cutting edge research.
The outreach activities are developed by specialists, but then led by undergraduate students and student interns, who develop confidence and skills. UWE Bristol students can use their outreach activities to count towards their UWE Futures Award, and in some degree courses we are looking at ways that outreach projects can provide credit and supplement degree modules. Researchers can use the activities to increase their research impact and share their work with internal and external audiences – getting students excited about research through explaining it to young people. Enabling students to lead outreach – including Science Communication Masters and Postgraduate Certificate students – means that the university delivers more activities, reaching more schools and giving more school pupils the chance to participate.
The brainchild of UWE Bristol staff Mandy Bancroft and John Lanham, the development stages of the project have been led by Debbie Lewis and Corra Boushel from the Faculty for Health and Applied Science and the Science Communication Unit with support from Laura Fogg Rogers. The project is now being expanded into a university-wide strategy with cross-faculty support to cover all subject areas, not only STEM.
Special thanks on the project go to all of our student ambassadors and previous interns, as well as our current team of Katherine Bourne, Jack Bevan and Tay-Yibah Aziz. Katherine and Tay-Yibah are employed on the project alongside their studies in the Science Communication Unit.
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.
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
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.
Emma 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 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.
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.
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
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.
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.
Lots of people are interested to find out what our Masters in Science Communication and Postgraduate Certificate in Practical Science Communication students at UWE, Bristol get up to when they leave us. As the infographic shows, it’s pretty impressive. We’re currently advertising part-bursaries to study with us in 2016/17, if you’d like more info contact Clare.Wilkinson@uwe.ac.uk
You can download a pdf of this infographic: Sci Comm UWE Graduate Destination Infographic 2016
Clare Wilkinson, the programme leader, will be presenting some of this information at next week’s PCST Annual Conference.
Text by Andy Ridgway, Senior Lecturer in Science Communication, images by Marta Palau Franco, euRathlon project manager.
“Artists love this kind of thing,” says Bonnie Griffin, Natural History Curator at Bristol Museum & Art Gallery. The thing in question is a scrawny-looking taxidermy pigeon that’s a victim of moth strike. The moths have stripped away the ‘feathery bits’ of its feathers, the barb, to reveal the rachis – the pointy bits in the middle.
He – or she – was introduced to students on our Masters and Postgraduate Certificate in Science Communication during our tour of the Museum’s natural history store, somewhere that’s normally off limits to members of the public. The tour was part of a day spent at the Museum to get an insight into the inner workings of a museum with a vast natural history collection.
The pigeon may be one of the less exotic residents of the store but it illustrates the two principle challenges of having such a huge resource; how to make use of a valuable resource when display space is at such a premium and how to stop the objects themselves being eaten or decaying in some other way.
The store has 650,000 residents – all of them dead – and this represents 90-95 per cent of Bristol Museum’s natural history collection. This means there’s only space for 5-10 per cent of the collection to be on display at any one time. It’s not an uncommon problem (and has prompted some at other institutions to consider drastic action).
But ways are being found for the store’s residents to earn their keep. So while the scrawny pigeon is making its living as an artist’s muse (the shiny tropical beetles are popular too), other residents are the object of scientific study. A humming bird, for instance, is giving us a clearer picture of what dinosaur plumage was like – apparently the way the colour and shine are created is the same as would have been the case in dinosaur feathers.
It is Bristol’s history that has led to such a vast collection – its wealthy merchants of past years would pay for specimens from exotic lands to be brought to our shores. And the museum’s proximity to Bristol Zoo is another factor – several of the zoo’s inhabitants have taken up residence in the museum once they have died. Among them is Henry the orangutan, who once shared a cage with his orangutan sweetheart, Ann, at the zoo. Today, the store is taking in fewer new residents and rather than coming from far flung corners of the globe, most of it is roadkill.
While moth strike is one of the threats to the natural history collection, pyrite decay (where the sulphite component of the mineral oxidises) is one of the – if not the – biggest threats to the collection in the museum’s geology store. So temperature and humidity down here are continually monitored. In the geology store we were given a guided tour by Senior Natural History Curator Dr Victoria Purewal.
Again it’s the detail known about some of the objects that helps bring them back to life. Take fossil of Pliosaurus carpenteri, that sits on one of the shelves and is the only known example of this species (it’s named after Simon Carpenter, who discovered it at Westbury clay pit in Wiltshire). Thought to be a female, it would have suffered from excruciating toothache in the final years of its life – its fossilised remains revealing signs of a tooth abscess.
Thanks to the staff at the museum for such a fascinating insight into their work – it was a valuable day out for our students.
Clare Wilkinson explains some of the programmes that UWE Bristol offers in Science Communication, and how coming back to school builds towards the ‘university of life.’
This year we had around 25 new students joining us to start our MSc Science Communication programme and Postgraduate Certificate in Practical Science Communication.
At postgraduate level we work with students in a number of ways. Most students join our MSc Science Communication programme, as either a full or part-time student. Running for over ten years this programme has developed an excellent reputation for its combination of theory and practice. This means it continues to attract both those who have just completed a university degree and have already made the decision that their future lies in science communication, as well as students who have been working in a related field for a while and either are looking to make a career transition or to firmly establish a more formal qualification.
Running for over ten years this programme has developed an excellent reputation for its combination of theory and practice.
We also have a smaller number of students who take our Postgraduate Certificate in Practical Science Communication. Typically students on this programme tend to be practicing researchers who have been communicating their own research alongside their ‘day job’ and are looking to develop that experience further. On similar lines we also have a number of PhD students, from a wide range of areas at UWE, who are taking one or two of our science communication modules as part of their PhD programme. It’s fantastic to see early career researchers identifying a role for communication and engagement and building this into their research from the outset.
I tend to think about the programme in three ways; as ‘back to school’, the ‘light bulb’ moment and the ‘university of life’.
Back to school
As programme leader I tend to be in touch with our new students a lot, even before they start their courses. I’ll be confirming people’s module choices, double checking they are on the right programme and often having last minute meetings to let new students, and sometimes their families, get a feel for our campus and team.
Deciding to undertake postgraduate study is a big commitment, intellectually but also from a time and financial perspective, and so it’s understandable that often our students, their partners and families can feel a little nervous about it. I vividly remember once having to explain the potential job prospects of our course to an applicant’s father. Science communication was new to him and he wanted to be 100% sure it would offer his science graduate son a potential route to his desired employment in the future. I’m also well practiced in finding the odd coloured pen or piece of paper for a restless five-year old accompanying their parent to a UWE open evening, with very little interest in the new MSc their caregiver is about to undertake.
Any fearfulness will turn to smiles. A realisation takes hold that they have found a place where everyone shares their interests.
So, whatever the age, circumstances or commitments of our new students, starting a postgraduate programme will often mean change, uncertainty and challenges. My aim is that by the first day all new students feel confident that they have made the right decision for them, so that the ‘back to school’ feeling is one they (and their families) can embrace.
The light bulb moment
The start of the programme is always really busy, and this year was no different. Amongst registration activities, introductions to the library and the practicalities of life as a UWE student we also try to fit in content about life as a science communicator, and importantly, lots of opportunities for our students to meet and talk with each other. You only need to look around the room on the first day to realise that people are feeling nervous, anticipating what they will have in common with their new peers and eyeing up those they might potentially be friends with. This brings me to the light bulb moment.
We get introductions happening straight away… ‘Tell us about yourself’, I will say to each person, ‘just some snippets about you, where you are from and why you are here’. It’s then that it starts, each person around the room expressing their passion for communicating, that they love their subject (whatever that might be – we don’t only accept only science-based students on our programme), but that they think their real strengths lie in engaging around it. And one after another, any fearfulness will turn to smiles. A realisation takes hold that they have found a place where everyone shares their interest in communicating and that this will be their home for the coming weeks, months or years.
The university of life
On the first day, we distribute module guides and assessment information, talk about the various disciplines that influence science communication, and outline the expected level of reading. It will become clear that no student can learn all that there is to know about science communication in the first days or weeks of teaching and that much, much more is to come. As one door has closed on their undergraduate studies, the possibilities at Masters level can seem endless. It can be overwhelming, but as with the start of any new project the possibilities are exciting.
If you are interested in finding out more about the UWE Bristol Science Communication Masters or Postgraduate Certificate, please go to our website.