Impacts of the COVID-19 pandemic in delivering Citizen Science projects: Insights from the WeCount project

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Margarida Sardo and Sophie Laggan

WeCount is a citizen science research project funded by the H2020 SwafS-programme and aims to empower citizens to take a leading role in the production of data, evidence and knowledge around mobility in their own neighbourhoods. The project started in December 2019 and was designed to have lots of face-to-face engagement and interaction between the project team and citizens in five European cities and regions (Leuven in Belgium; Madrid and Barcelona in Spain, Ljubljana in Slovenia, Dublin in Ireland and Cardiff in the UK).

Just as the project started recruiting citizens and running workshops, the world was hit by the COVID-19 pandemic, which meant restrictions on who we could meet and where we could meet them. Eventually, all WeCount countries went into lockdown, which placed additional challenges on delivering the project as it was originally planned.

Dr Margarida Sardo, from the Science Communication Unit conducted a short evaluation aimed at understand the impacts of the COVID-19 pandemic in running and delivering a large-scale, international citizen science project.

Main challenges faced by the WeCount team:

  • Uncertainty
  • Changing priorities
  • Reaching specific groups, such as senior citizens and low socio-economic groups
  • Online fatigue
  • Fear of face-to-face
  • Digital skills
  • Logistics

The COVID-19 pandemic has no doubt created new challenges for some citizen science projects, but with hybrid approaches to participant recruitment and engagement, projects can still thrive. This study provides useful advice for creating the flexibility, adaptability, refocus required to overcome the challenges faced.

Based on the findings of this evaluation, Sophie Laggan has created a full infographic, highlighting both the challenges faced by the WeCount team, but also offering helpful approaches to counterbalance the impacts of the pandemic on delivering the project.

For a closer look at the infographic below or to download a copy, please click here.

Providing space for social communication in a STEM engagement project

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This post was originally published on the Engineering our Future and Curiosity Connections blogs.

Neurodiversity Week (15-21 March 2021) celebrates our unique strengths and differences, while recognising that the many talents of people with ADHD, autism, dyslexia, dyspraxia and other neurodiverse ways of thinking and learning are often not suited to traditional, formal learning environments. Science Hunters is a Science, Technology, Engineering and Maths (STEM) outreach and research programme that uses Minecraft to engage children from under-represented groups with STEM. Projects have covered a wide range of topics such as the Amazon rainforest, understanding diabetes, earth science and volcanoes and space, with the Building to Break Barriers project currently running at UWE Bristol engaging children with many aspects of engineering.

Minecraft is the second-best selling video game of all time and extremely popular with children. Players place and break blocks with a wide range of appearances and properties, to build a huge range of constructions. It can be played either as a single-player game or in a shared virtual world with multiple users playing together, and was chosen for Science Hunters because of its popularity (children want to play it!), particular appeal to children who learn differently, and suitability for explaining science.

Food inside lunar base.

A key target group for Science Hunters is children with Special Educational Needs (SEN), particularly through a dedicated Minecraft Club that has been running since 2015. It soon became clear that taking part in the club, alongside children with similar needs in an accepting environment, and playing a game which was a shared special interest, had more benefits for participants than STEM learning alone.

When face-to-face sessions are possible, as they were until the onset of the COVID-19 pandemic, Minecraft Club uses a dedicated server, so that children can play together in a safe social online space. Most of the children who attend have ADHD, autism and/or dyslexia. Spaces are limited to no more than 16 at a time, with simple guidelines to keep the club fun; children are not under pressure to conform to ‘neurotypical’ behaviour norms as may be expected in non-specific settings. STEM topics are briefly introduced, and then participants are free to build in Minecraft in relation to that topic; while adults are there to guide and support, children are encouraged to follow their own interests and ideas to create their own unique designs. For four years, data were collected from participating children and their parents/carers, who attended with them, through surveys and interviews.

During this time, 101 children aged 5-17 years attended; responses were gathered from 29 children and 37 caregivers. Results indicated that children both enjoyed and learnt something from attending, and while their feedback understandably often focused on Minecraft, they also indicated that they had benefitted socially and emotionally from being in the shared space with other children with similar interests. This was supported by insights from parents and carers, who described benefits outside the club, such as improved confidence and wellbeing, improved social skills, and reduced need for formal learning support.

Interest in playing Minecraft is what motivates children to attend, and the game provides a range of opportunities for children to potentially develop social and educational skills. This is supported by the process of designing and completing builds, independently or collaboratively, and communicating with others within the shared virtual world. Playing in the same physical space enhances this, as communication can move between the virtual and real worlds and allow in-person peer support and the ‘safe space’ provided in our Minecraft Club supports children with SEN to interact naturally and spontaneously. While it was set up as part of STEM outreach, the social communication impacts of our Minecraft Club – such as making friends, fitting in, and feeling valued without judgement regardless of completing tasks or conforming to expected social behaviours – are at least as important.

Minecraft Club is currently running virtually as part of Building to Break Barriers. We’ve looked at earthquake-proof buildings, protecting against flooding, tunnels, drones and more, and are exploring the effects of the change to meeting online.

More information about Minecraft Club, and its impacts reported here, is available in Hobbs et al. (2020) Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with Special Educational Needs, Educational and Child Psychology, 37(4), 81-95.

If you have any queries about the project please contact ExtendingSTEM@uwe.ac.uk .

What is an engineer anyway? – Communicating engineering careers to pupils with DETI’s Engineering Curiosity project

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When children are asked what an engineer is, and what they look like, it can often be a tricky question.  They may jump to the image of an engine mechanic, or a man in overalls with a spanner and a hard-hat.  They may also have trouble recognising familiar jobs as coming under the umbrella of engineering. 

Engineering is defined as ‘working artfully to bring something about’. More literally, it is the application of science and maths to solve problems. And it’s a career that is more relevant than ever – to achieve net zero and a low carbon global economy, everything we make and use, from aircraft to cars, batteries to wind turbines, will need to be completely re-imagined and re-engineered.

When a child does not personally know an engineer, or does not recognise the role of engineering in solving the problems faced by a society, then this notion of an engineer becomes more removed from their view, and critically, from their career aspirations.  In science communication, we encounter children with low science capital throughout our work.  So how can the children dream of becoming an engineer, if they don’t know what one is? 

You can’t be what you can’t see

It is difficult for children to imagine themselves in that job, when the engineer does not look like them.  Encouraging girls and children from minority ethnic groups into engineering careers, and STEM careers more broadly, is a key focus of the DETI Inspire team working out of UWE. 

In collaboration with My Future My Choice, as well as many local engineers; the DETI Inspire team at UWE have developed the Engineering Curiosity cards and lesson resources for schools.  The aim is to bring the diversity of the West of England’s amazing engineers into the classroom and enthuse and inspire both primary and secondary pupils.  Through not only learning about what an engineer is and recognising their role, but also introducing them to real-life local engineers that may come from similar beginnings, so that they can start to think of engineering as something that could be for them!

Engineering Curiosity

Engineering Curiosity is a collection of 52 cards, based upon 52 local engineers in a wide variety of different roles and industries, in a kind of ‘Top Trumps’ meets ‘Happy Families’ style game.  The engineers featured have also each produced an engaging TikTok style video, giving a fun snapshot of their role and their route into it.  The project has developed lesson plans, curriculum linked worksheets and activities, and school-wide assemblies to accompany the cards and videos, all to aid schools in running sessions that involve the real engineers joining them live in the classroom through video link. 

During the recent British Science Week, local schools around the West have been taking part in DETI’s ‘Big Beam In!’, bringing the sessions to life and reaching over 3500 pupils.  Some of which may just be the West’s future engineers!

Looking to inspire in your science communication, or want to check out all the engineering roles for yourself?  You can find the resources, lesson plans and cards on the Curiosity Connections website.

DETI Inspire builds on the success of previous projects founded and launched in the Science Communication Unit (SCU) at UWE Bristol, including Curiosity Connections – the network for inspirational primary STEM education in the West of England, and Women Like Me – a tiered mentoring project for women engineers. The project is led by Dr Laura Fogg-Rogers and includes Ana Bristow, Sophie Laggan and Josh Warren from the SCU.

Josh Warren

Seeing people in the data

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By Dr Laura Fogg-Rogers

We’re living through a Climate and Ecological Emergency and we urgently need to reduce carbon emissions. And yet society seems frozen into inaction. Could a new modelling and communication approach help to gather momentum?

The ClairCity project was led by UWE Bristol and brought together the Air Quality Monitoring Resource Centre and the Science Communication Unit. The project reached over 818,000 citizens through innovative public engagement methods including an online game, extensive workshops and surveys, and schools activities.

In a journal paper recently released, the research team detailed their innovative method to bring these results together, through citizen-centred source apportionment. Traditional methods for monitoring air pollution and carbon emissions look at what is creating the emissions (vehicles, heating etc), and where the emissions end up (pollution hot spots).

Focus on Who and Why

This new approach focusses on who is burning fossil fuels and why they are doing so. This means we can understand the human dimension of emissions to improve policymaking, accounting for demographics (gender or age groups), socio-economic factors (income/car ownership) and motives for specific behaviours (e.g., commuting to work, leisure, shopping, etc.).

The modelling produced some surprises when applied to traffic in Bristol – as leisure travel accounted for the most km travelled, and therefore the most emissions per year.  Local councils usually focus on school traffic or commuting, but this provides a new way to approach emissions reduction. Policymakers plan to look at ways to reduce car use for leisure travel, for instance locating leisure venues near to public transport or cycling paths, or even considering plans for 15 minute cities, where any necessary city amenities are within a 15 minute walk from homes.

Figure 1. (a) This infographic presents the relative contribution of each motive to total kilometres travelled by car in Bristol in 2015. It was designed to highlight recognisable social practices and activities.
Figure 1. (b) This social card links to the data and was designed to resonate with activities that people do every day that contribute to carbon emissions and air pollution.

For science communicators, there is also much to think through as well. The modelling showed that emissions are not evenly produced; certain types of people produce more emissions than others, and some feel the effects of pollution more than others. For instance, men travel by car more than women, and people who earn over £50,000 per year tend to own more cars, and therefore drive far more often.

Figure 2. Infographic (top) and social card (bottom) showing differences in air pollution produced through men’s and women’s different travel habits.

Perceptions of ‘sensible’ climate action vary between groups

We therefore need a far more nuanced approach to communicating about climate action. Climate Outreach have done some excellent work on this topic, with their work on seven segments of British society and their attitudes to climate action. Science communicators need to focus on the segments polluting the most, and tailor communications showing the benefits of each relevant action they can take.

The UWE team’s new journal paper take this further using social psychology theories, explaining how the social contexts of the groups to which we belong influence what we perceive to be ‘normal’ in society. This means that cultural realities can change between social groups, cities, regions and countries. This ‘Overton Window of Political Possibility’ can shift over time so that an idea moves from unthinkable to radical, to acceptable, to sensible, to popular and finally into policy. For example, a climate change policy which is considered quite sensible in one city, such as an extensive network of segregated bike lanes allowing for cars to be curtailed in the city centre (Amsterdam in the Netherlands), may be considered to be quite radical in another city (such as Bristol, U.K.).

Science communications needs to focus on group lived experience of this ‘normality’, in order to understand more about why our day-to-day behaviours happen, and how we can change if we see others doing the same. Politicians will generally only pursue policies that are widely accepted throughout society as legitimate policy options, or otherwise, they may risk losing popular support and become unelectable. In order to introduce new policies, we therefore need to show how an idea can be communicated so that it resonates with what is deemed ‘acceptable’ or ‘sensible’ to the majority of citizens.

People like me create emissions, and people like me can take action

The UWE team showed how social cognitive theory can be used to help improve individual and collective self-efficacy for climate action. Using an example of more women cycling to activities, we need to focus on:

  1. Vicarious experiences (i.e., comparisons of capability to others, modelling and observing)—a woman deciding whether to cycle will be influenced by whether other women cycle; if this is considered a ’normal’ thing for women to do, then other women will likely join in.
  2. Mastery or performance accomplishments (i.e., experiences of relevant success)—a beginner female cyclist will be more likely to continue cycling if they have a positive experience cycling on main roads; they will then have a memory to recall about their ability to cycle alongside cars.
  3. Verbal persuasions (positive feedback from peers and supervisors, coaching)—to continue cycling, the female cyclist would need to receive direct positive feedback on this activity.
  4. Emotional arousal – both vicarious (indirect) and mastery (direct) experiences can influence our emotional states. To improve self-efficacy for an activity, we need to experience positive emotional responses. Therefore, the woman would need to feel that she is capable and confident at cycling and that other people approve or admire her behaviour.

So climate action needs positive (and relevant) role models, alongside positive press or communications (in relevant media) in order to help change our behaviours.

The ClairCity project showed how new thinking about the role of people in relation to air pollution and carbon emissions can widen options for action, leading to more acceptable and effective policies. Climate communications should draw on social learning in order to tailor communication efforts towards relevant groups. Ultimately, we need to become more aware that ’people like me’ create emissions and, equally, ‘people like me’ can take action to reduce emissions.


Fogg-Rogers, L.; Hayes, E.; Vanherle, K.; Pápics, P.I..; Chatterton, T.; Barnes, J.; Slingerland, S.; Boushel, C.; Laggan, S.; Longhurst, J.. Applying Social Learning to Climate Communications—Visualising ‘People Like Me’ in Air Pollution and Climate Change Data. Sustainability 2021, 13(6) 3406 doi.org/10.3390/su13063406

Evaluating Europe’s largest project on citizen-inclusive decision making for clean air and carbon management

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With just ten years left to change our carbon intensive lifestyles to mitigate climate chaos, urgent decisions need to be made about how we can reach net zero and clean air. Meanwhile, the Covid19 pandemic and the Black Lives Matter movement show that citizen involvement in science communication has never been more critical to ensure a socially just transition. 

At this critical moment, the ClairCity project has reached its final dissemination stage; Europe’s largest ever research project on citizen-led decision making for clean air and carbon reductions. Six cities and regions came together to share engagement methods to involve citizens in policymaking, namely, Amsterdam in The Netherlands, the Aveiro Region of Portugal, Bristol in the UK, the Liguria region of Italy, Ljubljana in Slovenia and Sosnowiec in Poland.

As a result of the project team’s efforts, 818,736 citizens were involved in some form or another. Of these, 8,302 were directly engaged through workshops, events, schools’ activities, mobile games and apps, and even videos, a number which far exceeded the expectations of the team.

Why was this significant? Because these 8,302 citizens all influenced clean air and climate change decisions in their local context.

Over four years, the project partners and Council officers made many collaborations with local community organisations and together with a strong social media presence, the project’s on- and offline presence grew. Through a variety of engagement tools, citizens were able to have their say on what mattered to them regarding transport and home heating and what they would like to see change to enable them to make greener choices. There were also candid discussions on the potential barriers to such changes to not only make these concerns known to decision makers, but to have a deeper understanding of the challenges and trade-offs that need to be made when taking policy decisions.

Equipped with this information, ClairCity was then able to consult policy makers about the policies proposed by citizens and discuss how to operationalise them. As a final step, the top citizen policies were modelled against current policy plans for each case study to assess whether citizens’ demands could affect future emissions and associated health impacts. In nearly every context, citizens were more ambitious than ‘business as usual’, with the exception of Amsterdam where the local government was in fact more ambitious than its citizens.

An evaluation of epic proportion

ClairCity was a fascinating project to evaluate for our SCU team including Dr Laura Fogg-Rogers, Dr Margarida Sardo, Dr Corra Boushel, Sophie Laggan, and David Judge. We have produced a full evaluation report with all of the findings, which you’re welcome to read if you have the time, and a shorter one if you have less time. For those visual learners, there is also a visual evaluation report and our webinar recording. Finally, to satisfy blog readers, we have you covered too! Read on to hear our reflections and key findings.

The aim of the evaluation was to see whether the project had fulfilled its aim of ‘raising awareness of environmental challenges and their solutions through proactive dissemination of the project outcomes’. To do this, we explored the demographics of participants and those less directly involved, examined indicators of awareness, attitudes, knowledge and enjoyment (so called Generic Learning Outcomes) and citizen’s intended behavioural changes. Additionally, we explored differences across countries, demographics and engagement tools, to understand perceptions in different contexts. ­Data collection was carried out through paper/online questionnaires, including pop-up windows in the game and app, as well as in-depth interviews with staff and social media analysis.

All tools exceeded their targets for audience reach, apart from the App which remained at BETA testing due to technical issues. The Delphi workshops were particularly impressive, with 4887 participants compared with 200 expected, and the ClairCity Skylines game, with 2,800 players worldwide compared with 1500 players expected. Both successes can be largely attributed to the on-the-ground outreach and marketing activities of our case study partners, who made connections with community organisations, produced flyers, spoke on the radio, attended events, and generally made lots of noise to attract people. The cities that spent less time and resources on this groundwork had fewer participants as a result.

Social prowess

Our social media platforms gained a lot of traction over the years, although they were again limited by time and resources available. Our Communication Coordinator in Bristol was able to orchestrate our main sites, resulting in (at the time of writing) 1,392 Twitter followers and 416 Facebook followers, and 36,482 website visitors. Sites managed by our partners – who weren’t dedicated science communicators – had considerably less traffic.

Demographics

Data was collected for age, gender and educational attainment. Given the fact that ClairCity had targeted schools’ engagements, with several team members having direct connections to local schools, in addition to a mobile game, over 40% of participants were aged between 13-24. Working adults occupied around 50% of participants, and over 55+ represented less than 10%. This is quite an impressive finding considering most engagement projects fail to capture the full spectrum of ages. 

63% of participants in the study identified as male. The biggest gender differential came from the game, with more than twice as many male players than female, which skewed the gender balance. Alongside this, many stakeholder workshop participants were senior men in regional organisations, which again skewed the gender balance.

Participants were asked about their education level in our workshops. 81% of respondents held a Bachelor’s degree or above. On the other hand, in the game, 79% ranked their level of knowledge on air quality as being low/none. In other words meaning, the game appealed to people with less expertise.

Learning outcomes

Both policy makers and teachers were asked about the usefulness of the tool relevant to them. An overwhelming percentage of policy makers found the policy workshop useful/very useful (95%), compared with a more modest percentage of teachers finding for the schools’ competition (61%). The schools’ activities have since been expanded following this feedback, and our Educator Pack (part one and two) is freely available online, and has been featured in the British Science Association Science Week pack, and through Sustainable Learning.

The majority of participants enjoyed or loved the activities in which they were involved.  Both the Delphi and Stakeholder workshops greatly improved participants’ understanding of air quality (88% and 82% more understanding, respectively). 39% of game players left with more understanding, however for 45% their understanding stayed the same. The app mainly left people with the same understanding (47%), or feeling confused (18%).

Perhaps one of the biggest findings was in regards to behaviour change. At least half of all participants in the Delphi workshops, game, schools’ activities and stakeholder intended to change their behaviours as a result of their involvement (58%, 80%, 67% and 79%, respectively).

Upon cross-comparison, it was found that the more participants enjoyed the activity, the more they reported that their understanding of air quality had improved. Similarly, the more participants reported that their understanding had improved, the more they reported that they would change their behaviour. Younger people and those with lower education to start with were more likely to say they would change their behaviour. All of these relationships were highly statistically significant.

Ultimately, the more enjoyable the engagement activities, the more people gain understanding about the issues, and the more likely people are to make a change to their behaviour to reduce air pollution and carbon emissi0ns, and improve the health of our cities.

Reflections on the evaluation process

  • In future we would recommend other projects take additional time to target women’s groups, or develop ‘tools’ that appeal to women
  • While efforts were made to reach representivity through undertaking the Delphi process in low socio-economic status neighbourhoods, in hindsight we would have worked harder to amplify under represented voices. Recent Black Lives Matter protests have been a stark reminder of the need to make our work inclusive..
  • Working on an international project presented issues with translating the website and evaluation forms. More dedicated evaluation time, or expert science communicators in each country, would have helped researchers who were less experienced in social science research methods.   
  • We benefitted from having evaluation embedded from the beginning (rather than an add-on), and as such designed our evaluation methods to work in different contexts and cultures

Most ClairCity staff found engaging with citizens challenging (due to not having experience in this) but highly rewarding. By the end of the project the vast majority stated they have enjoyed engaging with citizens. This was a rich experience in terms of new skills, with our staff reporting to have learned how to pitch their ideas, how to talk to citizens and how important is to listen to people as well.

If you are interested in our experiences, or in benefitting from our reports, please check out our website for a variety of resources and tools to aid future citizen-led decision making on climate change and air pollution.

Sophie Laggan, Communications Officer, ClairCity

Building our understanding of diabetes with Minecraft (even if you don’t have the game!)

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The inside of the human body, and all its organs, cells and molecules can be tricky to visualise, and that makes it difficult to understand how conditions like diabetes work. We can use things like models to help us see all these different features, and work out how they link together to do different things.

But models can take up a lot of space, and most of us don’t have anatomically accurate physical representations of the internal workings of the human body conveniently accessible at home, or even in many schools. Diagrams are an alternative, but they’re generally not very interactive.

The virtual construction game Minecraft, on the other hand, is great for exploring scientific concepts because it has many features and processes that relate to the real world, and can be used to visualise things that we can’t usually see – such as cells in the human body. Children and young people are often familiar with the game as it’s hugely popular, and this can give them a sense of expertise and ownership. We know Minecraft can act as a hook for children to engage with science topics, and that by participating in our sessions they can increase their subject knowledge and understanding, making it an effective tool for both catching children’s interest, and supporting their learning.

So what if we could use Minecraft to view and explore a large model of a human body on a computer? We could even get right inside it to investigate the internal organs, cells and processes.

In our ‘Building our understanding of diabetes with Minecraft’ project, we did just that. We have a human body constructed in Minecraft, which users can move around inside. They can explore the organs, cells and molecules inside it, and visualise and learn about processes that occur when someone does, and does not, have diabetes.

During the 2019-2020 school year, we began using this specially constructed Minecraft human body to deliver sessions about diabetes in schools in England and Scotland. However, now we are unable to do that during the COVID-19 pandemic, we’ve created a slideshow to explain how diabetes works, using examples from the Minecraft build to illustrate components and concepts, and an accompanying video run through of the Minecraft human body. This way, more people can explore diabetes and the human body in Minecraft, even if we can’t visit them in schools or they don’t have Minecraft at home.

The slideshow and video can be used together, or the slideshow can be used as standalone resource. Each takes you on a virtual tour through the human body, exploring the relevant parts and processes involved in diabetes. They talk about what it’s like to have diabetes, and how it’s treated, and explore the pancreas, blood vessels, and cells and molecules to learn about their roles in diabetes. If you would like a creative challenge, the slideshow gives some ideas for activities, including building with Minecraft and Lego.  

The slideshow and video can be viewed below.

If you use the resources, we would really appreciate some feedback! There is a short online form here where you can report how children and young people found using them.

Project information

Exploring the molecular basis of diabetes with Minecraft is a Science Hunters project based at UWE Bristol, in collaboration with the University of Aberdeen, the University of Hull and Lancaster University and funded by a Royal Society of Chemistry Outreach Fund grant. The project was devised by Dr Laura Hobbs (UWE Bristol and Lancaster), Dr John Barrow (Aberdeen) and Professor Mark Lorch (Hull), and developed and delivered by them along with Sophie Bentley (UWE Bristol and Lancaster), Dr Jackie Hartley (Lancaster), Naziya Lokat (Lancaster), Jonathan Kim (UWE Bristol and Lancaster), Rebecca Rose (Lancaster), Dr Carly Stevens (Lancaster) and Jordan Bibby (NHS Lanarkshire). Science Hunters projects takes a child-led, play-based approach to learning and engagement, and have an inclusive Widening Participation ethos.

Laura Hobbs and Sophie Bentley

How do the residents of former metal mining areas value this heritage?

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By Danni Sinnett (Centre for Sustainable Planning and Environments) and Margarida Sardo (Science Communication Unit).

There are around 5,000 former metal mines in England and Wales, and many hundreds of thousands globally. Many of these mines have a legacy of highly polluted wastes, which can pose a risk to water quality and human health. As metal supplies diminish and new sources of metals are needed, especially for use in smart technologies, the potential to extract metals from these mine wastes is being examined. However, they often support important habitats and species assemblages, or are important for their historical significance. For example, around 20% of former metal mines are associated with Sites of Special Scientific Interest, around 14% are protected by European designations including in the lead mining areas in the Pennines and North Wales, and the tin-copper mines of Cornwall. Around 15% of former metal mines in England are in a World Heritage Site including the Cornwall and West Devon Mining Landscape (Sinnett, 2018).

Wheal Maid mine Cornwall

Much of the research and policy concerned with the management of abandoned mine wastes is focussed on environmental protection, landscape quality and the need to balance this with the conservation of nature and, to a lesser extent, heritage. In recent years there have also be a number of studies examining the motivation and preferences of those visiting restored mineral extraction sites.

However, there has been very little research on how local residents value their mining heritage and their preferences for its long-term management. This is important as it is ultimately local people who are affected by both the positive and negative impacts of this legacy, as well as any changes to the status quo. It is also essential to ensure that local people are supportive of any plans for the management of the sites. Understanding their preferences and concerns can inform this process.

We undertook some research with residents of former mining areas to address this gap in our understanding. Specifically, we explored the following questions: how do those living in former metal mining landscapes value them in terms of aesthetic appearance, role in preserving cultural heritage, nature conservation and tourism? What are the preferred options for managing abandoned metal mines?

We used the Q Method to examine the preferences of those living in six areas of metal mining in England and Wales. Q Method allows participants to ‘sort’ a series of statements based on the degree to which the statement represents their perspective on a subject. We selected a set of statements from the academic literature, policy and articles in local press. They covered a range of opinions and options on the mining legacy and its management.

Our analysis revealed five perspectives:

  • Preservationists want to maintain the status quo, and recognise the value of the mining landscape for its industrial heritage and nature conservation. They want former mine sites to be left alone, and protected, primarily for their heritage value.
  • Environmentalists are more motivated by water quality and pollution mitigation. They feel that that mine wastes would benefit from vegetation establishment and recognise their contribution to nature conservation. They value the role of experts.
  • Industry supporters prioritise the local economy and are the most supportive of mineral extraction in general and the reworking of mine wastes, feeling that it would create jobs and bring in new people.
  • Nature enthusiasts prioritise vegetation establishment on mine sites. They recognise the contribution mine sites make, or could make, to nature conservation. They want to see the sites restored, feeling they should not be left as they are.
  • Landscape lovers are focussed on improving the aesthetic appearance of the mine wastes. They are most concerned with the impact of mines on the landscape, but are open to the idea of reworking the mines to aid the local economy.

There were also several areas of agreement:

  • All residents prioritised water quality to some degree, with environmentalists and landscape lovers in particular feeling very strongly that this should take precedence over heritage features and nature conservation.
  • They also felt that the preference of the people living locally should take be a priority in deciding the future of the post-mining landscape, with most disagreeing that the future management of mine waste should be expert-led.

In summary, we found that most residents view their mining heritage positively for the cultural and ecological benefits that it provides, but they are concerned about the adverse impact on water quality and the lack of vegetation on many sites. There may be some support for metal recovery from abandoned mines if it is combined with high quality restoration that mitigates water pollution and revegetates the sites, whilst preserving their cultural heritage. Residents must be part of the process – too many feel that landscape decisions are taken out of the hands of local communities and do not benefit them.

This work was funded by the Natural Environment Research Council and Economic and Social Research Council through INSPIRE: IN Situ Processes In Resource Extraction from waste repositories; Grant number: NE/L013908/1.

You can read the papers from this research here:

Sinnett, D. (2019) Going to waste? The potential impacts on nature conservation and cultural heritage from resource recovery on former mineral extraction sites in England and Wales. Journal of Environmental Planning and Management, 62(7), 1227-1248. Available from https://uwe-repository.worktribe.com/output/852458.

Sinnett, D. E., & Sardo, A. M. (2020) Former metal mining landscapes in England and Wales: Five perspectives from local residents. Landscape and Urban Planning, 193. Available from https://uwe-repository.worktribe.com/output/3851958.

Letting go of what is not serving us to make science communication more inclusive

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Author: Karen Collins (MSc Science Communication student at UWE Bristol)

What language can we use to create inclusive environments in science communication? How might letting go of expert knowledge benefit underserved audiences? Delegates attending the Sci Comm South West 2019 conference at UWE Bristol were asked to crowdsource solutions to these issues at the ‘Letting go of what is not serving us’ session. Both questions generated animated group discussions resulting in several potential solutions.

What is in a word? Kate Baker and Silvia Bortoli, University of Exeter

Science communicators have learned the hard way that labelling groups of people is difficult and, more often than not, inaccurate. Language can be very powerful in setting the scene and defining the foundations of relationships, particularly when carrying out research.

During this first part of the session, participants were asked to consider the word ‘non-academic’. A seemingly innocuous word which is actually quite value-laden. It hides the expertise that exists outside universities and research centres and highlights what people ‘are not’ rather than the skills and knowledge that they may have. It has the potential to alienate.

Credit Tom Sparey

So what advice did our science communicators have?

There was an overall recognition that the term ‘academic’ is problematic, with a suggestion that should be replaced with ‘researcher’ as this is more active and more accurately describes what they do. Some suggested alternatives for ‘non-academic’ were:

  • Community – this could represent a large or small group of people, including those online
  • Contributor – this is a more active term, showing that they are not passive recipients
  • Collaborator – although this is seen as being neutral and actively involved it may suggest a level of participation which is unrepresentative
  • Stakeholder – this is seen as active, but may be more suitable for a community group or charity
  • Partner – this may be more suitable for an organisation rather than an individual.

It was generally agreed that it is important not to call a group by what they cannot do or what they are not, but rather identify what they can do or what they are. The overall advice suggested asking the group what they would like to be called as early on in the process as possible and sticking with it.

Credit Tom Sparey

Expertise. Erik Stengler, SUNY Oneonta, New York

As science communicators we are acutely aware of the importance of knowing your audience. When developing public engagement or outreach programmes, science communicators may be asked to liaise between scientists and organisations who work closely with the audience. These organisations can include charities, schools and community groups. In these cases it is important to recognise that specialist organisations know their audiences extremely well and are often best placed to tailor a public engagement activity. Scientists and researchers are often reluctant to allow individuals and organisations, with little or no prior knowledge of the science, to plan or deliver the public engagement activity.

Credit Tom Sparey

In light of this issue the second part of the session asked: How can we help scientists let go of their science and allow experts in the audience to run an outreach or public engagement activity?

So what are the top tips from Sci Comm South West delegates?

  • Identify any concerns the scientists may have early on in the project
  • Clearly define the role of the scientists in the project
  • Make sure priorities are understood between the scientist and audience expert groups
  • Co-develop the project, with the experts in science planning with the experts in audience
  • Make sure everyone understands why they are collaborating and where the various expertise lies
  • Provide training to enable transition to take place smoothly between the experts in science and the experts in audience
  • Develop longer term relationships between the scientist and audience experts.

Alongside these recommendations, all delegate groups recognised the importance of trust between scientists and audience experts, and that the best way to achieve this was though collaboration and building relationships.

Engineering Our Future – Event videos!

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If you were an engineer, what would you do?

2712 children from across the South West answered this question with their designs to solve real-world problems.

The Leaders Awards is organised by Primary Engineer, helping children to meet real-life engineers. Led by the SCU’s Laura Fogg Rogers, UWE Bristol is an official sponsor, in partnership with Defence Equipment and Support (the procurement arm of the Ministry of Defence).

The shortlisted entries were showcased at a public exhibition in June 2018, bringing together 19 winners and their parents in a celebration with engineers from across the South West.

Children from Reception through to Year 10 were recognised for their efforts. Designs ranged from rotating bunk beds to bird-identifier binoculars. Students from UWE Bristol’s EngWest Studio will make one of the winning entries as part of their studies.

The future of engineering is here!

 

Ready to engineer your future?

Following International Women in Engineering Day on 23rd June, 135 female students in Years 9-11 from across the South West had the chance to participate in hands-on activities, demonstrating the ways in which engineering careers impact many aspects of society.

Each zone focused on a different contribution to society, with the ultimate challenge of designing and building a city of the future. The girls got involved in bridge building, urban design, smart technologies, and sustainable solutions. All these courses are taught in the Faculty of Environment and Technology at UWE Bristol.

The event aimed to challenge traditional perceptions that engineering is mainly for men, in order to tackle a lack of diversity in the profession. Laura Fogg Rogers, who helped to organise it, has also recently initiated the Women Like Me project at UWE Bristol, which aims to further encourage and support girls and women to enter and remain in engineering professions.

 

Original posts by Laura Hobbs on the UWE Bristol ‘Engineering Our Future‘ blog.