By, Magaret Sivapragasam and Aleksandra Peliushkevich
We kicked off our placement with a scenic but unexpectedly strenuous climb up Corston, a village near Bath, to reach Church Farm Business Park where the SelectScience office is located. Let’s just say we definitely got our cardio in for the day! However, as with any ascension, we were rewarded for our efforts. At SelectScience we were met by a friendly team, delicious coffee, and beautiful natural scenery from the office window. It was the perfect setting to catch our breath and settle into the day.
We were undertaking a placement at SelectScience as part of the Learning Lab scheme run by the Science Communication Unit, which offers short-term placements to students on their Masters’ course with businesses and other organisations in the industry. The people at SelectScience were inspiring. We were introduced to the editorial team, client service specialists, and a product and review editor. It was a perfect opportunity to explore their roles in real life, ask questions and get useful advice for job hunting and future careers in science communication. Informal chat allowed us to better understand how the work of a digital publisher is organised and to see job responsibilities from the inside, through the eyes of an employee. That’s how we learnt that editors can be authors of articles, client service specialists often are event managers, and review editors communicate with clients as well.
We have once again seen that work in science communication is intense and diverse and a variety of opportunities are waiting for us. To avoid getting lost in this diversity, it is important to pay more attention to the specific job responsibilities instead of the job title and to communicate with people who already work in the field. Despite the diversity of tasks all employees shared the company’s vision –
“accelerating science by connecting scientific communities with trusted solutions”
– their professionalism and passion for work were inspiring.
Once we were clear about the vision of SelectScience, we were tasked with writing tags for their website. What initially seemed like a straightforward task turned out to be something more complex than we anticipated – it required an eye for detail. Generally, tags are used by online users to navigate searches. The key is to make them as concise as possible while being a helpful tool for users to locate information they need. Our goal was to develop a short paragraph that describes this tag’s content effectively.
We then carefully analyzed the editorial articles, product reviews and news pieces to summarise them into an impactful paragraph. Along the way, we also learned how SEO’s (search engine optimization) and web trends play a crucial role in impacting web traffic and engagement. A few well-chosen words do go a long way!
As we crafted each tag description, we found ourselves reflecting on what we had studied during the MSc Science Communication course. It was important to strike a balance between technical precision and accessibility, ensuring the tags are suitable for both experts and general users. It was indeed very satisfying to see our academic knowledge being applied so practically in a professional setting.
By the end of the placement, we had developed a profound appreciation for the intricacies of digital content management and the vital role that science communication plays in bridging a gap between science and its audience. We left the placement with a big smile, knowing that (even though it was a small task), the work we completed will have a big impact on making scientific content available to those who need it.
And of course, our trip would not have been complete without some sightseeing in Bath. After wrapping up our 3-day placement, we treated ourselves to a lovely stroll around the city and some yummy Thai food, because let’s face it- nothing fuels the brain quite like a good hearty meal.
By George Edwards, Priya Bala, and Corragh-May White
It’s not every day you get to create your own short film. Yet the MSc in Science Communication at UWE Bristol not only provides this opportunity but does so on such a scale you can’t help but feel incredibly lucky, supported, and excited!
In an assessment for the Science on Air and Screen module, groups of students were tasked with creating a short 7-minute science documentary about a topic of their choice. Our group, consisting of George Edwards, Priya Bala, Corragh-May White and Casey Spry, chose to focus on beavers.
So, how did we come to create “Slowing the Flow”? Keep reading to see how we navigated each key step, and dive into stories to show just how much we enjoyed every stage of the process.
Beaverin’ Away at Research – by George Edwards
Let’s face it. When you hear you’re going to be creating a scientific documentary, your first thought isn’t “Oh, let’s get on with research,” it’s more “Oh wow! We’ve got to do the coolest thing ever!” And I personally think we did.
Forming an Idea
We’d like to say we knew beavers would be a good animal to film to engage our audience, and to an extent we did. But, if we’re honest, we also just really wanted to have an excuse to see some beavers! (Read on to find out if we did!)
Having settled on beavers, we needed a scientific story to focus our film on, and at the time, there had been a lot of news about water pollution in UK rivers, most notably in the River Wye in Wales. It is also commonly understood by global scientists that beavers play key roles in maintaining the water quality of streams and rivers, thanks to the filtering systems of their dams.
So, our idea was formed – we were going to explore how beavers can impact river quality in the UK. But putting together a film wasn’t as easy as we’d expected – especially when beavers don’t want to play ball….
Background Research
One key thing that we had been taught was to avoid exploring a topic that had already been covered by other films, so our first port of call was to sift through other wildlife documentaries on beavers – and to our surprise, we found that no film had specifically focused on this idea.
With the idea formed, and the knowledge it was new, we set off researching the ecology of beavers, river pollution and the intersection between the two. While doing so, I came across a scientific paper, led by Gareth Bradbury, a PhD researcher at the University of Exeter, about how beaver dams can reduce pollution levels in streams and rivers. This gave us a basis on which to build a story, and further research into the topic helped flesh out the science, providing evidence for the topics we’d talk about.
Having emailed Gareth and set up an interview, the next thing we needed was beavers, and someone with knowledge of their conservation. As it happened, Casey had recently been given the contact details of Chris Jones, a farmer and conservationist at Woodland Valley Farm, who had also led the Beaver Trust for many years. Soon, we had two interviews set up, and an offer to stay at Woodland Valley Farm overnight to give us a chance of capturing beavers on camera!
Storyboarding, Interview Planning and Preparation
Possibly the hardest, yet also enjoyable, part of the process was the storyboarding and planning of the film. Deciding where to put what parts of the film, without having any footage, proved difficult, but working as a team helped us find a way to weave together a story and plan based on the information we’d gained via research, and the knowledge of what we wanted to film.
Creating a storyboard, where each scene is carefully planned out, proved incredibly useful when filming. For each scene, we already knew where we wanted the camera, landscape, and people to be positioned, and knew exactly what order shots/scenes would go in. This laborious, yet entertaining, task provided us with much-needed support during the filming and editing portions of the project and brought us closer as a team.
But how did we film “Slowing the Flow”? What was the experience like? Read on to find out, from Priya’s perspective!
Eager Beavers Begin Filming – by Priya Bala
Embarking on the project was an adventure for our team. Our journey took us from the historic city of Exeter to the lush, secluded Woodland Valley Farm. Along the way, we explored the dynamic relationship between nature and humans, focusing on the reintroduction of beavers into the UK. We interviewed passionate individuals, camped under the stars, and experienced the thrill of wildlife observation – complete with all its challenges. But beyond the work, the trip was filled with laughter, camaraderie and unforgettable moments that brought us closer.
Day 1 – University of Exeter
In our journey to document the intersection of nature and sustainability, our first stop was the University of Exeter where we interviewed Gareth Bradbury. His work focuses on a subject increasingly relevant in today’s landscape – how reintroducing beavers can impact the water quality of streams and rivers in England, and he has been exploring this since 2020.
Our chat began by discussing the current state of UK rivers, in which Gareth noted nearly all UK waterways are polluted, a fact found by the 2022 House of Commons Environmental Audit Committee Report. This report underscores a dire reality: most UK rivers struggle with poor water quality, due to pollution from agriculture and wastewater treatment plants.
Given the state of our rivers, the next question was whether beavers could improve water quality. Gareth’s research suggests they can, as beaver dams slow the flow of water, allowing sediments and nutrients to settle, reducing the level of harmful nutrients continuing downstream. One aspect of Gareth’s research is the comparison between rivers with and without beaver activity. According to his findings, there is a noticeable difference in water quality. To see what he told us, go give the film a watch!
As we wrapped up our conversation, it became clear Gareth’s work wasn’t just about studying beavers but was also about finding sustainable ways to restore the health of our rivers.
Day 2 – Woodland Valley Farm
Next, we made our way to Woodland Valley Farm – a beacon of sustainable farming nestled in the Cornish countryside. The farm isn’t just a place of work, but a living example of how agriculture can coexist with wildlife conservation. Here, we met Chris Jones, an enthusiastic advocate for rewilding, whose story is one of dedication to the land, its ecosystems, and the reintroduction of beavers.
Our interview with Chris was nothing short of inspiring. He spoke of his journey from conventional farming to embracing sustainable practices and the challenges and triumphs that came with it. He also shared his excitement about the reintroduction of beavers, a species that plays a crucial role in ecosystem restoration.
After a day of exploring and talking to Chris, it was time for the real adventure: camping out in the hopes of capturing the elusive beavers on camera. Setting up our tents near the river, we were buzzing with excitement and spent the evening huddled around camp, sharing stories, having the famous British Fish and Chips, and laughing about our day. The farm’s serene atmosphere made it easy to forget about the pressures of the project, even for a night.
As the night grew dark, we set up the cameras and kept our eyes peeled on the beaver lodges and dams for any sign of a curious beaver. Despite our high spirits, this was a test of patience. We heard rustling and splashes, but the beavers remained just out of sight. Though we didn’t get the footage we wanted, the experience of working in the quiet night was something we cherished.
Day 3 – Woodland Valley Farm
Determined not to give up, we woke before dawn for another attempt. The early morning mist added a magical quality to the landscapes, and our hopes were renewed. As we waited in silence, we finally saw a beaver gliding through the water, even if our cameras were not quick enough to capture it. Instead of being disappointed, we laughed about the irony of it, appreciating the beauty of the moment instead of worrying about the missed shot.
Success and Reflections
While the beavers evaded our cameras, we didn’t walk away empty-handed. The landscape was rich with evidence of their presence, and we captured footage of gnawed trees, carefully constructed dams, and the channels they carved through the wetland.
As we wrapped up our time filming, there was a sense of accomplishment and a deeper bond among us, and we reflected on the experiences of the past few days, from the academic discussions at Exeter to the hands-on conservation work at the farm, and we had come together as a team, sharing not just the work, but they joy and frustrations that came with it.
While we didn’t capture the perfect shot of a beaver, we documented something perhaps even more meaningful: the intricate relationships between humans and nature, the passion that drives conservation efforts and the undeniable signs of wildlife reclaiming its rightful place in the ecosystem.
This journey reminded us that sometimes, the most powerful stories are not just about what we see, but about the connections we make along the way. Whether in the halls of academia or the wilds of Cornwall, the message was clear—conservation is not just about protecting wildlife, but about understanding and nurturing the intricate web of life that sustains us all.
Editing – Some Dam Fine Work! – by Corragh-May White
After calling cut, we packed up our gear and returned to Bristol incredibly pleased with ourselves. But we scarcely had time to kick the mud from our boots before the next stage. Our project wasn’t over yet – oh no – it had only just begun. Now it was time to begin the editing process.
Editors for 2 Days
Some of our group had video-editing experience, however, beyond what I had learned in previous classes, all I had under my belt was a short-lived career making bad My Chemical Romance covers on GarageBand as a teen. So I was excited for the opportunity to add to my skill set, especially because I wasn’t learning how to edit in a classroom, but in an actual editing studio, Films@59, no less; the same editing studio that brought us Blue Planet and the Great British Bake Off – and we would be under the tutelage of their editing staff.
On the first day, we entered the Films@59 office, pinching ourselves as we passed security with our shiny new passes. The class was separated into individual editing suites and given a workshop on how to use the editing software, Avid, by a Films@59 editor. Then, we were unleased onto the editing suites and the clock was set – each group had just over 2 days to edit all our hours of footage into a seamless narrative story. It was an interesting and productive way to learn a new skill, to say the least, learning while creating a solid portfolio piece that demonstrates my ability, all while getting the opportunity to network with professionals in the industry.
After picking out the footage we wanted to use, it amounted to over 15 minutes – and our final film had to be just 7. This included B-roll, beginning and end credits, so naturally, what followed was 2.5 days of trying to “Kill Our Darlings”, as our lecturer puts it, while coming to grips with every aspect of Avid, from syncing visuals and audio, to focusing footage in post-production, to the fine detailing of trimming a single 0.3 second clip for that perfect shot. Luckily, our mentor Ben Williams-Butt was on hand to guide us through it all.
The Final Countdown
After days of arduous work (and only a small smattering of sweat), when the clock hit zero, we had a completed final film we were very happy with. We then headed to Films@59’s other location, where the company showcases its finished films to clients in their own miniature cinema, but that day, it displayed our own films. It was the most rewarding experience to see how far we had come, comparing my most recent work to earlier projects and seeing how much we had learnt and grown over the course of the module. To be able to cheer on my classmates and hear them cheer me on in return was a fantastic experience and a wonderful way to end the module. Seeing the finished film that we had nurtured from tentative doodles and ideas to a finished product on the big screen made it all worth it.
It was a long, and hefty process of getting to a final film, but our group genuinely enjoyed the whole experience, and are incredibly grateful to the Science Communication Unit and UWE Bristol for giving us the chance to make our first nature documentary! We would truly encourage anyone interested in science documentaries, journalism, education and more to consider taking this course and module to further your own careers in Science Communication.
If you’d like to go give “Slowing The Flow” a watch, it’s available on YouTube here:
I have always believed that growth happens when you step outside your comfort zone, but I never imagined just how far mine would stretch when I applied for a UWE summer research internship.
The project focused on exploring how farming is represented in children’s picture books- a crucial study given the growing need for accurate environmental education and the challenge of addressing outdated and unrealistic western farming stereotypes. The idea of combining my love for children’s books with academic research was too intriguing to pass up, despite my lack of experience in the latter. Little did I know, this opportunity would push me to navigate unfamiliar terrain and teach me more than I ever expected.
When I first came across the job advertisement for this internship, it immediately caught my eye. The prospect of analysing children’s picture books was both intriguing and daunting – exactly the kind of challenge I was looking for. The idea of taking on something so different was simply irresistible. Excited yet slightly apprehensive, I decided to apply, eager to discover where this unexpected adventure might lead.
Fast forward to my first day on the job, I was greeted by a team of friendly, and incredibly brilliant researchers who tossed around terms like “content analysis” and “codebooks”. I frantically nodded along, hoping my wide-eyed expression did not give away the fact that I was completely unfamiliar these terms.
My first task was to compile a list of children’s picture books in the UK. It was an interesting process searching for books that met our criteria and going through various children’s book award lists. After weeks of literature reviews, and going through past research on the similar topic, I began to develop a more solid grasp of the research scope.
As I delved into analysing the picture books, surrounded by vibrant illustrations, whimsical characters, and stories that spark the imagination, I began to feel a shift. Gradually, my inner child, buried under layers of academic jargon and research papers, started to emerge. I found myself captivated by how simple illustrations can convey complex ideas about farming, sustainability, and human emotions.
Over the next few weeks, as I meticulously scanned the pages of each picture book, cataloguing everything from the types of farm equipment to the diversity of characters, I realized that my scientific training had given me a unique perspective. I was able to approach the data with an analytical rigor that complemented the team’s social science expertise. Together, we uncovered fascinating insights into how children’s literature may shape young minds’ perceptions of the agricultural world. It turned out that analysing patterns in scientific data was not so different from analysing patterns in children’s books.
But the real turning point came when I stumbled upon a charming book authored by Chitra Soundar and illustrated by Kanika Nair, featuring Farmer Falgu, an Indian farmer who sets out on a journey to find some peace when the mooing, clucking, and quacking on his farm become too much for him to handle. As he travels, he encounters a series of noisy situations. First, he meets a musician, then a snake charmer, and finally, a dance troupe- all of whom add to the noise rather than reducing it. Initially frustrated, Farmer Falgu eventually learns to embrace the sounds and joys of the world around him. This, I realized, is the power of children’s books, not only do they inspire, educate, and cultivate a sense of wonder, but they also remind us to find peace amid life’s noise and chaos.
As my eight-week internship ended, I find myself reflecting on just how much I have learned and grown. I may have started out as a bewildered science nerd, but I am leaving with a newfound appreciation for the nuanced world of children’s literature, and a deep respect for the researchers who dedicate their time to understanding its impact. Who knows, maybe I will even pick up a few children’s picture books for my own bookshelf. After all, the adventures of Farmer Falgu and his pals might just be the perfect complement to my collection of science-themed nonfiction books.
Here’s to embracing our inner child and the unexpected joys that come with exploring new academic frontiers!
Research Project: Representations of farming in children’s literature: how do we move beyond Old MacDonald?
One of the major challenges facing science and health communication is effectively engaging and informing society on scientific topics. At this year’s SciComm South West Conference at UWE Bristol, Ana Vasconcelos, a PhD researcher and visual science communicator at the University of Coimbra, presented her research on improving visual science communication using a participatory design approach.
Ana’s work focuses on autoimmune encephalitis (AE), a group of neurological disorders that cause inflammation of the brain, leading to potentially debilitating impacts on patient’s lives. In Portugal, where her research is based, there is a lack of effective, easy-to-understand resources for AE patients and their families on crucial topics such as the treatment and management of their condition. Her project aims to promote effective communication about AE, and improve the health literacy of patients, their families and wider society around this condition.
Photo credit Tom Sparey
At SciComm South West, Ana highlighted this issue, and her approach to improving the visual information resources for AE patients through participatory design. To test the effectiveness of participatory design against other methods, Ana is creating three different AE infographics: one designed by Ana alone, one co-designed with clinicians who interact with AE patients, and another co-designed with AE patients and their families.
Co-designing communication resources with patients themselves is an innovative way to ensure resources meet their specific needs. For example, Ana found that some AE patients she spoke with experience cognitive impairment as a symptom of their condition, making infographics with busy or small text difficult to understand. To engage the target audience effectively, Ana asked AE patients to rank the issues surrounding their condition from easiest to most difficult to understand, prioritising the content included in the infographics according to the patients’ needs. This level of specialised content and accessibility measures in science communication is essential for ensuring effective sharing of information.
Photo credit Tom Sparey
Ana hopes to produce a toolkit for other science communicators as a result of the project, promoting good practice in developing effective infographics for various scientific areas, in health and beyond. While the project is still in progress, Ana plans to contribute to the furthering of participatory approaches in visual science communication and to raise awareness about AE among wider society. By encouraging participatory design for health communication, Ana’s research not only advances the field of visual science communication, but also empowers the voices of AE patients, prioritising health literacy for patients, their families and the wider public.
By Jen Springer, MSc Science Communication student at UWE Bristol.
I’ve attended many interesting scientific conferences, but recently I was lucky enough to participate in an outstanding one. On June 7, 2024, I volunteered at the SciComm South West Conference. What set this conference apart was the inspiring enthusiasm of all participants. Speakers radiated passion for science communication and shared their energy with the audience, passing it on like a chain reaction, creating a unique atmosphere of authenticity and excitement.
The keynote speakers, Dr Lindsay Keith and Wyn Griffiths, epitomised this vibrant atmosphere. They shared their experiences with inclusion and the story of SMASHfestUK. In starting this work, they aimed to engage a young audience from South East London, a diverse area with numerous intersectional challenges. The speakers adopted a co-design approach, asking local school students what they wanted to see at the festival. The resounding answer was “Aliens and zombies”. “Okay,” – the science communicators said and made it. Of course, it wasn’t so easy. A story was needed – a good story. Balancing scientific accuracy and creativity, they created a story about a highly virulent disease with “zombie-like” symptoms that arrived on Earth via multiple meteorite strikes. They called on everyone’s help to find a cure together with scientists and engineers.
Photo credit Tom Sparey
And it worked! Despite the lack of widespread promotion, more than 1,000 people participated at the first event. SMASHfestUK brought together many different activities, including interactive demonstrations, linked together by one story. For example, one of the interactive activities was called “Survival Supermarket Sweep”. People had 30 seconds to fill a basket with everything they could bring into the bunker to survive as long as possible. At the checkout, they would get a receipt, which told them how long they would live based on the items in their basket. Since this first event, SMASHfestUK has reached 150,000 people and a lot of communities: students, artists, and scientists. By immersing themselves in the story of saving the world, young people have changed their attitudes towards science.
Photo credit Tom Sparey
Dr Keith emphasises the idea of working in spaces where people are. Instead of creating an artificial environment and trying to impose structures upon people, it is easy and natural to use the structures that the audience is already comfortable with. Such an approach has been implemented in the Gene Home project Lindsay has also been working on at the MRC Laboratory of Medical Sciences. In eight weeks, Dr Keith and her colleagues created a fascinating space in an ordinary retail unit in Westfield, a massive shopping centre in Shepherd’s Bush in London. Visitors could find a typical West Indian families living room inside, and they were impressed, saying: “This is my aunt’s front room. How did you know that?”. Exploring the kitchen, bathroom, and other spaces of the Gene Home, they had their vital signs checked, read a timeline of Black biomedical science innovation, and explored how the Windrush generation and their descendants are taking control of their health. That allowed visitors to engage in work happening on prostate cancer policy, diabetes, and heart disease, which is crucial for medicine around migration communities.
Both speakers continually engage with their audience, work, and learn together, adhering to the concept of co-design. They highlighted the need for the entire science communication sector to go further, emphasising the importance of collaboration, inclusivity, and community engagement. The passionate way the speakers discussed their challenges and achievements, as well as the discussion that continued amongst participants throughout the coffee break, once again confirmed the enthusiasm and authenticity of the keynote and the entire conference. Inclusion and diversity was a topic that was serious and real, not just of interest to people for the sake of ‘ticking boxes’.
As an international student with English as a second language, I was grateful to be part of this approach. You’ve just read a post that was written by a soon to be graduated science communicator who had written and spoken very little English before the age of 30. I think this is the best evidence yet that efforts to achieve diversity and inclusion in science communication do work despite all the challenges. Let’s keep moving forwards!
For a field that is often perceived to be a niche branch of the wider STEM tree, the topics discussed at this year’s SciComm South West conference were remarkably diverse.
Photo credit Tom Sparey
Following an insightful address from keynote speakers Wyn Griffiths and Dr Lindsay Keith about the practice of inclusion in the industry, attendees were treated to a varied menu of short sessions encompassing many aspects of science communication.
In one room, CERN’s Chetna Krishna discussed the work that goes into launching a podcast for an audience that’s ‘in awe of CERN, but don’t know exactly what we do’, from choosing a logo to ensuring diverse voices are heard. Sam Ridgeway then delved into the hot topic of Artificial Intelligence, and how he harnesses it in his work in documentary filmmaking. One interesting takeaway from Sam’s talk was the importance of always being polite to ChatGPT, as it could prompt better, more helpful answers! Staying on the topic of filmmaking, Ross Exton explored the importance of storytelling and well-structured narratives for producing meaningful and educational videos, facilitating an interactive session testing out the ‘But…So…’ framework on different well-known stories, prompting some amusing contributions. In the next room, time machines, science show questionnaires and climate education were just some of the exciting talks taking place before the conference took a short break for lunch, and a nature walk around campus!
Photo credit Tom Sparey
Photo credit Tom Sparey
Whilst the range of topics varied greatly between each talk, there were some common themes arising. Conversations about funding, ethics and audience engagement were facilitated during the Q&A time for each session, highlighting the challenges and opportunities across the different research contexts. Another idea discussed by several speakers was co-design, the practice of involving users and stakeholders throughout a project, to better meet the needs of end users. PHD student Ana Vasconcelos demonstrated how important participatory processes such as this one are for engaging niche audiences, taking listeners through her fascinating research into information design for the Portuguese autoimmune encephalitis community.
Photo credit Tom Sparey
It was a privilege to share the space with such innovative and hard-working minds, and particularly inspiring to see so many speakers credit their time on the MSc Science Communication at UWE Bristol, which is currently celebrating its 20th year.
Photo credit Tom Sparey
Sarah Adams, MSc Science Communication student at UWE Bristol.
Find out how MSc Science Communication student Casey Spry created a podcast about UWE Bristol’s repair café
Leaning against the kitchen window on a warm summer’s afternoon, I suddenly realised my first September with no plans was approaching. Feeling nervous, I scrolled through courses online when I came across one that grabbed my attention – MSc Science Communication. It sounded interesting. My mum peered over my shoulder and said, “Apply, what have you got to lose?” One year later, I was listening to my own voice rumble through the car radio, discussing all things science and sustainability.
I entered the Master’s course at UWE Bristol hoping to discover a new career goal; I wanted a role that allowed me to talk about environmental science and be creative. So, when I was asked to make a podcast package about UWE Bristol’s Repair Café event, I jumped at the opportunity.
The Repair Café is an event held once a month at UWE Bristol’s School of Engineeringbuilding, where students and community members can get broken items fixed for free. But it is also much more than that. The event is part of a wider sustainability movement, as it prevents environmentally harmful items from ending up in landfill. It is run entirely by dedicated volunteers, and I was thrilled to be chatting with some of them for this podcast.
Interviewing people was a new challenge for me, but I was up for it. What I didn’t anticipate, was finding myself in a situation where I would have to interview three people, all at once. Sitting in the open-access area of the engineering building, I set up the microphone, tampered with the recording button more times than necessary, and started the interview with a shaky “Welcome everyone”.
Alongside the interviews, there also needed to be an underlying narrative. It’s all about the story. I was excited about this part, but how could I make this podcast more relatable? I often pondered such thoughts while doing mundane tasks like cooking dinner. Tapping my foot with anticipation, I pulled open my air fryer drawer, only to find the door handle clenched between my fingertips and burnt chips forever locked inside. Instead of immediately throwing the air fryer away, I contemplated its fate as the broken drawer sat miserably on the kitchen counter for weeks. It just didn’t feel right to throw something away when the most expensive part of it, the electricals, wasn’t broken. Could there possibly be a cure? Yes, the Repair Café at UWE Bristol was happening the following Wednesday, and I had faith I could return it to my student house with a new lease of life.
Drew, a volunteer repairer, became the hero of this story; he fixed the air fryer with only two screws. Admittedly, I felt ashamed that I couldn’t have figured out how to do that myself, but it seems I am not the only one who has lost these basic repair skills. As I discovered, during the interviews, the Repair Café also focuses on teaching people how to fix things at home, which is an important skill that many of us no longer have.
Our four-way conversation had flowed better than I could have hoped for, but now it was time to get editing and cut it down to something concise and engaging. Having an active video editing hobby and three years of experience using Adobe editing software, I was undoubtedly looking forward to this part the most. Yet, as with any project, I had plenty of hurdles to get over. Somehow, during the interview I had managed to block out the almost comedic sounds of students playing giant ‘Connect 4’ on a table next to us. Putting my audio editing skills to the test, I worked for days to reduce the noise, but in time I found enjoyment in the immersivity of the surrounding ambience. Including background noise, in fact, became a technique I would use in future radio and podcast creations.
I first heard the package on Bristol City FM as it aired live on the Love and Science radio show. The experience was slightly surreal, but I felt grateful to be sharing it with family and friends as they listened from different locations. Anyone can now listen to the package on the Science Chatters podcast, which can be found through the following link…
While I am only two-thirds of the way through this course, I already have a clearer picture of what it means to be a science communicator. I discovered that this experience wasn’t just about creating a podcast, but also the chance to meet incredible people, all with the same goal as mine – working to create a more sustainable and healthier planet. In addition to learning how to put life back into kitchen appliances, I discovered that there are no limits to the science I can learn and share when creating a science podcast.
Discussions about zombie fungi, exoplanets, and vegetarian spiders; seamless segues; and Taylor Swift. All to be expected during a typical live Love & Science show on local Bristol radio station, BCfm Radio.
Love & Science was started by former UWE Bristol SciComm lecturer Malcolm Love, many years ago. Now, it’s run by Andrew Glester, current Lecturer in Science Communication at UWE Bristol, and a collective of science enthusiasts with a wide range of interests and backgrounds. Many of the episodes are aired live, with sparkling discussions about science stories that have been making headlines, and occasionally interviews with individuals working in science. Some episodes are also partly or completely pre-recorded, like a special episode I had the opportunity to create on the discovery of the shipwreck Endurance. This means anyone can get involved – living local to Bristol is not a requirement.
I got involved in Love & Science after completing the Science on Air and Screen module, and I’m so glad I did. It’s such a fantastic opportunity for any MSc Science Communication student to get involved in live radio and science communication. I found myself using so many of the skills and knowledge that I had learnt on the MSc, from across all the modules. BCfm is predominantly aimed at Bristol residents, but is also streamed on DAB and online, and people can listen in from all over the world, so it’s important to really think about the audience, and how to best communicate different science topics in an engaging and accessible way. Presenting the live shows involves using interview techniques and story crafting, and finding fun and novel angles. I also enjoyed looking out for local science stories, as well as the more national and global ones. Pre-recorded shows and segments enabled me to develop my editing skills, and to create pieces of radio that I’m proud of, and have been able to add to my portfolio. If you’re interested, there is also the opportunity to learn how to use the desk in the studio, which maybe isn’t for the faint-hearted, but feels brilliant once you’ve got the hang of it.
One of the great things about Love & Science is that it’s a safe space to learn and practice. Even making mistakes is to be expected – it’s all about how you handle them. Personally, I feel that getting involved with Love & Science should be viewed as an essential add-on to the MSc, especially for anyone with an interest in radio or podcasting. But even if radio or podcasting isn’t your main area of interest, it’s still perfect for developing skills in engaging audiences, communicating about complex science topics, or telling science stories. Plus you get to pick your favourite cheesy tunes to play on the radio. Who wouldn’t want that?
Rebecca Landon, MSc Science Communication student at UWE Bristol.
I was sitting near the cascade steps in Bristol City Centre when I had a rare epiphany. A guest on a podcast I was listening to mentioned that she worked as a freelance science writer, and it sounded like the dream job. Two thirds of an MSc in Science Communication later, and there I was, only a hundred metres or so from that spot in the City Centre, entering the Our Media building that houses the offices of one of the most successful popular science magazines in the UK, Science Focus.
Over the course of my week-long work Learning Lab placement, I was able to shadow a few different members of staff. On my first day, I spent time with the Online Editor, learning how to put an article online, and how to set up the daily newsletter Instant Genius. She talked me through all things SEO which was absolutely fascinating, and I helped compile the weekly report, looking at which articles have been most popular over the previous week.
By the end of my first day I was completing an ‘Everything You Need to Know’ guide to NASA’s Artemis programme. It was different to the kinds of articles I’d written previously, as it’s a style of article that’s designed to be updated regularly, but it was a format I was familiar with, having been a regular reader of the website. It just goes to show how important it is to really get to know the work of a magazine, online or print, before trying to pitch to or write for them.
I got to practice more familiar skills from my Writing Science module on the Master’s course, by writing a news article about how people with the ‘Dark Triad’ personality traits use humour, and another about using human sweat to power wearable technology. After I’d finished writing, the Commissioning Editor spent time going through my work with me, which was invaluable. It showed me that the skills I had learnt as part of the module had already prepared me well for professional science writing, and that we can never stop learning. I also had the opportunity to offer suggestions for edits for pieces by regular contributors; it was encouraging when the editor agreed with me, and even more useful to understand his thinking when he disagreed.
Near the end of the week I met with the Editor, who listened to my ideas and gave me some valuable advice and insight into making a career out of science writing. Our conversation made me realise that it was an achievable goal for me and helped to focus me on my next steps.
I’d recommend the Learning Lab placements to any student on the MSc Science Communication at UWE Bristol. For those that aren’t sure exactly what they want to do, it would be a great opportunity to explore different options and get a feel for what roles are available. For me, it gave me the confidence that a career which had previously felt like a distant dream could be a reality, thanks to the skills and knowledge I had gained on the MSc.
Rebecca Landon, MSc Science Communication student at UWE Bristol.
In our last blog post we updated you on our 2023 Infographic data gathered from 55% (n=165) of graduates who completed the MSc Science Communication programme between 2003 and 2022. We also contacted a number of graduates requesting their participation in a case study. In this second blog post we capture some further points from these case studies.
One potential career area that’s often popular with students starting our programmes is the media, and we’ve met more than one budding ‘Sir David Attenborough’ over the years, but working in the media can take a variety of forms and 13% of our graduates now work in this field. One student who’s found their niche in the media is Dylan Casella, who is currently Head of Acquisitions and Co-Productions at Off the Fence, a factual production and distribution company in the TV and film industry. Dylan graduated from the MSc just over five years ago.
Dylan described his job role to us:
What that really means in simple terms is I find documentary series, specials and one offs for my company to take to the international market and help producers reach wider audiences with their stories. Whilst this can cover any factual genre or topic, our calling card is Natural History, Science and environmentally focused docs. As part of my role I also provide executive producer support for many of our producers to help add the finishing touches to their documentaries.
Sounds like a dream job doesn’t it? For Dylan, one of the MSc modules had been particularly important to his future career:
The Science on Air and On Screen module was a really fun and interesting exploration of storytelling through radio and film production. Moving into science and factual TV and radio production was my goal after the course, and that module provided the skills and the springboard for me to make the move into the industry.
But Dylan also emphasised that the programme offers a lot of versatility for future careers, both in and beyond the media:
The skills on this course are highly relevant and extremely valuable. They’re specialist skills, but they’re also highly transferable, learning how to effectively (and creatively) communicate complex information in accessible forms for wide audiences is an invaluable skill to have in many walks of life. Having the depth of understanding this course provides gives you the perfect foundation to start a career in science communication.
A further graduate, who is now spending a bit more time in front of the camera, is Sophie Pavelle who graduated in 2018. Sophie is employed part-time by the conservation NGO, Beaver Trust, as a Communications Coordinator, which she also balances with freelance science communication commissions, especially writing for newspapers, magazines and book publishers about British nature, conservation, and climate change. In 2022 her first book Forget Me Not was published. For Sophie, the MSc programme had played an important part in exploring her career options and was the key benefit she described when we asked her what she’d appreciated about studying at UWE Bristol:
Being encouraged to find my own path in science communication, and discover skillsets and passions I previously wasn’t aware of, at an institution close to home that had brilliant facilities, and accessible transport links, has been invaluable in developing my career.
Sophie also enjoyed ‘meeting an amazing, diverse and talented group of people, the intimacy and creativity of the teaching environment, helped by small classes and valuable contact time with the lecturers and staff’.
Dylan and Sophie both studied with us full-time but part-time study is also a very popular way to undertake our programme and for a quarter of our graduates this was how they had studied with us, often already working in associated fields or alongside caring responsibilities. Michael Ormond is one graduate who was already working in the medical technology sector, and is now based at a company called Stryker. He works within the Joint Replacement Division, which focuses on implants for orthopaedic surgery such as hip replacements and knee replacements in his role as a Science Communication Manager.
Michael already had a lot of experience before starting the course, describing his role as sitting between the research team (which is his background) and the marketing team. For Michael the programme offered something extra:
The MSc in Science Communication widened my understanding of the process of science communication. Since completing it I have developed a few maxims which I apply daily; Start with your audience is an example! It was great to hear from other sectors about the challenges they face; this has helped me think more holistically about how I do my job. It has also helped me recognise the science communication is all around us and not just on the tv or on YouTube! Once you develop an eye for it you see it everywhere.
As a part-time student UWE had held a particular appeal for Michael: ‘For me, the main benefit of the UWE MSc was the format. I have worked full time whilst studying and was able to take only a few days of each month to come and do the course’. The location and team at UWE also appealed: ‘the staff were all very knowledgeable and being in a creative place with access to established science communication businesses such as Films at 59 added something unique.’
Photo credit: The Rosalind Franklin Institute
With the MSc at UWE Bristol now running for two decades we’ve also been able to witness our graduates career progression, and 41% (n=68) of graduates now work in senior, strategic or managerial roles. Laura Holland who graduated from the programme around 10 years ago is now Director of Strategic Marketing and interim Chief Operating Officer at the Rosalind Franklin Institute, a government funded research institute in Oxfordshire. For Laura the combination of practice and theory had been key in the programme and something she has continued to apply in her working life:
There is a rich and deep academic grounding in science communication which can’t (shouldn’t) be separated from practice. Knowing why the field works helps you perform science communication more effectively. I still seek out science communication literature now when I’m stuck with practical problems – it offers a different perspective and paths to explore.
Whilst Jo Silva, who also graduated some time ago is now Head of Communications for a medical department of the University of Oxford. For Jo, the connection of the programme to her career had been integral from the outset of her career as she explained with one example of a benefit she’d felt from studying with us:
A straightforward [benefit] was that I got my first job through my supervisor, before I’d even finished my MSc. That was neat! Many years later and looking back, what I realise is that the course prepared me incredibly well for the real world of work in science communication. It was very practical and relevant and I still use things I’ve learned then day-to-day.
We were delighted to catch up with our graduates in developing these case studies and the infographic. We are extremely proud of the contributions they are now making to science communication internationally, as well as the opportunities they have pursued in other career areas, the friendships they’ve formed and the stories they still have to tell. As we celebrate our 20th Anniversary in 2024, we’d like to say thank you to those who shared their experiences with us, as well as to all graduates of our science communication programmes at UWE Bristol. We can see you have learnt a lot, and we have also learnt from you.
